ninety-five one-hundredths of the taxes, to discontinue the public education of the "brother in black," who, notwithstanding the fact that he pays less than five one-hundredths of the taxes of our county, receives more than 50 per cent of the public-school moneys. This, the white people argue, is wrong, and should be remedied; and I heartily agree with them, and join them also, in the further opinion that the negro should bear the burden of his own education.

Wayne County: Our colored schools are progressing very well. We have some very good teachers among the colored population of our county. They are creating quite an enthusiasm among their race of people for education.

"We can build our own schoolhouses."-The New York Age (edited by a colored man): Vast sums have been given by philanthropists to sustain such moral, religious, and intellectual work in the Southern States as are usually supplied from the general tax funds of the State affected and by the charity of the benevolently disposed citizens of such State. The past and the present generations of AfroAmericans have, therefore, been educated to look to the Federal Government for the protection usually afforded to the citizen by the State in which he resides and which does not inhere at all in the Federal authority as one of its conceded rights; and, worse yet, they have been educated to look to others to think and do for them to such an extent that self-reliance has been hampered in its development, so that if we want money for educational, religious, or other laudable purposes, we appeal too often to white men or to the Federal Government, instead of relying upon ourselves for it and working in combination and cooperation to secure it as others do. We can build our own churches and colleges and schoolhouses, and support them, if we would do so, out of the money wasted by us upon unnecessary pleasures and upon downright humbug; and we have got to do it in the not remote future, because the opinion is steadily gaining vantage that we are getting old enough to stand upon our own heels in this matter of self-help.

II. SECONDARY AND HIGHER EDUCATION.

OCCUPATIONS OF GRADUATES.

The question is sometimes asked, What does the colored man do after completing a regular course in one of the universities or colleges? In order to answer this question somewhat definitely, a table has been prepared showing upon what lines of business the graduates of 17 institutions reporting this item had entered. These 17 institutions represent very fairly the work of the colored schools. Howard University is not included in this statement, as a considerable portion of its graduates are white.

The first thing to attract attention is the large number engaged in teaching, more than one-half being thus employed. As these institutions were mainly founded to supply the demand for competent colored teachers and preachers, they seem to have well accomplished their purpose. The whole number of graduates of these 17 institutions is 1,542. If from this number we subtract 82 deceased, 46 engaged in post-graduate studies, 97 married women, and 74 not reported, of the remaining 1,243 there are 720, or 58 per cent, engaged in teaching, 27 of these being professors in colleges and universities. Of preachers there are 117, or 9 per cent; of lawyers, 116; doctors, 163. Five have their whole time employed as editors of papers, while others are partly engaged in editing. There are 36 in the United States Government service, employed as clerks in the departments at Washington, as postmasters, as custom-house inspectors, as mailcarriers, etc.

Although in all of the institutions given in the list, without exception, instruction was given in different kinds of industrial work, such as carpentry, tinning, painting, brickmaking, plastering, shoemaking, tailoring, blacksmithing, farming, gardening, etc., and in many of them special attention was given to such instruction; still out of the 1,243 graduates only 12 are farmers, only 1 a carpenter, and 2 mechanics. The painters, tinners, brick-makers, shoemakers, plasterers, tailors, and blacksmiths seem to have graduated from their trades when they left their alma mater. It should not be inferred, however, that their handicraft availed them nothing, for it is frequently stated in the catalogues that those graduates who are engaged in teaching so long as the school term continues immediately enter upon their trades at the close of the term. The evidence of the table, however, is that a full collegiate education tends to draw away the colored student from the class of pursuits mentioned and to lead him into professional work; and as greater opportunities are annually being offered him for medical and legal education the number in these professions is yearly increasing.

COLLEGIATE STUDENTS.

The number of universities and colleges for the education of the colored race given in the tables of 1889-90 is 22, with an attendance of 811 students. The number of institutions is the same as reported in 1888-89, but in the number of students there is quite a reduction. This reduction is owing to the fact that students in the preparatory departments have been classed under the list of institutions for secondary instruction. It is well known that in many of the colored universities and colleges there are only a dozen or so of students in the college grade, while there are, perhaps, several hundred in the preparatory and primary grades. To include the latter among university and college students would be misleading.

On this point President Horace Bumstead, of Atlanta University, says: "It is a mistake to suppose that the higher education of the colored people is being overdone. There is a very grave misapprehension on that point among the good people of our land. We have so many institutions in the South that are named universities and colleges that the idea prevails that all the students in these institutions are learning Latin and Greek and the higher mathematics and getting in general the higher education. This is not so. Dr. Haygood a few years ago investigated this matter with some care and arrived at the conclusion that in these institutions with the high-sounding names not over 5 per cent of the pupils are really getting a strictly higher education.' Commissioner Harris thinks there may be as many as 10 per cent, but even that is a very small proportion.

"Take Atlanta University, for instance. We have had this last year about 600 students enrolled, whose names are printed in our catalogue. How many of these are getting the higher education? Just 20 of them are in the college course; 51 more are in the college preparatory course; 71 out of 600 are getting the higher education, and this is probably a larger proportion than can be found in almost any other institution in the South. When one remembers the comparatively small number of the colored people who are in these schools and then considers the small proportion of those in them who are getting the higher education it does not seem as though the thing were being overdone."

In 1888-89 the number of institutions for secondary instruction was 53 and the number of students 11,480; in 1889-90 the number of institutions was 71 and of students 12,420, an increase of about 1,000. This increase is to be accounted for, to some extent, in the same way as the decrease in the number of university and college students, viz, the including college preparatory students in the tables of secondary institutions.

Hence, although there was apparently a decrease in the number of collegiate students, it was only an apparent one; but at the same time the actual number given is so small that it may well serve to stimulate the friends of colored education to renewed efforts in their behalf.

In the number of theological students there was apparently a decrease, but there was an increase of about one-third in the number of both law and medical students.

The value of the grounds and buildings of the 22 universities and colleges, as reported, was over $2,700,000, but only a few of them had any endowment fund, the endowment funds of all of them only aggregating $807,425. Benefactions to the amount of $167,591 were received during the year. Only three of them received any State aid-Southern University, New Orleans, $7,500; Wilberforce University, Ohio, $6,000; and Claflin University, South Carolina, $10,800. The tuition fees received by all of them only aggregated $47,216. Without the aid extended by missionary societies and other benevolent funds they would have labored under great difficulties. The American Missionary Association was one of the largest contributors towards the support of these schools. It gave help to six chartered institutions-Fisk University, Atlanta University, Talladega College, Tougaloo University, Straight University, Tillotson Normal Institutewith 2,871 students in all the departments; also to 21 normal and graded schools, with 5,797 students, and to 53 common schools, with 4,727 pupils. The Freedmen's Aid and Southern Education Society of the Methodist Episcopal Church also contributed a large amount towards the education of the colored race, but it is impossible to determine the amount accurately, as the expenditures for institutions of the white race and for ministers' salaries are included in the same accounts with those for colored schools. The whole amount disbursed from the Slater fund from 1883 to 1891, inclusive, was $321,991.

The apportionment among the institutions receiving aid from the John F. Slater fund in 1889-90 was as follows:

The sum of $47,428.27 was received from the income of the Daniel Hand fund, and was used in extending aid to deserving and promising students, in providing good school buildings at different places, and in securing teachers for places where they could not otherwise be obtained.

The Daniel Hand fund at the time it was granted consisted of interest-bearing securities to the amount of $1,000,894.25. It was placed in charge of the American Missionary Association, and only the income of it is to be used. The bonds and property are "to be received and held by said American Missionary Association upon trust, and for the following purposes, viz: To safely manage the said trust fund, to change investments whenever said association may deem it necessary or advisable, to reinvest the principal of said trust fund in such securities, property, and investments as said association may deem best, and to use the income thereof only for the education of colored people of African descent residing in the recent slave States of the United States of America herein before specified.

"Such income to be applied for the education of such colored people as are needy and indigent, and such as by their health, strength, and vigor of body and mind give indications of efficiency and usefulness in after life."

In December, 1891, at his home in Guilford, Conn., occurred the death of Mr. Daniel Hand, the donator of the above fund, who with intelligent foresight gave from the living hand that which probably for years to come will confer its benefits upon deserving youth.'

1 Daniel Hand was born in Madison, Conn., July 16, 1801, and was therefore in the eightyeighth year of his age when he made his gift for the education of the colored people at the South. His ancestors resided in that town for several generations, and were always landholders, industrious, quiet, and respectable. To this ancestry Mr. Hand is probably indebted under God for his physical vigor, long life, strength of character, and success in business. He was the fourth son of seven, and was on the farm under his father's direction until he was 16 years of age, when he was put in charge of his second brother, Augustus F. Hand, who was then a merchant at Augusta, Ga., and whom he succeeded in business. In 1854 Mr. Hand went to New York in connection with his Southern business, and remained there in that capacity until the beginning of the war in 1861. He resided in some portion of the Southern Confederacy during the entire war, and was never treated with violence in any way, and no Confederate officer ever offered him indignity or even an unkind word.

"Mr. George W. Williams, a native Georgian, was, at about the age of 16, employed by Mr. Hand as a clerk in Augusta, and in a few years was taken in as partner. Mr. Williams suggested a branch of the business in Charleston, and conducted it successfully. When the war came on Mr. Hand's capital was largely engaged in the Charleston business, which Mr. Williams, as a Southern mân, continued, having the use of Mr. Hand's capital, which the Confederate government vainly endeavored to confiscate by legal proceedings against Mr. Hand as a Northern man of pronounced antislavery sentiments. After the war Mr. Hand came North and left it to his old partner, Mr. Williams, to adjust the business and make up the accounts, allowing him almost unlimited time for so doing. When this was accomplished Mr. Williams came North and paid over to Mr. Hand his portion of the long-invested capital and its accumulations. "Mr. Hand, having been early deprived by death of wife and children, decided to devote a share of his large fortune to benevolent purposes. At one time he intended to make bequests to some Northern colleges, but at length, recalling the fact that his property was accumulated in the South, and knowing so well the needs of the ignorant negroes, he turned his attention to them.

"The well-known and magnificent gift of 81,000,894.25, October 24, 1888, to the American Missionary Association, for the benefit of the colored people of the Southern States, was the re

sult."

F

George R. Smith College, Sedalia, Mo.-On March 27, 1888, two daughters of Gen. George R. Smith, Madams Smith and Cotton, donated 25 acres of land, valued at $25,000, in Sedalia, Mo., for the establishment of an institution of learning for the colored race, on condition that a $25,000 building should be erected on it by January 1, 1892. The building was partially erected within the required time, but the donors kindly extended the time to January 1, 1894. As the institution is to be in charge of the Freedmen's Aid and Southern Education Society of the M. E. Church, it will very probably be completed within the required time. It will be the first institution of higher grade in Missouri for colored people.

INDUSTRIAL TRAINING.

In nearly all, if not all, of the institutions for the secondary and higher education of the colored race of the South industrial training forms a very important part. It is one of the conditions required before aid can be received from the John F. Slater fund. The cost of its introduction was very considerable, in the purchase of sufficient grounds, in the erection of suitable buildings, and securing the necessary machinery and apparatus for the different kinds of work. And not only was its introduction expensive, but its maintenance as well, for it has not been the purpose to make profits, or even in many cases to meet expenses, but to impart the largest amount of useful and practical knowledge and to train in habits of carefulness, diligence, and order. But at the same time many indigent students were instructed in branches of industry by which they were soon able to contribute largely towards defraying their expenses, and afterwards to earn a good livelihood. It was found, too, that the physical exercise and the temporary mental diversion from studies was very conducive to health and vigor and was a source of enjoyment to students, while it in no way hindered progress in their studies. It also indicated that hard labor on the farm or in the workshop was not to be confined to the ignorant, poverty-stricken wretch, but that there was nothing in it inconsistent with an educated, progressive, Christian character.

As to industrial training, Dr. A. G. Haygood, general agent of the Slater fund, says: "The essential goodness of industrial training in connection with the ordinary school training is now universally admitted by experienced and practical people. In the schools aided by the Slater fund during the school year 1889-90 as many as ten thousand young people were taught in books and in some branch of useful industries. This sort of training is vital now. Mere book schooling with poor and illiterate people breeds wants faster than it develops the ability to provide for them. The outcome is misery. Tool-craft helps to realize the aspirations that book learning inspires.”

TABLE 4.-Amount and distribution of the sums disbursed from the Slater fund, from 1883 to 1891, inclusive.

Totals

16, 250 17, 107 36, 764 30,000 40,000 45,000 44, 310 42, 910 49, 650 321,991