Vitally connected with the suffrage was the subject of public education. A memorial was framed setting forth the present condition of our public schools and asking for the establishment of a public colored normal school. Permission was given to present it to the committee on education. This memorial was ably sustained by well known educators, but the result did not meet expectations. The object we had in view was two-fold--first, to forestall any hostile action against the colored schools by creating a strong public sentiment in their favor; second, to bring to pass, if possible, some positive legislation in their behalf. The first point was fully accomplished. And it was no small gain. The debates show how thoroughly unfriendly the majority of the convention was to the citizenship of the colored people. It is therefore a great consolation to us that our public schools have not been crippled. But we had unmistakable evidence that harm was intended. The ordinance to discriminate against the colored schools was introduced by a member of the committee on education. So effective was our campaign, however, that the friends of this ordinance were put on the defensive, and in face of the public sentiment which we had created, they did not dare to press their measure. In the discussion of the suffrage, the interesting fact was brought out, that of the 120,000 colored voters, 38,000 could read and write, and about 3,000 more would be let in under the property test. This is certainly a remarkable showing when the circumstances are considered. It is not a matter for great surprise that those who are hostile to colored suffrage should not be anxious to improve colored schools. We still have hope, but we must win our Waterloo by success in the cause of popular education. * * * * * A COLORED TEACHER TO HIS COLORED PUPILS. Do not waste time complaining against the existing order of society. Enter a manly protest against all forms of wrong and injustice, but do not pass your days in wailful lachrymations against the regulations of a civilization whose grandeur you have done nothing to make, and whose severities you are doing nothing to mollify. Leave that to the ignorant demagogue. Bring your knowledge of history and of human nature to bear upon the situation. I have already pointed out to you that the adjustment of man's relation to man constitutes one of the primary problems of life. Where this adjustment is complicated by diverse physical peculiarities and by different inherited or acquired characteristics, the problem becomes one of the greatest intricacy that has ever taxed human wisdom and patience for solution.