which beset all races, and we must reason accordingly, and plan alike for the masses of the people, black and white.

One should avoid extreme and disproportionate statements and implications. The same writer runs a tilt against all education for the negro above the most rudimental, and says: "I have failed to see one who has been made a better man or a better citizen by this higher education; on the contrary, I know of very many who have been morally and socially ruined by it." We are sorry that his acquaintance has been so unfortunate with this class. Others have had the happiness to know scores and hundreds of well-educated colored people who are doing great credit to their race as ministers, physicians, editors, lawyers, teachers and authors. To one of these, a graduate of a theological institution, aided by this Association, the District Attorney in the part of Virginia where he now lives, recently addressed a letter of thanks for his having wrought a moral revolution in that county, saying: "Your boldness in condemning the wrong and asserting and approving the right has not only impressed the colored, and influenced their conduct in the right direction, but it has at the same time won for you the confidence and esteem of all the thinking portion of the white race, who are interested in good government and a well-ordered and law-abiding community ... for which this community ought to be profoundly grateful." And this man is also "ebon black." And here we would correct the impression that a large disproportion of the negroes are receiving "a higher education." The idea is given out that a great mistake has been made by the societies and philanthropists that are seeking the elevation of the freedmen. It would relieve the quite unnecessary alarm of objectors if they would consult the United States census for the statistics of the negro population, and then compare with its six millions of colored people the few thousands of them found in the colleges, academies, high schools, theological seminaries, medical and law schools of the land. Probably not more than one negro in a thousand is receiving anything beyond the very simplest instruction. Surely, then, no great harm can yet have been done, or is likely to be done, for many years to come. And yet, long before the objectors had spoken, these same educators had begun to add industrial training to book learning, and they are now pushing this branch as fast as the pecuniary means are furnished.

Nor should we overlook the vast and pressing necessities to which the higher education stands related. There is a loud and general call for competent colored teachers, instead of there being such a surplus as the aforementioned writer found when he says, "There was only one vacancy where there were fifty teachers." A remarkably favored locality! The superintendents of Southern schools tell a very different story. Not long since, the Rev. Dr. Haygood, of Georgia, in an article in the Independent, called for fifty thousand colored physicians, to be furnished as speedily as possible. And who can exaggerate the need of educated colored ministers to take the place of the old ignorant preachers? And how is any race to rise without intelligent leaders of their own in every locality? These will naturally be found in their men of education and property, in their ministers, physicians, lawyers, editors, teachers and political representatives. It is idle and wrong to repress or ignore the ambition of negroes of talent to be something more than laborers and servants, bootblacks and whitewashers. They must have the chance that others have, in proportion to their numbers; no more, no less. And all these rising colored men must have correspondingly intelligent wives, for their comfort and improvement and for the training of their children. To meet such wants the existing schools of high grade will all be needed and should all be liberally endowed.

OPINIONS.

The American Missionary Association and those allied to it have been the chief agency at the South, so far as benevolent effort is concerned, in diffusing right notions of religion, and in carrying education to the darkened mind of the negro.—Hon. J. L. M. Curry.

Of all the questions which disturb the mental equanimity of the patriotic and thinking citizen of our Republic, none is looming in his horizon with a more lurid and portentous aspect than the black cloud of illiteracy which is rapidly spreading over the country, and especially resting upon the Southern States of the Union. Compared with it as an element of vital danger to the Republic, Mormonism, Communism and Socialism sink into obscurity. The only way out of the unfortunate dilemma or of ameliorating the condition in which the country is placed by the thrusting upon it of this mass of ignorance, is by education—an education both mental and moral.—George R. Stetson.

The real tests of Northern zeal and liberality, of Northern faith and patience in the work of educating the negro, are yet to come. At the first, Christian zeal was mightily stimulated by the patriotic fervors of a great war for the preservation of the Union. In most minds the course of events identified the preservation of the Union and the abolition of slavery. The tremendous moral and political forces that were at work during the war, and for many years after its close, all conspired to make such an appeal to the thought, sentiment and conscience of the church in the North as was perhaps never before made for any form of Christian philanthropy. Christian men and women were filled with pity for the poor negroes, and there was a movement of "men and money" for their education that was never before seen in this, or perhaps any other, country. The effort was stupendous, and the results are amazing.

But the conditions that obtained from 1865 to 1875 will obtain no more. The enthusiasms peculiar to that period pass away with the coming of a new generation. The work must go on now as the foreign missionary movement of Christendom goes on—by the force that is born of a fixed conviction and an unquestioning faith in God's purpose to save the world and in His plan of saving it.

It is saddening, it is not surprising, to know that some noble men and women teaching in negro schools in the South are discouraged. This is natural, but nevertheless perilous, as well as distressing. One teacher, long in the service, speaks thus: "Some are much discouraged; we have expected by this time to see results more permanent in the negro character; we thought it would be somewhat as we have seen it in our Western colleges after a few years."

Such a basis of comparison is very unjust to the negro and very hurtful to his teacher. We must not forget heredity; we must compare the negro as to education in schools in 1884 with 1864. The white man has behind him a thousand years of the influences that enter into our best education. Yet how much he has to learn! How much easier for white pupils to learn books than virtue—how much easier to acquire knowledge than wisdom! Let us have patience with each other. Let us also settle down to steady work, steady giving and constant praying. This is a work for the next hundred years—and more.—The Advance.

The feeling is too prevalent, even among Christians, that "the only good Indian is a dead Indian." If parents would put into the hands of their children reports of our missionaries, so they could see what is being done for the Indians, instead of letting them get their opinions of the Indian race from newspaper articles and from books of Indian wars, in which the rifle and scalping knife were the only arguments used, much prejudice would be removed and the missions among Indians would be better sustained. Further, if parents themselves would take the above advice, it would be time