Whitin Hall was crowded in the afternoon. The students, 300 in number, seated on benches rising toward the rear in front of the audience, were a picture of neatness, intelligence and content. Those who remembered the squalor and ignorance of the colored people as they sought refuge in the Union lines during the war, could not fail to recognize the value of the work done by the noble educational institutions which the American Missionary Association has brought into existence through the South. This thankful feeling was deepened as the students took up the parts assigned them. Their addresses were not mere essays, but the expression of their opinions on practical, vital themes, concerning the welfare of their race. These utterances were marked with rare good sense, a freedom from bitterness for past or present ill-treatment, and a hopeful courage for the future. More than once some expression unexpectedly pathetic, or forgiving, or consecrated, brought tears to the eyes of those who heard. The exercises of the students were followed by admirable addresses from some of the dignitaries present. President Hayes showed how the relation of the different races and nationalities in the land was one of our most vital problems, and how Hampton was solving it. Secretary Schurz considered at length the experiment of Indian education, which is being tried at Hampton, and showed why it might succeed now when it had not in the past. Governor Long, of Massachusetts, referred to the presence of these educational institutions in the South as one of the most important results of the war. Ex-Governor Rice, of Massachusetts, regarded the Institution at Hampton as the natural development of advancing civilization, which is breaking down the barriers of the races and bringing all nationalities together as brethren. The concurrent testimony of these speakers, and the manifest conviction of the visitors present, was that Hampton is doing a grand work. Its diversified departments are conducted with such careful attention to detail, with such consecrated, self-denying enthusiasm, with such genius in teaching, and with such faith in God, on the part of its principal, Gen. Armstrong, and his corps of teachers, gathered from the best families of the North, that the school could not be otherwise than successful. This language may seem extravagant, but, if any one is inclined to regard it so, let him visit the school next May, and he will appreciate the self-restraint of one who says no more than what has just been said. The Hampton Institute has settled two or three questions very satisfactorily. From the experience of this Institution, it is plain that it is quite possible to combine industrial with intellectual and religious education without injury to any one of these branches of knowledge. Nothing is more prominent to a superficial observation than the industrial side of Hampton.