General Armstrong had commanded negro troops for two or three years during the Civil War and had learned their splendid qualities. Many Americans learned a like lesson in Cuba in 1898 and in the Phillipines in 1899.

The institute's plant included a sawmill and woodworking factory on the water edge. The major as a lad had come to Hampton and had begun work in the mill thus earning his living while he studied. He has character, capacity, frankness combined with tact, the sense of time and discipline that go with the ample military drill that all Hampton boys receive and the practical experrience in the thorough performance of time of plain work that gives him an unconscious sense of commanding the situation. Some time we shall have a great many such American negroes as the major.

We were, as I have remarked, passing through rooms in the domestic science building where negro girls are taught things that they greatly need to know. Pointing to a box-like washstand, painted white and neatly draped with some inexpensive material, the major remarked in passing that not a single student, boy or girl, was allowed to go through Hampton without being able to use tools well enough to make that article of furniture.

Almost nobody in the North, certainly, knows how few colored women in the South can sew well enough to make the simpliest garments. And there are still fewer who understand those conditions of issolation which add to the desirablity, on the part of the colored race, of a proper knowledge of the old-fashioned domestic arts.

The very foundation for the training of the girls at Hampton Institute is to be found in the domestic science building. Some of the pictures accompanying these running comments convey sharp impressions and give pleasant hints of the work that is carried on in most delightfully arranged appointed establishment.

Seeing, of course, is believing in these matters, however; and neither the asserttins of an occasional visitor at Hampton like myself, nor yet the evidence of Miss Johnston's remarkable photographs, can carry such conviction as comes with a few hours spent in going from room to room talking with teachers and pupils and noting the atmosphere of serenity and happiness that exists everywhere. I saw no evidence of pressure or anxiety or of that pitiable condition that results in schools where learning is merely based upon books and where the supreme test of knowledge is the successful passing of examinations.

Such tests often seem as if carefully planned to incite the diligent half of the pupils to overwork and nervous break_down, and to tempt the other half either to cheating or else to defiant indifference. Of all the criminal inventions with which young people have been tortured in the sacred name of education, the most diabolical is the English system of book-programming and examinations. To say that in spirit the Hampton

A CLASS IN AGRICULTURE.

In the ordinary boarding-school or college the whole ordering of work and play, however valuable and agreeable, is so different from the workaday course of life in the world outside that most students find the wrench rather severe when, on leaving school, they try to take their places in the social and industrial commonwealth. There is indeed, never the slightest danger of educating anybody too thoroughly or too highly. But there is always some danger of an incomplete and imperfect kind of education that renders it difficult for so-called educated people to find useful absorption in the general life of the community.

The remedy lies in the symmetrical or integral education. The tiniest negro girls in the kindergarten branch of the Whittier School on Mondays have their small washtubs out, and on Tuesdays they play at ironing. And, this play is not for amusement only, for it accomplishes two things. First, it helps to teach them how much more important in the real world are such things as washing and ironing and cooking than are reading and writing, and this keeps them from growing up with false notions about honest work. In the second place, it actually teaches them how to do the real thing; for the ironing of the Whittier School on Tuesdays, although on miniature scale, is with hot irons, and the teaching

JUDGING HORSES.

The same principles apply in the instruction of the several hundred young women, negroes and Indians, who are pupils in the institute. They may and generally do acquire some accomplishments. But these are all supported upon the firm foundation of practical capacity in common things. It is enough to say that the dignity and worth of plain labor are infinitely better appreciated and understood by the young negroes at the end of their Hampton course than at the beginning.

To explain with precision all the methods by which agricultural and industrial training on the one hand and academic instruction on the other are so carried on at Hampton that they seem to blend naturally, would necessitate the writing of an article much more precise and pedagogical than this brief chapter of impressions can aim to become. To secure this result has been one of the chief solicitudes of Dr. Frissell and his educational associates at Hampton as they have been steadily improving and developing the material plant and the methods of instruction year by year.

The principal mission of Hampton, so far as the negro race is concerned,has thus far been to provide teachers. The whole country has shown an interest amounting to the point of enthusiasm in the personality and work of the negro educator Mr. Booker Washington, who is himself at the head of the Tuskegee Institute (at Tuskegee, Ala.), which carries on a work almost identical in its ideals and methods with what is done at Hampton. But it must be remembered that Tuskegee is the child of Hampton. Another individual leader as capable as Mr.Washington might not easily have been found to plant the 0012

SPRAYING TREES IN THE ORCHARD.

Tuskegee has now a more than national fame, but there are several other industrial institutes, not so large, but of great usefulness, elsewhere in the South that have been established and manned by graduates of Hampton, and that are not only doing an excellent work for the education of young negroes, but are also, like Tuskegee and Hampton, valuable centers from which the best influences are helping to transform the negro population for many miles around.

The greatest work of all, however, is that which the individual teacher in the ordinary common school is carrying on. Literally thousands of young colored men and women who have lived and studied for from one to three or four years at the Hampton Institute are now serving as teachers in the free schools for colored children supported by taxation in the Southern States.

These young people go out from Hampton with the understanding that it is their business to serve as neighborhood missionaries. The negro 0013

A COOKING CLASS IN THE DOMESTIC SCIENCE BUILDING.

Young negroes at Hampton are taught to take the historical rather than the controversial view about slavery. They are made to see that slavery at least supplied the South with an industrial system. Each well-organized plantation, or each village that served a group of plantations, had its own means for perpetuating the knowledge of agriculture and the practical handicrafts. Under the old system many negroes were skilled wood workers, brick and stone masons, harness makers, shoemakers, blacksmiths and wheelwrights, tinsmiths, coopers, and workers, at other skilled traders and crafts. The breaking up of system has involved the disappearance of those means by which skill was transmitted. And now that the old generation has practically passed away the need is clearly apparent.

It does not follow that there can at once be established all over the South a series of great institutions like Hampton for the teaching of skill in the trades; but it does follow that the teachers who go out from normal training schools like Hampton to take charge of the education of negro children--for which the taxpayers of the Southern States provide many millions of dollars every year--should understand thoroughly the nature of the Southern industrial problem. And it is important that they should be deeply convinced that what the negro children need above all things is the gospel of character and hard work.

There cannot well, indeed, be too many of these fountain centers of training and instruction like Hampton, provided the money can be found to support them. It remains to be said, however, that Hampton is likely to continue on many accounts to hold the preeminent place as the teacher of colored teachers. In the first place, Hampton has had longer 0014

SAMPLING MILK.

Let us concede that Mr. Booker Washington has ability far beyond that of most men, whether white or black. It is not his ability, however, that makes him a noteworthy man, but the way in which he uses it for the good of his race and of the country. He is a colored educator, trained to certain convictions and methods. General Armstrong concieved of Hampton Institute as a place for the turning out of colored educators of the very type which Mr. Washington so finely represents; and Hampton to-day is just as well calculated to produce trained men and women of that fine type as the military academy at West Point is calculated to turn out good army officers, the academy at Annapolis to turn out good naval officers, or the Johns Hopkins Medical School to turn out scientific and

COOKING CLASS STUDYING MEATS.

The little community leads its own serene, busy, and contented life without for a moment losing its contact with the life round about it. Thus the tidy little hospital on the grounds--it is the only hospital, by the way, for many miles around--is not limited to caring for the quite infrequent cases of serious illness among the students themselves; it receives accident cases from the ship yards and docks at Norfolk and Newport News, and all the doctors of the region use it and are its allies. In connection with it, as a practical part of the work of the institute, is an excellent training school for young colored nurses. It adds its weight and influence to the other departments of the institute in taking for improved hygiene conditions among the population large enough to support such schools for a longer time than from four to six months in the year. Thus it happens that Hampton keeps in all the closer touch with the educational work that has to be done outside, by always having a large number of students on its rolls who as teachers for a few months are earning money with which to pay for their education at Hampton during the remaining months of the year. Thus they combine district school teaching outside with the varied regime of study and work in the institute; and it is by no means to be regretted that these young people get their education by just such a method.

I might have preferred to enumerate in an orderly way the trades that are taught at Hampton, but I have thought it better that my comments should be suggestive rather than systematic, and I believe that the numerous illustrations for which space is allowed will suffice to convey a great deal of information about the practical part of the Hampton work.

It should be remarked, perhaps, that books are by no means banished from Hampton, but that, on the contrary, they are used with immense effect, simply because they are used with real immense effect, simple because they are used for false purposes. Every student in Hampton, it should be said, learns to draw--simply because drafting bears an important relation

PHYSICS CLASS MAKING AND REPAIRING TELEPHONES.

Hampton publishes an excellent periodical--the Southern Workman --from its own printing office, which office, by the way, forms one of the school's departments of industrial training. The young men of the school are under millitary organization as a six-company battalion, with drill enough to have an excellent influence upon general discipline without interfering with other work or duties. There is a large brass band competently instructed and led, and various other outlets for the natural musical genius of the colored people.

Hampton does not intend to make a white man out of the negro, but its aim rather is to help him be himself, in the very best sense. The so-called "educated negro" is sometimes a pathetic specimen of unhappiness and discontent. But the educated young negro of the Hampton type is more, rather than less, of a negro than ever. He loves his race, and wants nothing better than the splendid chance he finds to-day in the United States to work with and for his people. He sees the true drift of things, and declines either to be despondent or defiant. While he must see that the people of his race have to undergo some hardships and some injustice, he also sees that the white people of the South are in the main the negro's friends and well-wishers; and he is taught at Hampton that since the war the white people of the South have voluntarily paid out in taxes for the support of negro schools something like $60,000,000. It is the concern of the Hampton negro and those whom he represents to see that the colored teachers are provided who shall know exactly how to secure good results from the money that continues thus to be expended.Albert Shaw.

AN ENGLISH CLASS STUDYING IN LIBR[ARY]