,--the classics, the higher mathematics, science, philosophy,
the modern languages, and in some instances a certain technical
instruction, which was being tried in some Northern colleges. The
emphasis, however, was laid on liberal culture. This higher education was
offered to the mass that still lacked the rudiments of intellectual
training, in the belief that education--the education of the moment, the
education of superimposed information, can realize the theory of
universal equality.

This experiment has now been in operation long enough to enable us to
judge something of its results and its promises for the future. These
results are of a nature to lead us seriously to inquire whether our
effort was founded upon an adequate knowledge of the negro, of his
present development, of the requirements for his personal welfare and
evolution in the scale of civilization, and for his training in useful
and honorable citizenship. I am speaking of the majority, the mass to be
considered in any general scheme, and not of the exceptional individuals
--exceptions that will rapidly increase as the mass is lifted--who are
capable of taking advantage to the utmost of all means of cultivation,
and who must always be provided with all the opportunities needed.

Millions of dollars have been invested in the higher education of the
negro, while this primary education has been, taking the whole mass,
wholly inadequate to his needs. This has been upon the supposition that
the higher would compel the rise of the lower with the undeveloped negro
race as it does with the more highly developed white race. An examination
of the soundness of this expectation will not lead us far astray from our
subject.

The evolution of a race, distinguishing it from the formation of a
nation, is a slow process. We recognize a race by certain peculiar
traits, and by characteristics which slowly change. They are acquired
little by little in an evolution which, historically, it is often
difficult to trace. They are due to the environment, to the discipline of
life, and to what is technically called education. These work together to
make what is called character, race character, and it is this which is
transmitted from generation to generation. Acquirements are not
hereditary, like habits and peculiarities, physical or mental. A man does
not transmit to his descendants his learning, though he may transmit the
aptitude for it. This is illustrated in factories wher