And now what of the future? We have tried all sorts of reconstruction measures with the South and all kinds of policies with the South, and all have proved in a greater or less degree failures. They stand as monuments of our lack of the keenest foresight. The best reconstruction measure which we can now adopt is to fill the treasury of the American Missionary Association full to overflowing, that it may carry forward at once and triumphantly this work of Christian education in the South. What it has done is sufficient assurance of what it will do, if the means are placed in its hands. It cannot establish throughout the South a common school system like that which blesses the North; it cannot carry education to every cabin in the South, nor open college halls, free of expense, to all who may desire a liberal education; but it can and will qualify large numbers of these people to carry education and Christianity to the rest; and that, after all, is the best thing possible, for no lesson is more needed by these people than that of self-reliance. Teach them to take care of themselves in the best way, and we shall have done for them the best that is possible. The day will not be far distant, then, when the common schools of the South will provide education for the white and the black alike as at the North, and when the church of God in the South shall hear the voice of God saying, “All souls are mine. Take heed that ye despise not one of these little ones.” * * * * * HIGHER EDUCATION. PRES. E. A. WARE. This paper, recognizing the importance of normal and industrial education, claims for higher education simply the place accorded to it in other sections in the educational system for the South. Its right to that place is widely questioned. The _Journal of Education_ recently had the following: “In spite of the youthfulness of colored education, some of their schools are graced with a reprint of a Northern College curriculum. What nine-tenths of the pupils in these classes want of Latin and Greek, fails of our comprehension.” We are constantly hearing about “educating them out of their place.” It will hardly be claimed that the colored man _cannot_ be educated, when several have graduated with honor from Northern colleges; when one has passed the fiery ordeal of West Point; when one, below the middle of a class of six in a Southern school, graduated above the middle of a class of thirty at Andover Seminary; and when a Southern examining board say: “We were impressed with the fact that the colored people, whether of pure or mixed blood, can receive the education usually given in such schools.”