But something more was done under this pressure, something more than creation of a habit of physical exertion to productive ends.  Skill was developed.  Skilled labor, which needs brains, was carried to a high degree of performance.  On almost all the Southern plantations, and in the cities also, negro mechanics were bred, excellent blacksmiths, good carpenters, and house-builders capable of executing plans of high architectural merit.  Everywhere were negroes skilled in trades, and competent in various mechanical industries.

The opportunity and the disposition to labor make the basis of all our civilization.  The negro was taught to work, to be an agriculturist, a mechanic, a material producer of something useful.  He was taught this fundamental thing.  Our higher education, applied to him in his present development, operates in exactly the opposite direction.

This is a serious assertion.  Its truth or falsehood cannot be established by statistics, but it is an opinion gradually formed by experience, and the observation of men competent to judge, who have studied the problem close at hand.  Among the witnesses to the failure of the result expected from the establishment of colleges and universities for the negro are heard, from time to time, and more frequently as time goes on, practical men from the North, railway men, manufacturers, who have initiated business enterprises at the South.  Their testimony coincides with that of careful students of the economic and social conditions.

There was reason to assume, from our theory and experience of the higher education in its effect upon white races, that the result would be different from what it is.  When the negro colleges first opened, there was a glow of enthusiasm, an eagerness of study, a facility of acquirement, and a good order that promised everything for the future.  It seemed as if the light then kindled would not only continue to burn, but would penetrate all the dark and stolid communities.  It was my fortune to see many of these institutions in their early days, and to believe that they were full of the greatest promise for the race.  I have no intention of criticising the generosity and the noble self-sacrifice that produced them, nor the aspirations of their inmates.  There is no doubt that they furnish shining examples of emancipation from ignorance, and of useful lives.  But a few years have thrown much light upon the careers and characters of a great proportion of the graduates, and their effect upon the communities of which they form a part, I mean, of course, with regard to the industrial and moral condition of those communities.  Have these colleges, as a whole,—­[This sentence should have been further qualified by acknowledging the excellent work done by the colleges at Atlanta and Nashville, which, under exceptionally good management, have sent out much-needed teachers.  I believe that their success, however, is largely owing to their practical features.—­C.D.W.]—­stimulated