Any such education as this of course calls for experts, and we are thus led on to our second point. We ask that the teachers in Negro schools and colleges should in deed and in truth be specialists. He who would teach any American youth in the new day, and certainly any Negro American youth, should be a genuine psychologist and sociologist and a large-hearted Christian man at the same time that he is a most thorough student in his own department. By "specialist" we do not mean a man who in English would count up the infinitives in Gower's poems, but one who in grammar, for instance, could bring from a broad scholarly background such a capacity for illustration as would inspire his students to be honestly more careful in their speaking or writing. The teacher of geometry would be one who could genuinely teach boys to think better; and with the true teacher of Latin, boys would have no desire to be dishonest. Whatever is taught should be dynamic; now as never before it must justify itself in terms of human life. Such instructors for our youth would call for such an outlay for education as has not yet been dreamed of. They could not be ready, however, until they had passed through a long period of preparation; and for such an investment they should later of course be adequately paid. Along with better teachers would go better equipment generally. Mr. Carnegie has given several library buildings, for instance. We wish now that somebody would give some books to put in them. More than one of the Negro colleges have no regular library appropriation. Whenever a book is bought it must be taken out of current funds and thus be stolen from some other legitimate use. And yet some people presume to sneer at what these institutions have done!