History does not furnish a case of the elevation of a people by ignoring the thought and aspiration of the… — Carter G. Woodson

The facts drawn from an experience of more than twenty years enable us to make certain deductions with respect to the study of the Negro. Only one Negro out of every ten thousand is interested in the effort to set forth what his race has thought and felt and attempted and accomplished that it may not become a negligible factor in the thought of the world. By traditions and education, however, the large majority of Negroes have become interested in the history and status of other races, and they spend millions annually to promote such knowledge. Along with this sum, of course, should be considered the large amount paid for devices in trying not to be Negroes.

The average Negro has not been sufficiently mis-educated to become hopeless.

Our minds must become sufficiently developed to use segregation to kill segregation, and thus bring to pass that ancient and yet modern prophecy, "The wrath of man shall praise thee." If the Negro in the ghetto must eternally be fed by the hand that pushes him into the ghetto, he will never become strong enough to get out of the ghetto. This assumption of Negro leadership in the ghetto, then, must not be confined to matters of religion, education, and social uplift; it must deal with such fundamental forces in life as make these things possible. If the Negro area, however, is to continue as a district supported wholly from without, the inept dwellers therein will merit and will receive only the contempt of those who may occasionally catch glimpses of them in their plight.

The educational system as it has developed both in Europe and America an antiquated process which does not hit the mark even in the case of the needs of the white man himself. If the white man wants to hold on to it, let him do so; but the Negro, so far as he is able, should develop and carry out a program of his own.

The so-called modern education, with all its defects, however, does others so much more good than it does the Negro, because it has been worked out in conformity to the needs of those who have enslaved and oppressed weaker peoples. For example, the philosophy and ethics resulting from our educational system have justified slavery, peonage, segregation, and lynching. The oppressor has the right to exploit, to handicap, and to kill the oppressed. Negroes daily educated in the tenets of such a religion of the strong have accepted the status of the weak as divinely ordained, and during the last three generations of their nominal freedom they have done practically nothing to change it.