It is not rash to say that, but for outside pressure, few, if any, of the Southern States would now have a system of common schools, provided for by State legislation, even for the whites; even less bold is the assertion that, but for the proved results of missionary schools for the education of the colored people, the South, and a large proportion of those in the North, would be utterly incredulous as to the possibility of making scholars of the negroes; and that the common schools forced upon the unwilling South by the constitutions formed by conventions in which the Southern sentiment found no expression, would never have gained favor as they have with the people, but for the trained teachers which our schools and the schools of other societies have furnished. As in New England, so in the South, the trained teacher makes the schools, which are thus the children of the colleges and normal schools. Wherever we have been able to send competent colored teachers, the whites are in favor of sustaining the common school system; and it may with modesty be said, that the A.M.A., perhaps more than any other agency, has won for it a place in the future of these States, ten of which, according to the latest reports, appropriate $49,829 for normal instruction in colored schools, a large share of which goes to institutions established by Northern charity, to carry on a work the value of which had been fully proven by these schools before these States contributed a dollar for such a purpose. In 1878, out of a total school population in the recent slave States, including the District of Columbia, of 5,187,584, 2,711,096 were enrolled, being nearly 62 per cent. of the whites, and something more than 47 per cent. of the blacks. Nearly twelve millions of dollars was expended upon the schools for that year, and for the most part it has been very equitably divided between the races, except in Kentucky and Delaware, in which States the school tax collected from the colored people alone is appropriated to colored schools. Thus the teachers of negro schools have fought a great fight, and have won substantial victories, for a system of education which is to regenerate the South, and, more than any other and all other agencies, is to convert elements of danger, which, neglected, would soon have proved the ruin of our republic, into elements of strength and greatness. * * * * * A NEW SOUTH, NOT A NEW ENGLAND IN THE SOUTH.