This is a very large question, and cannot be discussed in my limits. If I were to say what my impression is, it would be about this: the South is quite as much perplexed by the negro problem as the North is, and is very much disposed to await developments, and to let time solve it. One thing, however, must be admitted in all this discussion. The Southerners will not permit such Legislatures as those assembled once in Louisiana and South Carolina to rule them again. “Will you disfranchise the blacks by management or by force?” “Well, what would you do in Ohio or in Connecticut? Would you be ruled by a lot of ignorant field-hands allied with a gang of plunderers?” In looking at this question from a Northern point of view we have to keep in mind two things: first, the Federal Government imposed colored suffrage without any educational qualification—a hazardous experiment; in the second place, it has handed over the control of the colored people in each State to the State, under the Constitution, as completely in Louisiana as in New York. The responsibility is on Louisiana. The North cannot relieve her of it, and it cannot interfere, except by ways provided in the Constitution. In the South, where fear of a legislative domination has gone, the feeling between the two races is that of amity and mutual help. This is, I think, especially true in Louisiana. The Southerners never have forgotten the loyalty of the slaves during the war, the security with which the white families dwelt in the midst of a black population while all the white men were absent in the field; they often refer to this. It touches with tenderness the new relation of the races. I think there is generally in the South a feeling of good-will towards the negroes, a desire that they should develop into true manhood and womanhood. Undeniably there are indifference and neglect and some remaining suspicion about the schools that Northern charity has organized for the negroes. As to this neglect of the negro, two things are to be said: the whole subject of education (as we have understood it in the North) is comparatively new in the South; and the necessity of earning a living since the war has distracted attention from it. But the general development of education is quite as advanced as could be expected. The thoughtful and the leaders of opinion are fully awake to the fact that the mass of the people must be educated, and that the only settlement of the negro problem is in the education of the negro, intellectually and morally. They go further than this. They say that for the South to hold its own—since the negro is there and will stay there, and is the majority of the laboring class—it is necessary that the great agricultural mass of unskilled labor should be transformed, to a great extent, into a class of skilled labor, skilled on the farm, in shops, in factories, and that the South must have a highly diversified industry.