But the effort at education went further than the common school and the primary essential instruction.  It introduced the higher education.  Colleges usually called universities—­for negroes were established in many Southern States, created and stimulated by the generosity of Northern men and societies, and often aided by the liberality of the States where they existed.  The curriculum in these was that in colleges generally,—­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 where skilled labor is handed down and fixed in the same families, that is, where the same kind of labor is continued from one generation to another.  The child, put to work, has not the knowledge of the parent, but a special aptitude in his skill and dexterity.  Both body and mind have acquired certain transmissible traits.  The same thing is seen on a larger scale in a whole nation, like the Japanese, who have been trained into what seems an art instinct.