More than the ordinary interest attaches this year to the anniversary exercises of the Hampton Normal and Agricultural School, just held. The experiment of negro education has been tried for the last 16 years, until it is no longer an unsolved problem, but one of which the once unknown quantities have come to have an ascertained value. But the question of the educability of the red man has been one not so conspicuously settled. What has been accomplished in that direction has been done so far away as not to have made much impression on the American people. This year, the institution which has done so much to prove the responsiveness of the negro to educational training has been engaged in its first experiment with the Indian. Of its success thus far there can be no shadow of a doubt. The Indian boys are contented and making progress, and coming steadily up to a plane on which they can pursue the regular courses of study. It was said by many at the outset that the negro and Indian races would not associate with each other, but the case is as contrary to this as can be. The Indian boys at first seemed to be somewhat discontented, and Gen. Armstrong found that they wanted most of all to learn English. “Too much Indian talk,” they said. He asked them in class one day how many of them would like to room with the negro boys; every hand went up. He then went to his senior class and asked them how many of them would be willing to take in an Indian as a roommate, to help and teach him. A larger number than was needed of his very best young men expressed their willingness, and so, instead of standing aloof, the two races are completely mixed in their rooms and at table, to their mutual satisfaction. This is a notable element in the experiment. Some 12 of the Indian boys have joined the church connected with the Institute. Is it needful to say a word about the Hampton Institute itself? Beautiful for situation it certainly is, with its front on the creek, and only a narrow point of land separating it from the famed Hampton Roads. Its buildings are simple but effective in their outline and grouping. Virginia and Academic Halls, and the new wigwam——the quarters prepared for the 70 Indian students; the cottages in which the boys live, in families of 30 or more, largely self-governed; the residences of the Principal and his assistants; and not least, the great barn, sheltering a fine collection of blooded stock——and all this on a farm of some 200 acres. It is but a few years since there were only small and temporary barracks to accommodate the applicants for admission; now about 200 negro and 70 Indian students are well provided with dormitories, recitation-rooms and workshops.