gro needs the help of the Anglo-Saxon without regard
to sections of country. He can advance more safely and rapidly as he
walks arm in arm with his brother North and South. Far be it from me
that I should, in any way, underestimate the heroic efforts of
institutions wholly run by the Negro! Many of them are striking
illustrations of what united effort can do; they serve a purpose which
cannot be overlooked. Only in proportion as he is more a producer than
a consumer, and as wealth and intelligence become common factors in
his social life, will the Negro be able to assume entire control of
these great institutions founded for him by the Northern societies. As
to the ability of some members of the race to adorn any position in
the gift of these colleges no one denies. There are men of superior
scholarship, broad culture, sound character, tact, and executive
ability even to grace similar places in white institutions. They are
exceptions; and yet I do not hesitate to say that were their services
in demand they could do so with comparatively more ease and
satisfaction than if at the head of a strictly Negro institution. The
reason is apparent to those experienced in such matters. Ability and
adaptability are not the only requisites for this work.

If the Negro has not been able to acquire similar institutions by his
own efforts aided by friends North and South, is there any guarantee
that he would properly appreciate them if thus thrust upon him? To ask
such a concession would be an admission of the point at issue. The
South, commercially, believes in free trade; assuming it is right, it
then would not be right to close the intellectual ports of the Negro
against the cultured wares of his time honored benefactors in literary
commerce. The Negro least of all should not ask it.

In Southern courts, where life and great interests are involved, the
most intelligent Negro finds it to his advantage to employ legal
talent of the opposite race because he is conditioned by the peculiar
circumstances of a white judge and jury who, in most cases, seem to
interpret law and weigh evidence in accordance with the prevailing
opinions of the dominant class. In the work of Negro education vital
interests are involved. The Anglo-Saxon teachers have the culture and
the means at their command. They are actual competitors with the Negro
and every other people in this particular missionary endeavor. They
have given the world its highest civilizat