The Methodist movement, under Whitefield and the Wesleys, was still another uprising and following of the human mind after the simple truths of the Gospel. Though educated men themselves, they had almost a contempt for human learning and the wordly appliances on which other churches so much relied. The preaching of the word accompanied by the power of the Holy Ghost was their _sole_ reliance. On that principle they organized their churches, literally preaching the Gospel to the poor, and, at the end of a century, had a membership outnumbering any Protestant church in Christendom. It would be easy to show that modern missions, at home and abroad, have been most successful as they have relied most fully on the simple preaching of the word, and that the building up of churches has been the saving power of communities _intellectually_, _morally_ and even _materially_. (4.) Applying now the facts and principles barely glanced at in this review to the subject in hand, we shall find that, so far as the South is concerned, pure and intelligent churches are at this moment more a necessity even than schools are. The education of the intellect is vitally important; but for its own security it should rest on the broader education of the moral nature. The former will make keen, sharp men, shrewd in business and other transactions, but only the latter can be trusted to make honest, faithful, conscientious men. While we insist that _Christian schools_ are the true handmaid of religion, we must not be tempted to substitute science and culture for piety, nor to make schools stand for more than churches. The church alone is fundamental, but for the best results they belong together and should go together. Schools _can_ be made and _should_ be made helps to religion; but we mistake their nature entirely when we imagine that there is anything in the ordinary studies of the class-room—the classics, the mathematics, or the natural sciences—to sanctify the heart or subdue the will to God. The colored race is vastly more run down on its moral side than on its intellectual side. This is true of all degraded, barbarous races. The direct effects of slavery on the colored race were its moral effects. To be sure, it left the race poor and uncultivated; but _that_ might have been borne and easily repaired had it left the moral integrity of the race intact and pure. The school of slavery perverted the moral nature, and until _that_ is rectified, no process of intellectual education can lift the race on to the high level of a true manhood and a great future.