ment stations, the colleges, the high schools, the
club movement, and all that--of course we're going ahead. I'm not
speaking of that. My point is that we must wake up to two things. First
of all, we must never make the mistakes that you did in the North when
you built up your educational system. That means no pedantry, or
classical snobbery. We mustn't go that way. Our way is plain though. I
see it more clearly every time I think the matter over--we must train
the intelligence of the Southern people."

He continued, in his enthusiastic mood. "Yes, there is a great future
for the South. Its resources make a future possible; but unless those
resources are intelligently used, our prosperity will not go very deep,
or reach very far. We must take the people with us."

This man's view typifies the educational vision that is sweeping over
the South. "We must take the people with us," he said. There is nothing
novel in the idea; but coming as it did from a representative business
man, it carried weight and conviction.

Another thing he said in the same connection enforced his argument.
"They talk about the race problem in the South," he said. "That is, the
old generation does. We younger men are not so much concerned about the
race problem as we are concerned about efficiency in industry and in
agriculture. The races are here to stay; we cannot change that if we
would. Meanwhile, all of us, whites as well as blacks, are slovenly in
our farming, indifferent in our business transactions, and hopelessly
behind in our methods of conducting affairs. From top to bottom we need
trained intelligence. That, more than anything else, will solve the
South's problems."

II Finding the Way

The step is a short one from a vision of trained intelligence to a
demand for effective education. Throughout the South, the will to
progress is everywhere in evidence, and with unerring accuracy, one
community after another is turning to this as the way.

There is no Southern city in which the agitation for increased
educational activity is not being pushed with vigor and intensity. On
all hands there appears the result of a conviction that the only means
by which the effectiveness of the South can be maintained and increased,
lie along the path of increased educational opportunities. The South, if
it is to fulfill the greatness of its promise, must remodel its
educational system in the interests of a larger South, as the West has
remodeled its