It cannot be denied that much of the fabulous sums of money lavishly given for the education of the Freedmen of the South, has been squandered upon experiments, which common sense should have dictated were altogether impracticable. Perhaps this was sequential in the early stages of the work, when the instructor was ignorant of the topography of the country, the temper of the people among whom he was to labor, and, more important still, when he was totally ignorant of the particular class upon whom he was to operate--ignorant of their temperament, receptive capacity and peculiar, aye, unique, idiosyncrasies. Thus thousands upon thousands of dollars were expended upon the erection and endowment of "colleges" in many localities where ordinary common schools were unknown. Each college was, therefore, necessarily provided with a primary department, where the child of ten years and the adult of forty struggled in the same classes with the first elements of rudimentary education. The child and the adult each felt keenly his position in the college, and a course of cramming was pursued, injurious to all concerned, to lessen the number in the primary and to increase the number in the college departments. No man can estimate the injury thus inflicted upon not only the student but the cause of education. Even unto to-day there are colleges in localities in the South which run all year while the common school only runs from three to eight months. Indeed, the multiplication of colleges and academies for the "higher education of colored youth" is one of the most striking phenomena of the times: as if theology and the classics were the things best suited to and most urgently needed by a class of persons unprepared in rudimentary education, and whose immediate aim must be that of the mechanic and the farmer--to whom the classics, theology and the sciences, in their extremely impecunious state, are unequivocable abstractions. There will be those who will denounce me for taking this view of collegiate and professional preparation; but I maintain that any education is false which is unsuited to the condition and the prospects of the student. To educate him for a lawyer when there are no clients, for medicine when the patients, although numerous, are too poor to give him a living income, to fill his head with Latin and Greek as a teacher when the people he is to teach are to be instructed in the _a b c's_--such education is a waste of time and a senseless expenditure of money.