TABLE 9.—Summary of statistics of institutions for the instruction of the colored race,

States.

for 1889-90.

TABLE 10.-Number of schools for the colored race and enrollment in them by institutions without reference to States.

The number of students in the colleges and schools for secondary instruction of the colored race does not show the rapid increase from year to year which would naturally be expected, when we consider the large number of children that have been attending the common schools, many of whom should now be qualified for entering higher institutions. But an examination of the reports of colored schools and of journals devoted to colored education soon discloses one reason why there is not the increase expected, viz, the want of accommodations for more students. Many of the colored schools of higher grade are already badly overcrowded; some of them are so crowded as to seriously endanger the health of the students and hundreds of others have been refused admission on account of want of room, while others still have not applied because they already knew there was no place for them. Very few new schools of the higher grades are established for colored students, as the colored people themselves have not the means for doing so, and the missionary societies generally content themselves with sustaining or at least strengthening the institutions they have already established. Many of the schools adopt all sorts of expedients to make room for applicants begging for admission, allowing them to sleep on cots in the halls, making use of old buildings which had been discarded as no longer fit for occupancy, and very generally crowding the students in excessive numbers in the buildings designed for them. Judging from the accounts given it would seem reasonable to suppose that the number of colored students would be largely increased immediately if there were accommodations for them. A want of accommodations is especially to be regretted when it is considered how anxious the young men and women are to receive an education and what sacrifices both students and parents willingly make in order that they may receive one.

A few quotations on this subject are given from various sources. Dr. C. H. Parkhurst, editor of Zion's Herald, says: "We should have ten schools where

we now have one. Every institution is crowded to overflowing. If God is say ing anything in this jubilee hour to the church it is, enlarge, enlarge, enlarge your beneficence; enlarge the scope of operation; enlarge the teaching and boarding capability. We rejoice over the achievements of these twenty-five years; but at the same time we are humbled that the church has done so little." Morristown Normal Academy, Tennessee; number of students, 306.-"This institution is situated in the midst of a colored population of not less than 250,000. To meet the educational requirements of this vast number of people, there is only one other school of a similar grade within a radius of 300 miles. The people are realizing, as never before, their great need of an education, and are crowding every room to its utmost capacity. Last year scores of bright, earnest, and self-sacrificing young people were sent away for want of room."

"The present dormitory is entirely too small for the number of students crowded into it. For the last two years we have been compelled to put three students in each bed, and to place cots in the halls. Even then it was difficult to satisfy applicants that we were crowded and could not accommodate them." Grand View, Tenn." The classes are full and the accommodations inadequate. The school numbers one hundred and eleven.. It is necessary to crowd four boys into each room of the boys' hall. Four boys are boarding themselves in a shackly log building at the foot of the hill. Their grit is admirable."

Tougaloo, Miss. Both the dormitories are crowded. The ladies' hall is supposed to accommodate 75 girls. One hundred and six are crowded into it to-day. We have turned away nearly one hundred more because we had not room for them. Every indication is that the crowd of applicants will be greater next year than ever. Already applications are coming in."

We

Meridian, Miss.-"The work of the school is hindered by lack of room. have enrolled this year 232 pupils, and many have been turned off because we could not seat them. We opened in December of 1888 with 28 pupils. A school for more advanced pupils is needed in this part of Mississippi. We have 30 young people in school who come from the five adjoining counties."

Straight University, New Orleans.-"It has been a golden year for Straight University. Financially it has been our best year. A larger proportion of students able to pay came to us. We want to grow, and have every opportunity to do so save that our quarters are too small. We have turned away during the year probably 200 applicants, many of them for the boarding department. We have had to put cots in nearly all the rooms, packing them too full for comfort, as it was very hard to say No to young people who came hundreds of miles and begged tearfully for admission. The school has grown during the last eight years from 200 to 600 and is not 1,000 only because we had no room for them. Our graduates are filling important positions all over the South. Several are superintendents in Texas, Kansas, Mississippi, and Louisiana. One holds an important office in Honduras; others are doing good work in Cuba and Mexico. Eight are filling important positions in this city. We have no trouble in getting positions for our young people. Indeed, we can not supply as fast as demanded. Often as many as twenty are called for when we have none to send." Bennett College, Greensboro, N. C.-"Our chief need is a new dormitory building. The present building, though large, is far too small for the increasing demands upon us for more commodious quarters. Students are pouring in upon us every day, and still we hear of others coming."

Wiley University, Marshall, Tex.-"There should be at once erected a large central building, which would be at once filled with students."

Gilbert Academy, Winsted, La.-"We could have an attendance of a thousand students within a year if we had buildings to accommodate them."

Central Tennessee College." The attendance during the past year (1889-90) is such as to encourage the thought that the desire for education, and that more advanced, is growing rather than diminishing among the colored people. The number in attendance during the past year has tested our buildings to their utmost capacity. We need additional accommodations. This educational work has really just begun, and the outlook is that all our schools will be crowded more and more. We need a new chapel. Our present one is not sufficiently large to seat our students. We have been compelled to fill up the platform and crowd every seat, and yet have not room for all our students. We need a larger chapel for our ordinary purposes, and a much larger one for our public occasions."

'In January, 1892, the main building of Straight University, New Orleans, La., was consumed by fire. Fortunately, however, the property was adequately insured, and a larger structure i now being erected in its stead.

"For our young women we need dormitories; and for the purpose of teaching, cooking, nursing, domestic economy, we need enlarged facilities. We need these, not for our necessary school purposes only, but to create a desire for neatness and pleasant surroundings in the homes that these young women are to make in the future. The need of additional buildings is more especially evident when it is understood that every room on the grounds is occupied by students or teachers."

From the Daniel Hand School, New Orleans.-It is the old story-200 turned away for lack of room. A few have come from the country without ever thinking that they might not find a place, and stand hopelessly on the street corner talking it over.

Another teacher says: "We are crowded to overflowing in every grade of the school but one, in which we have three unoccupied seats. In the normal department twenty pupils are without desks. Yesterday one of the ministers of the city applied for admission of his two daughters, who had completed the course in the public schools-just the class of pupils we like to have come-but I could not admit them for want of room."

From report of President T. D. Tucker, of Florida State Normal College for Colored Students."The surest test of the appreciation of the race for the school is in the sacrifices made by patrons in sending and maintaining scholars here and the eagerness of the latter to avail themselves of the opportunity offered them for instruction. With limited means or from daily earnings parents send their children to this school from distant parts of the State, and meet all the financial engagements incident to the education of a young person during the entire session of nine months. Although this is the second year since the school has had dormitory halls, not only has every patron met all his obligations, but the demand for more room in the dormitories is restricted by our inability to provide for any more newcomers.

"The promptness and regularity of attendance at the daily sessions of the school is another proof of high appreciation. No severer punishment for breach of discipline can be inflicted on any of them than to be ordered to leave school for even part of a day. They seem to feel that every day and hour are too precious to be lost from the prosecution of the purpose for which they have come hither from their homes. This strong regard and attachment for a school but lately established is one of the most pleasing features, which promise for it, let it be hoped, a long career of usefulness. Wherever the services of our undergraduates have been once had, there they are held most in demand—a testimonial to their efficiency and the need of them as workers in the common schools."

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From report of the American Missionary Association committee in 1891.-"The total number under instruction during the year has increased by several hundred, and almost every school is crowded to overflowing, compelling in many cases the sad necessity of sending away great numbers of applicants from lack of room for their accommodation. It is evident that the thirst of the colored people for knowledge, shown so remarkably from the moment of their emancipation, has not diminished, but is constantly increasing."

INDUSTRIAL TRAINING.

At Claflin University, South Carolina, a large number of students were instructed in trades and industries; in agriculture, including gardening and horticulture, 40 students; in architectural drawing, 13; in art needlework, 20; in blacksmithing, 98; in brickmaking, bricklaying, plastering, and frescoing, 92; in carpentry and cabinetmaking, 185; in cooking, 35; crocheting and lacemaking, 120; domestic economy, 13; dressmaking, 36; mechanical engineering, 15; merchandising, 1; nurse-training, 14; painting, graining, and glazing, 81; printing, 69; steam laundrying, 50; steam planing, sawing, turning, 26; steam milling, grinding cereals, 4; shoemaking, 21; plain sewing, 190.

President L. M. Dunton, of Claflin University, says: "In the past the negro has been a laborer. For years to come he must be a laborer. A few of course will be educated and will enter the ministry, the law, the medical profession; but the vast majority must labor with their hands. It is therefore very important to give them this manual training. We are very enthusiastic about this, and we do not allow any young woman to graduate until she can measure, cut, fit, and make a dress, and make it in style. They also learn cooking and artistic needlework. The young men are required to learn the principles of different trades, and to learn one trade thoroughly. We require a certificate from some

one of the industrial departments that they have accomplished the required work before they can graduate from the institution. During the vacations these young men and women work at these trades that they have learned at the institution. We have boys now earning a dollar and a half a day at house painting, others earning $2 a day laying brick or at carpentry. In our blacksmith department they make all the tools they use; they even make their own razors. This industrial feature has been an inspiration to the literary department."

At Gilbert Academy, Winsted, La., there are 12 students in the printing office, 14 in the carpenter shop, 16 on the farm, 53 girls in the sewing room, 3 in the bakery, besides a large number in the laundry.

Philander Smith College, Little Rock, Ark.-"The industrial department is car ried on in a two-story frame building erected by the students. In this department there are 114. The citizens of Little Rock have given over $800 towards paying for the building. A large number of young men have been taught the use of tools. In the printing department several young men and young ladies have been taught."

Rust University, Mississippi.-In the carpenter shop 35 young men were instructed in the use of tools and methods of construction, from the most common articles in use in home and on farm to fine cabinet work. Twenty-seven were taught shoemaking, from the making of cheap shoes to the finest French kid boot. Eleven were instructed in the printing office, and a monthly paper was published. The young men below the college course, who were not assigned to some trade, were put in the department of agriculture. In the sewing depart ment 102 girls received useful instruction in that line.

Clark University, Atlanta, Ga.-“At Clark University we have one of the best located as well as one of the best equipped industrial schools south of the Ohio. We have one large brick building, Ballard Hall, 100 by 40 feet. The first floor is divided into two parts: one-half is occupied by the wheelwright shop. The second floor is divided into four rooms, one occupied by the printing office, one by the varnish and finishing department, another by the harness and trimming shop, while the remaining one is devoted to an office and mechanical drafting. The machinery is driven by a 30 horse-power engine. We have a blacksmith shop 40 by 30 feet, brick, three forges, drills, benches, etc. We have a foundry, 60 by 40 feet, supplied with the latest improved cupola.

The Woman's Home Missionary Society has a building worth $6,000, built after the best models and thoroughly equipped with appliances for teaching in the culinary department, needlework, dressmaking, and all that a wife in a wellregulated home ought to know. The university physician has a class in nursetraining in this home also. A shoe shop and a machine shop are among the things now under contemplation."

Central Tennessee College.—"On October 15, 1890, the mechanic arts shop was dedicated to the training of young men for useful work in wood, iron, brass, and steel; in the manufacture of steam engines, scientific, and philosophical apparatus. Rev. H. G. Sedgwick, M. S., who is a genius himself in mechanics and can readily impart instruction to others, has during the year had excellent work done by students in wood-turning, shaping and planing, castings, steel, and brass. One engine has been built and considerable repair work done. This is the best shop, and the only one of the kind, open to colored youth in this country."

Dr. Atticus G. Haygood, general agent of the Slater fund, says: "It has been demonstrated that an hour or two a day in the workshop or the sewing room does not hinder in the least education in books. It has been found, as a rule, that the best men in the shop are the leaders in the class room. Experienced teachers say that industrial training fosters good discipline and the upbuilding of strong and reliable personal character. Outside the important fact that a great number have learned enough of the trades to pursue them profitably, it is certain that thousands have learned enough to be independent as citizens and far more capable as heads of families. That head, heart, and hand training, should go on together in these institutions is now the accepted doctrine in all quarters.

It can not be doubted that the success of industrial training in the negro schools has had much to do with the development of opinion throughout the Southern States of the importance of this part of education in the white schools of the country."

Gen. S. C. Armstrong on industrial training.—“ Labor is a great moral and educational force. Next to the grace of God, hard work, in its largest sense, is the most vital thing in Christian civilization. Subtract from any neighborhood,

within a radius of ten miles, all industry, and in six months, in spite of churches and schools, what would become of order and decency? Look at the fairest civilization, and you will see that the worst lives are at the top and at the bottomthose who are too rich and those who are too worthless to work. Wherever you find industry you find character and morality.

"The main thing, then, in the industrial system is to open as widely and broadly as possible opportunities for agricultural, mechanical, and household industries, which shall provide negro students means to support themselves and to develop character. Character is the foundation. The training that our pupils get is an endowment. An able-bodied student represents a capital of perhaps a thousand dollars. We propose to treble that. When they learn a trade they are worth threefold more in the labor market. Last Saturday I gave my final words to our graduating class. I said to those 45 scholars, 'How many of you can go out into the world, and, if you can not get a school, how many can work in some line of industry and so support yourselves?' There was a roar. Every one said, 'I can,' and every one laughed. They go out into the world smiling at difficulties, happy in their pluck and purpose and skill.

"We are convinced that the negro needs physical as well as mental and Christian training. He needs the ten hours' drudgery which he gets in the shops to put him in shape for the struggle of life. He must go to his work with an appetite."

Rev. R. H. Allen, Concord, N. C.-"We have now a large boarding school for colored girls. If you ever save the negroes you must save the girls and women. You will not elevate any race until wives and mothers can teach the gospel in their families. You must save the daughters of the freedmen. They are to be the wives and mothers and home-makers of the future. At Concord you will see 234 girls in a seminary, with all the appliances for education and the industrial arts. They do the whole work of the school-all the washing, ironing, cooking, scrubbing, and dressmaking. We take a girl for $45 a year. We say to her, Go to work during the vacation and make $15 or $20 and we will help you to the balance of the $45. In such schools, by a practical education of the head, hand, and heart, the girls are all well prepared to take their part in life. We help them to make character."

Rev. Frank G. Woodworth, president Tougaloo University, Mississippi.-"The ordinary laborers on plantations do not often receive more than from 75 to 90 cents per day. I want to speak of the value of industrial education. Boys who come to us untrained, often able to earn only 75 cents a day, are sent out as carpenters, blacksmiths, or tinsmiths, able to earn from $1.25 to $2.50 a day. We are having that repeated constantly. That is the bread-and-butter view of industrial education, and it is worthy of mention. The mechanics who receive $2 a day do not live in a one-room cabin. They are getting to have good little homes of their own."

The higher education helps the elementary.-President Horace Bumstead, of Atlanta University: "It is a mistake to forget that the higher education of the few is contributing most efficiently to the elementary education of the many. What are the graduates of these higher institutions doing? Are they going out and enjoying their culture, and making a selfish use of it? Take Atlanta University. We have sent out, in the last 16 or 18 years, over 200 graduates from our collegiate and normal courses, two-thirds of whom are to-day engaged in teaching. They are doing this very work that we are reminded is the most important work to do-helping up the masses, educating the people. One must remember the relationship between the higher and the more elementary work. Where would these Southern States get their teachers for the colored public schools if it were not for these higher institutions?"

Colored teachers wanted.-President E. C. Mitchell, of Leland University, New Orleans: "More colored teachers must be educated. The appeals made to our institution to furnish teachers qualified for the higher work, or even the common work, are far beyond the power we have to meet. If we had four times as many graduates, we should not be able to meet the demand made upon us for teachers of the higher grade. All the institutions of the South must be carried on by colored teachers."

What kind of education the negro needs.-Dr. A. G. Haygood: "That many halftaught and unwisely-taught negroes 'go to the bad' and seek money by short cuts' is not surprising. In these matters the negro's weakness illustrates his brotherhood to his white neighbors. The prisons show enough half-educated white people to prove that merely learning the rudiments does not secure virtue.