It was not in the original plan of the school that any but Negroes should be received, though the liberal State charter made no limit as to color; but when, in April, 1878, a "Macedonian cry" came from some Indian ex-prisoners of war in Florida-once the worst of savages-through Captain R. H. Pratt, seventeen were accepted at private expense, Bishop Whipple providing for five

of them.

A few weeks after the arrival of the Indian ex-prisoners, I called on the Hon. Carl Schurz, then Secretary of the Interior, to suggest that the so far very encouraging experiment in Indian civilization be tried more fully by bringing some younger material, girls especially. He called in Mr. E. A. Hayt, Commissioner, who stated, in effect, that the education of Indian girls had been a failure, and threw cold water on the plan. I urged that there is no civilization without educated women, and begged the Secretary to let us try. He decided to do so, and gave the necessary orders, and at my request sent Captain Pratt-whom Secretary of War Robert Lincoln had, on my application, detailed temporarily to help us in our Hampton experiment-to Dakota, whence he brought back to Hampton, in November, 1878, forty boys and nine girls, chiefly Sioux. I wish to give Mr. Carl Schurz the credit of creating, on the government side, the work of Eastern Indian schools. This action of his was a turning-point. The work then became routine, though not without difficulties, and our Indian contingent soon reached its limit of one hundred and twenty, aided by government, and from fifteen to twenty by charity, occasionally an able-bodied young man. working out his entire expenses.

The old homesickness of Indians at Eastern schools is over. The three years' period at school, which was formerly too much like a prison term, is more and more ignored; and the idea of fitting for life, whatever time it takes, gains strength. Indians are no longer coaxed to come. Twice as many as we can take wish to come, yet the really desirable ones are not very many, and we do not care to increase our numbers. Our Indian work is illustrative rather than exhaustive. Hampton's work for the "despised races" of our country, while chiefly for the Negro, is really for all who need it. Till our limit is reached, any youth in the land, however poor, can come here and work his way.

In this review I cannot but refer to my associates, without whom this work could not have been what it is. Too little credit has been given them,-the men and women who have

labored with noblest zeal, have enjoyed the privileges of such work, and are thankful for it. The present efficient force of officers and teachers could manage successfully every department of the school, should its head be taken away. In twenty-two years it has attained a life of its own: it would be poor organization and development that would not in that time have reached this point. It might once have been, but is not now, run by "one-man power." The change will come, and the school will be ready for it.

We have been fortunate in our neighbors, who from the first have been most friendly. The wide-awake town of Hampton, with an enterprising white community, has a Negro population of about three thousand, and illustrates as well as any place in the South the formation of two classes among the freedmen, the progressive and non-progressive. For miles around the country is dotted with their hard-earned homesteads; yet the "shiftless" class is large. There is little race friction, and steady improvement. Adjoining our grounds is the National Soldiers' Home, with its three thousand army veterans, and two miles distant is the United States Artillery School at Fort Monroe.

Full of resources, this famous peninsula, comparatively dormant for two hundred and fifty years, is awakening to a wonderful development, especially along its magnificent harbor front on Hampton Roads and James River. From historic Yorktown, Old Point Comfort, Newport News, and up to Jamestown Island, where stands the oldest ruin of English civilization on this continent, have already sprung large commercial, national, and educational enterprises and institutions. Thousands flock to these shores, winter and summer, for rest and recreation. The growth has only begun.

This new life and energy but typifies the awakening of the whole South under the idea which won in the war. The "Boys in Blue" did a fearful but necessary work of destruction. "It is for us to finish the work which they so nobly began," said Lincoln at Gettysburg. The duty of the hour is construction, to build up. With all credit to the pluck and heroic self-help of the Southern people and to Northern enterprise for railroad, mineral and other commercial development, the great constructive force in the South and everywhere is the Christian teacher. "In hoc signo vinces," is as true now as in the days of Constantine. Let us make the teachers, and we will make the people.

The Hampton Institute should be pushed steadily, not to larger but to better, more thorough effort, and placed on a solid foundation. It is big enough, but its work is only begun. Its work, with that of other like schools, is on the line of Providential purpose in ending the great struggle as it did,—the redemption of both races from the evils of slavery, which, while to the Negro educative up to a certain point, was a curse to the country. God said, "Let my people go," and it had to be done.

GENERAL ARMSTRONG'S FIRST REPORT TO THE TRUSTEES OF THE HAMPTON INSTITUTE (1870).

We have before us this question: What should be the character of an educational institution devoted to the poorer classes of the South? It is presumed that the greatest amount of good, the wisest expenditure of effort and money, are sought.

It is useless at present to expect the ignorant whites to accept instruction side by side with the colored race. To a broad impartiality the Negro only responds. Let us consider, therefore, what answer to our problem is indicated by the character and needs of the freed people. Plainly a system is required which shall be at once constructive of mental and moral worth, and destructive of the vices characteristic of the slave. What are these vices? They are improvidence, low ideas of honor and morality, and a general lack of directive energy, judgment and foresight. Thus disabled, the ex-slave enters upon the merciless competition incident to universal freedom. Political power being placed in his hands, he becomes the prey of the demagogue, or attempts that low part himself. In either case he is the victim of his greatest weakness,-vanity. Mere tuition is not enough to rescue him from being forever a tool, politically and otherwise. The educated man usually overestimates himself, because his intellect has grown faster than his experience in life; but the danger to the Negro is greater proportionally, as his desire is to shine rather than to do. His deficiencies of character are, I believe, worse for him and the world than his ignorance. But with these deficiencies are a docility and enthusiasm for improvement, and a preseverance in the pursuit of it, which form a basis of great hope, and justify any outlay and the ablest service in his behalf.

At Hampton, Va., a spot central and accessible from a wide extent of country, we are trying to solve the problem of an education best suited to the needs of the poorer classes of the South, by sending out to them teachers of moral strength as well as mental culture. To this end the most promising youths are selected. The poverty of these pupils has required the introduction of manual labor. Let us examine the system in its threefold aspect, industrial, moral and intellectual, and disciplinary, or administrative.

First, the plan of combining mental and physical labor is a priori full of objections. It is admitted that it involves friction, constant embarrassment, and apparent disadvantage to educational advancement, as well as to the profits of various industries. But to the question, "Do your students have sufficient time to study all their lessons faithfully?" I should answer, "Not enough, judging from the common use of time; but under pressure they make use of the hours they have. There is additional energy put forth, an increased rate of study which makes up for the time spent in manual labor, while the physical vigor gained affords abundant strength for severe mental labor." Nothing is of more benefit than this compulsory waking up of the faculties. After a life of drudgery the plantation hand will, under this system, brighten and learn surprisingly well.

In the girls' industrial housework departments there is an assignment, for a period, of a certain number to certain duties. On the farm the plan of working the whole force of young men for a few hours each day has been given up for the better one of dividing them into five squads, each of which works one day of each week and all on Saturdays. All are paid by the hour for their service, at the rate of from four to ten cents, according to the kind of work done. Under these arrangements our industries thrive and were never so hopeful as now. The very difficult problem of creating a profitable female industry has been solved in the most fortunate manner by supplying the boys with clothing made of good material, at a fair price. Our students, both young men and young women, go to their appointed duties with cheerfulness; and the school is full of the spirit of self-help.

However the future may decide the question, our two years' experience of the manual labor system has been satisfactory. Progress in study has been rapid and thorough,-I venture to say, not excelled in any school of the same grade. There have been a steadiness and solidity of character and a spirit of self-denial

developed, an appreciation of the value of opportunities manifested, which would not be possible under other conditions. Unfortunately there is a limit to the number that can be profitably employed. This institute should, I think, be polytechnic,-growing step by step, adding new ones as the old ones shall become established and remunerative, thus enlarging the limits of paying labor and increasing the attendance, hoping finally to crown its ruder products with the results of finer effort in the region of art. There are two objective points before us, toward one or the other of which all our energies must soon be directed as the final work of this institute. One is the training of the intellect, storing it with the largest amount of knowledge, producing the brightest examples of culture. The other is the more difficult one of attempting to educate in the original and broadest sense of the word, to draw out a complete manhood. The former is a laborious but simple work. The latter is full of difficulty. It is not easy to surround the student with a perfectly balanced system of influences. The value of every good appliance is limited, and ceases when not perfectly adjusted to the higher end. The needle, the broom, and wash-tub, the awl, the plane, and the plough become the allies of the globe, the blackboard, and the textbook.

The course of study does not run smoothly. There is action and reaction, depression and delight; but the reserve forces of character no longer lie dormant. They make the rough places smooth. The school becomes a drill ground for the future work; it sends men and women rather than scholars into the world.

But what should be studied in a course like this? The question brings us to the second branch of our subject; namely, its moral and intellectual aspect. The end of mental training is a discipline and power not derived so much from knowledge as from the method and spirit of the student. I think too much stress is laid on the importance of choosing one of the great lines of study, the classics or the natural sciences, and too little upon the vital matter of insight into the life and spirit of that which is studied. Latin, as taught by one man, is an inspiration; by another, it is drudgery. Who can say that the study of this or that is requisite, without conditioning its value upon the fitness of the teacher? Vital knowledge cannot be got from books: it comes from insight, and we attain it by earnest and steady thought under wise direction.