In contrast, let me introduce a younger man of the same size and color, also endowed with unusual gift of song. Neatly dressed, quietly mannered, he seems no kin to the earlier types of his race. From under the very shadow of Yazoo he writes these lines: “I have subscribed for the _New York Tribune_. My school numbers 112 pupils, with a daily attendance of 85 or 90. I have Cutter’s Physiology, from which I give oral lessons daily. I will state the studies of my most advanced pupils: Robinson’s Practical Arithmetic, Harvey’s Grammar, Swinton’s Geography and Educational Readers. School closes next Friday with a concert. I do wish you could be with us Thursday and Friday to attend the examinations.” Lest any one may infer from the above that “the schoolmaster is abroad” in the land, let me quote one sentence of a prayer uttered a few months ago by the pastor of a large church in a leading Southern city: “O Lord, bless us individually and _respectfully_.” * * * * * GEORGIA. An Economical Industrial Department. MRS. T. N. CHASE, ATLANTA, GA. The demand for industrial departments connected with our schools of learning has developed so rapidly of late, that it appears like one of the fever heats of our American civilization that may soon subside. Friends of the A. M. A. institutions have been specially anxious that their students should learn trades and home industries while at school, fearing that they would have little opportunity to learn them except from their Northern instructors, and thinking that they could be acquired from them outside of school hours without much thought, time or trouble. On the other hand, some have felt that our immediate, pressing need was young colored men and women with minds developed by long and thorough training in the text-books used in our schools and colleges. They are not ignorant of the students’ deficiencies in practical knowledge, but feel that close and continued application of the mind to books is the best and surest way to acquire all knowledge. They believe that if the brain power of a child is developed, the hoe, the cook-stove and the sewing-machine will be well managed when occasion requires. Again, these students are to be the teachers of their race in the South. These friends believe that nothing will so quickly convince the intelligent men of the South that the negro has power which they are bound to respect, as to see him well versed, not only in the sciences he teaches, but his mind broadened by a familiarity with subjects beyond. To secure this training, through an ordinary course suitable for an average teacher even in Northern schools, with supposed superior material, has generally been found to require all the time and strength of pupils under 18 years of age. Principals of the different schools, however, differ much both in theory and practice, in regard to combining manual with literary work.