we are sorely puzzled in carrying out through that part of the land where the blight of slavery fell hardest, and where we are dealing with two backward peoples. To make here in human education that ever necessary combination of the permanent and the contingent—of the ideal and the practical in workable equilibrium—has been there, as it ever must be in every age and place, a matter of infinite experiment and frequent mistakes.
In rough approximation we may point out four varying decades of work in Southern education since the Civil War. Prom the close of the war until 1876, was the period of uncertain groping and temporary relief. There were army schools, mission schools, and schools of the Freedman's Bureau in chaotic disarrangement seeking system and cooperation. Then followed ten years of constructive definite effort toward the building of complete school systems in the South. Normal schools and colleges were founded for the freedmen, and teachers trained there to man the public schools. There was the inevitable tendency of war to underestimate the prejudices of the master and the ignorance of the slave, and all seemed clear sailing out of the wreckage of the storm. Meantime, starting in this decade yet especially developing from 1885 to 1895, began the industrial revolution of the South. The land saw glimpses of a new destiny and the stirring of new ideals. The educational system striving to complete itself saw new obstacles and a field of work ever broader and deeper. The Negro colleges, hurriedly founded, were inadequately equipped, illogically dis-
