“Truly, a glad thrill went through my heart—a thrill of pride. This great autocrat had pronounced me as not only in sympathy, but also one in blood, with the truest, tenderest, and noblest race that dwells on earth.” If this quotation, which is now before me, over the writer’s name, suggests that she and those of her colleagues who agree with her have narrowed within their narrowing environment, and acquired artificial enthusiasm under their unnatural conditions, so that they must be unsafe as advisers and unfair as witnesses, the sole purpose for which it is introduced will have been served. This suggestion does not reach all Northern teachers of negro schools. Some have taken broader counsels, awakened wider sympathies, and, as a natural result, hold more moderate views. The influence of the extremer faction is steadily diminishing. Set apart, as small and curious communities are set here and there in populous States, stubborn and stiff for a while, but overwhelmed at last and lost in the mingling currents, these dissenting spots will be ere long blotted out and forgotten. The educational problem, which is their special care, has already been settled, and the settlement accepted with a heartiness that precludes the possibility of its disturbance. From the stand-point of either race the experiment of distinct but equal schools for the white and black children of the South has demonstrated its wisdom, its policy, and its justice, if any experiment ever made plain its wisdom in the hands of finite man.