I did not myself visit Hampton, because it has been adequately described in books, and generally speaking I would rather study the Negro in his unperfumed haunts, where he is less disguised with Northern culture. Perhaps one learns more of the needs and requirements of the Negroes by visiting a poor school where the ordinary routine of teaching is going on. I visited a high school named after Booker T. Washington, and talked to the students in the classes. The young lady who took me to the head master wore a low-cut, white blouse from which her dainty neck and her head of kinky hair grew like a palm tree. She had dog’s teeth for eardrops hanging from her ears, and large, kind, questioning eyes. The head master was a quiet young man from some Negro university, full of pent-up enthusiasm for his race and for learning. He had boundless enthusiasm for the Negro people and their possibilities. Was not the greatest French writer a colored man, and the greatest Russian poet of Negro blood? We went into the composition class. They were doing “Argumentation,” which is perhaps a trifle dull, but we discussed brevity and the principle of suspense. In the English class each child had read “Silas Marner” and was taking it in turn to re-tell the story when called upon by the teacher. This was pretty well done, though Americanisms were frequent, and the two brothers were said to be “disagreeable” when it was meant that they disagreed. In French the whole class was standing around the walls of the room, writing French sentences on the blackboards fitted into the panelling. French was very popular. Every child wanted to go to France by and by. In the Latin class we discussed the merits of Cæsar, in the cookery class whether they ate what they cooked, in the needlework, invisible mending—when suddenly the fire bell sounded. Each class at once got up and filed out in orderly manner. In one minute the whole school of seven hundred black children was cleared. Then they marched back in twos, shoulder to shoulder, in fine style, to the rub-a-dub-dub of a kettledrum. It was a surprise alarm, called by a visiting fire inspector. None, even of the teachers, had known whether the alarm was real. The teachers here were all black, and possessed of the greatest enthusiasm; the children presented some hopeless types, but they were mostly very eager and intelligent. The methods of teaching seemed to be advanced, but there were many deficiencies, notably that of the chemistry class, where all the apparatus was in a tiny cupboard, and consisted of some bits of tubing, a few old test tubes, and some empty bottles.