The problem of the twentieth century is the problem of the color line.

The cost of liberty is less than the price of repression.

But what of black women?... I most sincerely doubt if any other race of women could have brought its fineness up through so devilish a fire.

A classic is a book that doesn't have to be written again.

To be a poor man is hard, but to be a poor race in a land of dollars is the very bottom of hardships.

Believe in life! Always human beings will live and progress to greater, broader, and fuller life.

A little less complaint and whining, and a little more dogged work and manly striving, would do us more credit than a thousand civil rights bills.

An American, a Negro... two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.

Education is that whole system of human training within and without the school house walls, which molds and develops men.

When you have mastered numbers, you will in fact no longer be reading numbers, any more than you read words when reading books You will be reading meanings.

The problem of the twentieth century is the problem of the color line.

It is a peculiar sensation, this double-consciousness, this sense of always looking at one's self through the eyes of others, of measuring one's soul by the tape of a world that looks on in amused contempt and pity.

If there is anybody in this land who thoroughly believes that the meek shall inherit the earth they have not often let their presence be known.

One ever feels his twoness - an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.

The power of the ballot we need in sheer defense, else what shall save us from a second slavery?

To stimulate wildly weak and untrained minds is to play with mighty fires.

A system of education is not one thing, nor does it have a single definite object, nor is it a mere matter of schools. Education is that whole system of human training within and without the school house walls, which molds and develops men.

A true and worthy ideal frees and uplifts a people; a false ideal imprisons and lowers.

After the Egyptian and Indian, the Greek and Roman, the Teuton and Mongolian, the Negro is a sort of seventh son, born with a veil, and gifted with second-sight in this American world, - a world which yields him no self-consciousness, but only lets him see himself through the revelation of the other world.

As a race, the Negroes are not lazy.

Before the Civil War, the Negro was certainly as efficient a workman as the raw immigrant from Ireland or Germany. But, whereas the Irishmen found economic opportunity wide and daily growing wider, the Negro found public opinion determined to 'keep him in his place.'

Education and work are the levers to uplift a people.

Education is the development of power and ideal.

Education must not simply teach work - it must teach Life.

Every argument for Negro suffrage is an argument for women's suffrage.

For most people, it is enough for the world to know that they aspire. The world does not ask what their aspirations are, trusting that those aspirations are for the best and greatest things. But with regard to the Negroes in America, there is a feeling that their aspirations in some way are not consistent with the great ideals.

For the Negro, Andrew Johnson did less than nothing when once he realized that the chief beneficiary of labor and economic reform in the South would be freedmen. His inability to picture Negroes as men made him oppose efforts to give them land; oppose national efforts to educate them; and above all things, oppose their rights to vote.

From the day of its birth, the anomaly of slavery plagued a nation which asserted the equality of all men, and sought to derive powers of government from the consent of the governed. Within sound of the voices of those who said this lived more than half a million black slaves, forming nearly one-fifth of the population of a new nation.

From the very first, it has been the educated and intelligent of the Negro people that have led and elevated the mass, and the sole obstacles that nullified and retarded their efforts were slavery and race prejudice; for what is slavery but the legalized survival of the unfit and the nullification of the work of natural internal leadership?

I am a Bolshevik.

I believe in God, who made of one blood all nations that on earth do dwell. I believe that all men, black and brown and white, are brothers, varying through time and opportunity, in form and gift and feature, but differing in no essential particular, and alike in soul and the possibility of infinite development.

I believe in Liberty for all men: the space to stretch their arms and their souls, the right to breathe and the right to vote, the freedom to choose their friends, enjoy the sunshine, and ride on the railroads, uncursed by color; thinking, dreaming, working as they will in a kingdom of beauty and love.

I believe in the Prince of Peace. I believe that War is Murder. I believe that armies and navies are at bottom the tinsel and braggadocio of oppression and wrong, and I believe that the wicked conquest of weaker and darker nations by nations whiter and stronger but foreshadows the death of that strength.

If the leading Negro classes cannot assume and bear the uplift of their own proletariat, they are doomed for all time. It is not a case of ethics; it is a plain case of necessity. The method by which this may be done is, first, for the American Negro to achieve a new economic solidarity.

If white people need colleges to furnish teachers, ministers, lawyers, and doctors, do black people need nothing of the sort?

It is African scholars themselves who will create the ultimate Encyclopaedia Africana.

Make yourself do unpleasant things so as to gain the upper hand of your soul.

Men we shall have only as we make manhood the object of the work of the schools - intelligence, broad sympathy, knowledge of the world that was and is, and of the relation of men to it - this is the curriculum of that Higher Education which must underlie true life.

Most men today cannot conceive of a freedom that does not involve somebody's slavery.

Negroes could be sold - actually sold as we sell cattle, with no reference to calves or bulls or recognition of family. It was a nasty business. The white South was properly ashamed of it and continually belittled and almost denied it. But it was a stark and bitter fact.

North as well as South, the Negroes have emerged from slavery into a serfdom of poverty and restricted rights.

Progress in human affairs is more often a pull than a push, surging forward of the exceptional man, and the lifting of his duller brethren slowly and painfully to his vantage ground.

Read some good, heavy, serious books just for discipline: Take yourself in hand and master yourself.

Reconstruction was a vast labor movement of ignorant, muddled, and bewildered white men who had been disinherited of land and labor and fought a long battle with sheer subsistence, hanging on the edge of poverty, eating clay and chasing slaves and now lurching up to manhood.

Rule-following, legal precedence, and political consistency are not more important than right, justice and plain common-sense.

School houses do not teach themselves - piles of brick and mortar and machinery do not send out men. It is the trained, living human soul, cultivated and strengthened by long study and thought, that breathes the real breath of life into boys and girls and makes them human, whether they be black or white, Greek, Russian or American.

Strange, is it not, my brothers, how often in America those great watchwords of human energy - 'Be strong!' 'Know thyself!' 'Hitch your wagon to a star!' - how often these die away into dim whispers when we face these seething millions of black men? And yet do they not belong to them? Are they not their heritage as well as yours?

The Negro race, like all races, is going to be saved by its exceptional men. The problem of education, then, among Negroes must first of all deal with the Talented Tenth; it is the problem of developing the Best of this race that they may guide the Mass away from the contamination and death of the Worst, in their own and other races.

The Negro was freed and turned loose as a penniless, landless, naked, ignorant laborer. Ninety-nine per cent were field hands and servants of the lowest class.