the foundation Jesus Christ, the superstructure such as should stand the test of fire.  These oppressed races need above all things else leaders from among themselves.  It has been the endeavor of this Society to furnish them—­men and women of such moral and mental quality as shall be fitted for the responsible position.  They have been taught to think, to work and to live.  Because labor is a moral force in establishing character, industrial education is introduced.  Nothing is too great to be attempted, nothing too trivial to be omitted, the object always being the substantial development of moral and Christian character.

Such is this mission.  It has gone forth in the spirit of Christ, with faith and love and consecration, seeking to do an honest work with thoroughness.  God’s blessing has been upon it.  It has results to show in the renovated and ennobled lives of thousands who have been the subjects of its ministry; and its broader influence in the elevation of the oppressed and despised races, begins even now to be clearly apparent.  It has been a faithful monitor to the churches which have sustained it, an inspirer of their benevolence, an almoner of their gifts, and an honor to their name.  And beyond all this, standing for those principles which are most essential and fundamental in Christianity, it has glorified God by exhibiting to the world the power of Christian faith and sacrifice.  Those who have been bound of Satan, lo, these many years, are loosed from their bonds and made free in Christ.  War has struck off the chains of human bondage.  Love shall now complete the emancipation.

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{162}

THE SOUTH.

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  “NOTES IN THE SADDLE.”

BY REV.  C.J.  RYDER, DISTRICT SECRETARY.

The following, which was taken from the public records of a white school in Tennessee, illustrates the intellectual condition of a portion of the white citizens of that and the other Southern States.  It also shows what kind of men have charge of public instruction in some districts throughout the South.

  “TENN July —­, 188-.

  “Rulus for scoul No 4.

Teacher will not low the scoulars to scouful or clime or swhisparn in time of Books; the Teacher can ad eney rulus to this he thinks needud and eney Larg secular can not comer ounder rulus will have to quit the scoul.”

These “rulus,” as the word is spelled, were signed by two members of the School Board by whom they were written.  How strange, that in localities in which there is such frightful illiteracy the school authorities should fail to welcome, with large-hearted cordiality, teachers who come among them.  The white people, as well as the colored, need missionary schools, as the illiteracy among them is appalling.

Think of it!  Seven-tenths of one per cent. of the native white population of Massachusetts are illiterate, while twenty-three per cent. of the native white population of Georgia, and thirty-one per cent. of the same population of North Carolina are illiterate!!  Why should not Georgia be proud of her educated (?) citizens, and do all she dare to drive some of the best teachers there are in the State outside her borders?