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116 THE CRISIS the need of at least half a dozen genuine colleges in the South for colored students, and gifts should probably go in this direction. I do not want this digression to take our minds away from the actual thought of this brief paper, which is, that what we need is education, rather than any particular kind or grade. Some day perhaps another Socrates, or Froebel, or Rousseau may tell us some surer way of going for the thing. At present we know nothing beyond the fact, which is certainly sure as far as it goes, that the necessary factor is the educated and consecrated personality of the teacher. We are in great danger in America of thinking too highly of machinery and system. The process of machinery and system, however efficiently we may use the machinery and apply the system, may be called education—but is it? It surely is not, unless it carries with it the idea that its main concern is not the fine machinery or the perfect system. It must know that the real thing is the personal contact and individual instruction, through which the child or youth learns to use his powers, and comes to find, in the best use of these powers which God has given him, be they great or small, the value and meaning of life. It may be well to emphasize the fact that in using the word education I have not meant knowledge, either general or technical. The two words have naturally been confused, because, of course, in getting knowledge there is likely to be some acquirement of education, and in getting education there is sure to be some acquirement of knowledge. So it happens that in practice we merge the two. I doubt if a satisfactory definition of education can be given. I came as near as I could when in speaking of three educated men, I said that "they knew how to use their minds, they had high vision and broad vision, and they loved art and good literature." And again when I said, "learns to use his powers, and comes to find, in the best use of these powers which God has given him, be they great or small, the value and meaning of life." In other words we may put it this way: In each of us there is a real self, and education is the process of leading forth this real self into the free play of good desires and true uses. Or more simply, perhaps we may say that the educated man is one who has a liberal and generous mind and is capable and desirous of leading a useful life. THE YEAR IN NEGRO EDUCATION THE war has made serious inroads on Negro education, but the harvest is still commendable. Twelve students take higher degrees in arts; three hundred and eighty-four Bachelors in Arts and Science have been graduated; four hundred and seventy-five have been graduated in the learned professions, and partial reports give nearly two thousand graduates from the high schools. DEGREES OF DISTINCTION. TWELVE colored students have received higher degrees during the present commencement season. F. H. Hough, of Ohio, a Bachelor of Arts of Ohio State University, received the Degree of Doctor in Pedagogy from New York University. His dissertation was on "Racial Pedagogy in the Light of Racial Psychology." Mr. Hough has done post-graduate work at Clark and Columbia, and is, at present, a teacher of English in Public School 147, New York City. Ten students received the Degree of Master of Arts: Howard W. Brown, at Harvard, for work in English; Nellie M. Quander and Frank N. Fitzpatrick at Columbia, and Arthur A. Madison, at Teachers' College at Columbia; Eva B. Dykes, at Radcliffe, for work in English. She will continue her work in the Graduate Department on a scholarship. At the University of Chicago, Joseph C. Carroll and Robert W. Brooks received the M. A. Degree. At Northwestern University, Robert N. Brooks received this degree, G. V. Cools at the State University of Iowa, and Fitzpatrick Stewart at the University of Pittsburgh. At Boston University, W. A. Pollard received the Degree of Master of Laws. THE NEW BACHELORS. THE Degree of Bachelor of Arts or Science has been conferred upon 10 colored persons, as follows, from the leading universities: Oberlin, Stella A. Creditt; Purdue, D. J.
