the ideal of wealth attainment in public schools. ...beyond the Veil are smaller but like problems of ideals, of leaders and the led, of serfdom, of poverty, of order and subordination, and, through all, the Veil of Race. He admonishes readers to "Teach workers to work, and Teach thinkers to think." "The need of the South is knowledge and culture," he says: "And to make men, we must have ideals, broad, pure, and inspiring ends of living,—not sordid money-getting, not apples of gold." "Of the Training of Black Men" Du Bois discusses how "to solve the problem of training men for life," especially as it relates to the Negro, who "hang between them and a light a veil so thick, that they shall not even think of breaking through." Du Bois cites the progress of Southern education, consisting of army schools, mission schools, and schools of the Freedman's Bureau, from the end of the Civil War until 1876. Then complete school systems were established including Normal schools and colleges, followed by the industrial revolution in the South from 1885 to 1895, and its industrial schools. Yet, he asks, "Is Not life more than meat, and the body more than raiment?" Du Bois asserts: "...education that encourages aspiration, that sets the loftiest of ideals and seeks as an end culture and character rather than bread-winning," is the right of the black as well as the white. He goes on to state, "If the Negro was to learn, he must teach himself," and cites the 30,000 black teachers created in one generation who "wiped out the illiteracy of the majority of the black people of the land, and they made Tuskegee possible." Additionally, 2500 Negroes had received a bachelor's degree, of whom 53% became teachers or leaders of educational systems, 17% became clergymen, 17% mainly physicians, 6% merchants, farmers and artisans; and 4% in government service. From 1875 to 1880, there were 22 Negro graduates from Northern colleges and 143 from Southern Negro colleges. From 1895 to 1900, Northern colleges graduated 100 Negros and over 500 graduated from Southern Negro colleges. Du Bois concludes by stating that the "...inevitable problems of civilization the Negro must meet and solve largely for himself." The function of the Negro college, then, is clear: it must maintain the standards of popular education, it must seek the social regeneration of the Negro, and it must help in