ness that lies in education--unless our whole theory
of modern life is wrong--and also of the political and social danger
there is in a degraded class numerically strong. Granted integral
membership in a body politic, education is a necessity. I am aware of the
danger of half education, of that smattering of knowledge which only
breeds conceit, adroitness, and a consciousness of physical power,
without due responsibility and moral restraint. Education makes a race
more powerful both for evil and for good. I see the danger that many
apprehend. And the outlook, with any amount of education, would be
hopeless, not only as regards the negro and those in neighborhood
relations with him, if education should not bring with it thrift, sense
of responsibility as a citizen, and virtue. What the negro race under the
most favorable conditions is capable of remains to be shown; history does
not help us much to determine thus far. It has always been a long pull
for any race to rise out of primitive conditions; but I am sure for its
own sake, and for the sake of the republic where it dwells, every
thoughtful person must desire the most speedy intellectual and moral
development possible of the African race. And I mean as a race.

Some distinguished English writers have suggested, with approval, that
the solution of the race problem in this country is fusion, and I have
even heard discouraged Southerners accept it as a possibility. The result
of their observation of the amalgamation of races and colors in Egypt, in
Syria, and Mexico, must be very different from mine. When races of
different color mingle there is almost invariably loss of physical
stamina, and the lower moral qualities of each are developed in the
combination. No race that regards its own future would desire it. The
absorption theory as applied to America is, it seems to me, chimerical.

But to return to education. It should always be fitted to the stage of
development. It should always mean discipline, the training of the powers
and capacities. The early pioneers who planted civilization on the
Watauga, the Holston, the Kentucky, the Cumberland, had not much broad
learning--they would not have been worse if they had had more but they
had courage, they were trained in self-reliance, virile common sense, and
good judgment, they had inherited the instinct and capacity of
self-government, they were religious, with all their coarseness they had
the fundamental elements of no