It seems to be generally held by such writers and their readers that the mission of negroes who have received a good college training is to be teachers and leaders to the more commonplace members of their own race, and it is thought that a proportion of one in two hundred needs to have the knowledge which will enable him to lead, and so benefit his fellows. There must be tact, however; the negro student must have his craft well ballasted or he may lose self-control, which may possibly lead to somewhat comical results. Thus, Mr Miller tells of "A circular issued by a young man, scarcely thirty years of age, the sum-total of whose knowledge would be scarcely equal to that of a Yale sophomore, who advertises himself as Rev. ----, A.M., B.D., Ph.D., D.D. It is more than likely that the majority of the congregation of this over-bedecked preacher can neither read nor write. What these humble people need is sound knowledge and simple sense.... The negro race is characterised by boisterousness of manners and extravagant forms of taste. As if to correct such deficiencies, their higher education hitherto has been largely concerned with Greek and Latin literature, the norms of modern culture. The advanced negro student became acquainted with Homer and Virgil before he had Shakespeare and Milton. It is just here that our educational critics are apt to become excited. The spectacle of a negro wearing eyeglasses, and declaiming in classic phrases about 'the walls of lofty Rome,' and 'the wrath of Achilles,' upsets their critical balance and composure. We have so often listened to the grotesque incongruity of a Greek chorus and a greasy cabin, and the relative value of a piano and a patch of potatoes, that if we did not join in the smile in order to encourage the humour, we should do so out of sheer weariness." Their utterances show in what light the college training of negroes is regarded by ordinary citizens of the United States; and it may be noted that Mr Kelly Miller, the writer, hails from Howard University, which is intended chiefly for coloured students. As slavery only disappeared a generation ago, it can hardly be expected that such a matter can be discussed without some show of extravagance or of exaggeration appearing. We even find a well-known Doctor of Divinity venturing the opinion, in an influential weekly journal, that the education of one white student is worth more to the negroes than the education of ten blacks. All tends to clear the air, however; and what is done at Howard and Atlanta Universities and elsewhere, in the way of providing education for coloured youths, shows that advances are being made, and that better times are coming.