of race." This certainly represents a tremendous transformation.
Without stopping to trace the causes that produced it, or even the
large place the American Missionary Association work has in it, let me
simply quote from {98} a Southern Christian man, whose sympathies are
full of prejudice against the North, but who has wakened with the
awakening of the New South.

Writing of the educational movement, in a recent book, he says: "Not a
few of the best men and women of the North have come to teach in these
institutions for colored youth: their motives and their work have not
always been understood, but the Great Day will make manifest how they
have been constrained by the love of Christ, to spend years in work
which has had many discouragements." ('The New South' by J.C.C.
Newton.) A few statistics may give some general idea of the extent of
this movement.

The State of Alabama has 104,150 colored pupils enrolled in the public
schools. It pays an average of $25.97 per month to nearly 2,000
colored teachers, and expends altogether $198,221 upon these colored
schools. Georgia has 49 per cent. of its negro school population
enrolled; that is, 119,248. In 1871, this State had 6,664 only in all
public and private colored schools. Its teachers of this race now
number 2,272. 40,909 colored children are enrolled in Louisiana, with
672 negro teachers, who receive an average of $23.73 per month.

Mississippi had last year 154,430 colored scholars. It employed 3,124
colored teachers who receive an average of $28.73 per month. North
Carolina enrolled, in 1886, 117,562 colored pupils, employed 2,016
teachers of the same race, paying them about the same as its white
teachers, $23.38 per month. The colored school population of Tennessee