The question of the capacity of the negroes with respect to their taking an equal share with the white citizens in the management of the government policy occupied the attention of politicians. It was thought impossible to foresee what would be the effect of the emancipation of over three millions of slaves. It seemed certain that the Americans would have eventually a complicated problem to deal with, presenting grave difficulties. From Washington I went into the Southern States. In the districts where large numbers of slaves had been employed, the subject of their education was being seriously considered, and schools were established for the purpose of advancing the intelligence of the black children. The ignorant and hopeful parents were speculating upon the brilliant future that seemed to be opening before them. They had vague dreams that some new and prosperous destiny was going to be granted to their race. They thought that, as a result of freedom and education, their children would become active and useful citizens, equal, if they had fair opportunities, to those who had been their masters. Such was the universal belief amongst the elders, and great will be the disappointment amongst the children upon growing up into manhood to discover, that, in obedience to an unexplained law, there seems to be a limit to their power of reaching the standard of proficiency to which they aspired. I had seen the emancipated negroes in the islands of the West Indies, and the extraordinary condition of Hayti when under the rule of the black emperor Soulouque. It was therefore not possible to think that there was any probability of these school children rising to an equality with the white races around them. There was something almost painful in listening to the faith of the fathers in the prospects of their sons, and the earnest manner in which they spoke of their future career, if they worked hard and did their best to deserve success. After passing through the low-lying lands near the coast, which had in previous years been cultivated by this race, I proceeded up the Chesapeake Bay, and stopped at Annapolis for the purpose of looking at the Naval Academy. The system of training officers for sea service is, in many respects, radically different from that which is followed in England. With regard to the comparative results it is difficult to form an opinion. It is presumable that the English system is the best for developing the naval capacity of English lads, and the regulations carried out at Annapolis may be more suitable for the Americans. Both schools succeed in producing efficient young officers.