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Certainly, if such a time ever comes, there will be no such painful thing as a race problem, as Negroes now see it and feel it. This is one of Tuskegee's largest ideals; not that Tuskegee alone can bring about a "consummation so devoutly to be wished," but it is ambitious to be a potent factor in all the tendencies that make for such a condition of life in the heart of the South.

In such hands the excellent features of the curriculum are raised to the N-th power. Finally, academic and industrial teachers are animated with a sentiment of solidarity, with an esprit de corps, which solves many a problem of conflicting duty and jurisdiction, and which must impress the student with the essential unity of Tuskegee's endeavor to equip men and women for life.

The many old and time-worn frame buildings are being replaced by finely built and imposing brick and stone structures; the tallow dip and antiquated oil-lamp and gas-jet, as illuminators, have paled before the more brilliant white light of electricity, installed by Tuskegee students and operated by them. Patience and faith! these are Tuskegee's watchwords and her standard virtues.

Those who have done most for the school have been made to feel that the character of the work done here and the ideals striven for are deserving of the best. The idea that "anything is good enough for a Negro school" has never been allowed to have any part or exert any effect in Tuskegee's expansion. For example, when Mr.

Much depended on my ability to pass the examination. Tuskegee's reputation was at stake my own reputation was at stake; for, if I failed, the people would certainly lose confidence in me, and make it impossible for me to accomplish my purpose. I was out of money, and this was the only way I could see to get any for a long time.

Similarly, the girl in the laundry does not make soap by rote, but by principle; and the girl in the dressmaking-shop does not cut out her pattern by luck, or guess, or instinct, or rule of thumb, but by geometry. And so the successful teaching of the industries demands no mean amount of academic preparation. In this lies the technical utility of Tuskegee's Academic Department.

Washington years ago what he regarded as the most important result of his work, and he replied: "I do not know which to put first, the effect of Tuskegee's work on the Negro, or the effect on the attitude of the white man to the Negro." The race divergence under the system of miseducation was fast getting wider.

The last time I saw him, which was a few months before he died, he gave me fifty thousand dollars toward our endowment fund. Between these two gifts there were others of generous proportions which came every year from both Mr. and Mrs. Huntington. Some people may say that it was Tuskegee's good luck that brought to us this gift of fifty thousand dollars. No, it was not luck. It was hard work.

These types of Tuskegee's graduates, picked out at random from hundreds of equal scholarship and ability, represent distinctive channels of activity, including the president of a leading college, principals and teachers of thriving schools, a lawyer, a tinner, a school treasurer, farmers, cotton-growers, master builders and contractors, a dairyman, and a blacksmith.

Tuskegee's germ principle is to be found in its unboasted ideals, in the things that of necessity can not be listed in catalogue or report, rather than in its buildings, shops, farms, and what not. The school dwells upon the saving power of land, and learning, and skill, and a bank-account not as finalities in themselves, but as tangible witnesses to the Negro's capacity to compete with others.