In it can be found not infrequent contributions from that Georgian said by Professor Trent to have been the one poet the War produced from the South; also some papers from that novelist of South Carolina whom Lewisohn has mentioned in his article on South Carolina, in _The Nation_ in 1922; and one from that Northern adopted son of South Carolina, to whom the State owes the great institution, Clemson College, for the aims of which General Hill strove so hard in his opening article on “Education.” Space will not admit of more than three extracts; the discussion by General Hill of education; an allusion to E. G. Lee’s “Maximilian and His Empire,” and a still briefer allusion to and endorsement of Wade Hampton and his policy concerning the freedmen. The first is the most important. After discussing the number of presidents from the South, including Lincoln and Johnson, eleven out of the seventeen, up to that time elected, coming from the South and an even greater proportion of secretaries of state and attorney generals, General Hill indicates, that when business ability was desired, as in the offices of secretary of the treasury and postmaster general, the situation was at once reversed, and thus proceeds: “The facts and figures above have been given in warning, not in boastfulness. The pride which we might have felt in the glories of the past is rebuked by the thought that they were purchased at the expense of the material prosperity of the country; for men of wealth and talents did not combine their fortunes, their energies and their intellects to develop the immense resources of the land of their nativity. What factories did they erect? What mines did they dig? What foundries did they establish? What machine shops did they build? What ships did they put afloat? Their minds and their hearts were engrossed in the struggle for national position and national honors. The yearning desire was for political supremacy and never for domestic thrift and economy. Hence we became dependent upon the North for everything from a lucifer match to a columbiad, from a pin to a railroad engine. A state of war found us without the machinery to make a single percussion cap for a soldier’s rifle, or a single button for his jacket. The system of labor which erected a class covetous of political distinction has been forever abolished; but the system of education based upon it is still unchanged and unmodified.... The old method of instruction was never wise; it is now worse than folly—’tis absolute madness. Is not attention to our fields and firesides of infinitely more importance to us than attention to national affairs? Is not a practical acquaintance with the ax, the plane, the saw, the anvil, the loom, the plow and the mattock vastly more useful to an impoverished people, than familiarity with the laws of nations and the science of government?... All unconscious of it though most of us