The universal experience which, in this as many other instances, usually rests upon truth, leads the people of the South to designate the negro of any age as a “boy”—an expression perfectly correct, in an intellectual sense, as the negro reaches his mental maturity at twelve or fifteen, and viewed from our stand-point, is, therefore, always a boy. Indeed, this psychological fact, together with his imitative instinct, constitutes the specific character of the race, and present the landmarks necessary for our guidance when dealing with the mental and moral wants of the negro. Intellectually considered, he is always a boy—a perpetual child—needing the care and guidance of his master, and his instinctive tendencies to imitate him, therefore, demand that, as in the case of children, the master should present him a proper example. His mental wants, it is believed, are provided for, and his capabilities in these respects fully developed at the South. They are in pretty extensive intercourse with the white people; even on the large plantations they have the master’s family or that of the overseer to copy after and to guide them, and though it may be that something more is needed, that a better mental training is possible in the future, it is, at all events, certain that this verbal instruction is better adapted to their wants than the schools and colleges of a different and vastly superior race. If any one should propose to teach children of five the branches proper to those of ten and twelve years of age, or the latter those that occupy young men in the universities, it would be seen at a glance that this teaching was unnatural and improper. And our every-day experience will show that it is injurious, not alone to the mental, but to the bodily health of the pupil. The same or similar results must attend the school education of negroes. It is, perhaps, difficult to trace the consequences of negro education at the North. There are but few negroes, and the mulattoes and mongrels who pass for such must pay a penalty for this education according, doubtless, to their proportion of negro blood. The mongrels, and possibly some negroes at the North, often seem as well educated as white men, but it must be at the expense of the body, shortening the existence, just as we sometimes witness in the case of children when the pride, vanity, or ignorance of parents have stimulated their minds, and dwarfed or destroyed their bodies. An “educated” negro, like a “free negro,” is a social monstrosity, even more unnatural and repulsive than the latter.