is the proper kind for the Negro.

Here differentiation begins, even in the field of education itself. A
careful study of the constitution of man, involving the
fundamentalities that grow out of his intellectual, moral, industrial,
social and political nature will lead us, I think, to see that much of
the white man's education is to be regretted and repudiated; much of
it is to be approved and appropriated. All training given in avarice,
hatred, prejudice, passion, sensuality, sin and wickedness, growing
out of self-conceit and vanity, must assuredly be repudiated. But all
things embraced in their education that make for the good, the true,
the beautiful, the just and the elevation of mankind should be
embraced, seized upon, masticated, digested and
assimilated--transmuted into the elements of Negro character, forming
a part of the very sub-consciousness of his being. In short, whatever
education the whites have had or do get which makes for human
enlargement, for righteousness, and brings man into closer
relationship with God and gives him a fuller conception of the laws of
God made manifest by the operation of His laws throughout the cosmos
enabling him to discover the relationships which he sustains to God,
to his fellow-men, to the lower creatures which inhabit this earthly
sphere in which man lives and the laws that govern the universe,
expressing modes of existence and orders of sequence, together with
the principles of industry, frugality and economy, which determine the
material accumulations necessary for the maintenance of life, these
the Negro should know as largely as possible, for certainly they have
been fields of educational processes found necessary for the white man
through many generations. It is to be noticed that for centuries the
white man has studied in order to get a thorough grasp, first of all,
upon the intellectual tools--so to speak; in other words, to know how
to read, write and cipher in terms of his own language, and at the
same time to lay a foundation broad enough to pursue useful knowledge
in all other directions possible. For instance, having mastered his
own language to a reasonable degree, he takes the Latin and the Greek
that he might acquaint himself with the development of the
institutions out of which his own was evolved as well as to make
double his hold upon his own; he studies Hebrew and the cognate
languages to get mastery of the great truths, philosophy and
institutions of