ion. Through them, as
instrumentalities, the torch-light of civilization progresses;
Christianity brightens every prospect in every land. Why should they
be discriminated against in educating the Negro in the South? Should
this service and philanthropy be directed to founding and supporting
similar institutions for the more unfortunate class of the stronger
race, there would be no question about the color of teachers though
they be Indian or Japanese. The means used in maintaining these
institutions is not obtained from the Negro nor by his influence.
Would a change in the policy of the teaching force help or hinder in
securing this aid? This change would establish more rigidly the color
line so objectionable to the Negro himself. It would be a backward
movement. In all probability the color of the darker races is due more
largely to some sort of skin disease, than to other causes,
transmitted through the ages since the flood. That is a very
charitable Negro who wishes isolation to prevent inoculating the
Anglo-Saxon if permitted to teach the Negro. The Negro has ample
opportunity for his individuality in his societies and churches. He
has gained absolutely nothing by completely divorcing himself from the
fostering care of the Anglo-Saxon. Observe the contrast between those
Negro churches wholly separated from the Anglo-Saxon and those
partially controlled by the dominant race. Those who have been
somewhat under the guardianship of the stronger race are usually the
highest types of intelligent Christianity. Both races have suffered
by the separation; but it is needless to say how much greater the
Negro has suffered. The Negro has more to gain by co-operation with
his Anglo-Saxon neighbors. Intelligence must be handed down from
generation to generation, from race to race by contact, from
individual to individual. In the schools of the American Baptist Home
Mission Society, for the year 1898-1899, the annual report shows that
out of 321 teachers employed, 124 were Negroes. It will be borne out
by the report of each succeeding year. In a large measure, the other
missionary societies North and South are about as liberal in
recognizing the Negro teacher. Therefore to mix the faculties and
boards of trustees of all these schools would be ideal in most
respects. This would be a happy golden mean. Let us be patient,
considerate, and faithful.

FOURTH PAPER.

IS IT TIME FOR THE NEGRO COLLEGES IN THE SOUTH TO BE PUT INTO THE