tricts. None of these schools, however, were for members of the Negro race.11

The founding of the two most important industrial schools has been mentioned before. Hampton Institute which was founded by the American Missionary Society in 1868 now consists of 113 buildings, including the instructors' cottages.42 76 of these buildings were erected by student labor. There are 120 acres to the Home Farm and 600 acres to Shellbanks, six miles from the Institute. The enrollment in 1910 was 875, or 1,399 including the Normal Practice School. Tuskegee Institute which began with one hoe and a blind mule now possesses 2,000 acres of land, 800 of which are cultivated each year by the young men of the school. During 1903, 33 trades were taught to over 1,400 men and women. By means of this work, the students pay more than one half of their expenses. Of the sixty buildings, all but four were almost wholly erected by students, even to the making of the bricks.43 Although the average Negro was greatly antagonistic regarding this training at the beginning of the work at these institutes and many protests were heard from all sides, Mr. Washington stated in The Negro Problem that it has been several years since they have received a protest from parents against teaching industrial training. The graduates of Tuskegee have established more than fifteen similar schools in the South.45 Among those established are Voorhees Industrial School, Robert Hungerford School, Snow Hill Normal and Industrial Institute, Topeka Normal and Industrial Institute, Port Royal Agricultural School, and Mt. Meigs Institute.

44

No one of the Negro institutions for higher learning has as yet become a fully equipped university. No one of the institutions maintains a graduate school. Howard University is the only one that has even started graduate work.46

41 Du Bois, Atlanta U. Pub. No. 16, p. 128.

42 Brawley, The Negro Yearbook, 1915, p. 147. 48 Washington, The Negro Problem, p. 20.

44 Ibid., p. 22.

45 Brawley, History of the Negro, p. 153. 46 Ibid., p. 142.

The real influence of the college has been to prepare men to be leaders in education, as may be witnessed by the fact that out of the 5,000 Negro college graduates in the United States 54 per cent are teaching, while 20 per cent are preaching.1 The following table shows the number of college graduates by decades:48

The distribution of the college Negro is indicated in the

103 of these graduates were born in the North, 65 or 63 per cent of whom remained in the North and 35 or 34 per cent migrated to the South; 682 of these were born in the South, 102 or 15 per cent of whom went to the North, and 563 or 82.5 per cent remained in the South. This shows that the tendency of the college graduate is to remain in the South where he is most needed.

47 Brawley, History of the Negro, p. 145. 48 Du Bois, Atlanta U. Pub. No. 15, p. 45. 49 Ibid., p. 54.

Of the graduates of 107 colleges which are not Negro institutions 79.2 per cent or 549 have been men, and 20.8 per cent or 144 have been women. Of 2,964 graduates of 34 Negro colleges, 82.7 per cent have been men and 17.3 have been women.50 This difference may be due to a greater economic standard of the Negro in the North, since the colleges admitting Negroes which are not Negro institutions would be in the North, and to the fact that more Negroes would be located near educational institutions in the North than they would be in the South.

From another report the average age for the women graduates was 21% years, and the average for the men was 2216 years. There seems to be a tendency of the age to increase, as shown by the following:51

1880-1890 the average age was 21 years for men and women. 1890-1900 the average age was 22 years for men and women. 1900-1910 the average age was 22/10 years for men and

women.

Of the 24 graduates reported 16 were under 35, and one was over 50.

Of 799 graduates 67.3 per cent of the males were married, and 31.1 per cent of the females were married. Among these graduates there are only two cases of divorce, one man and one woman. The ages at which they married were for the men between 25 and 34 and for the women between 20 and 29. The families averaged four children. The death rate among the children has not equalled one child per family.52

Statistics taken in 1913 of 258 schools show the college students to be only 4.1 per cent of the entire number of Negroes in schools. If the college graduate were in proportion to the population their number would be about five times as great as it is at present.53

50 Du Bois, Atlanta U. Pub. No. 15, p. 46.

51 Ibid., p. 28.

52 Ibid., p. 57.

53 Work, The Negro Yearbook, 1915, p. 229.

The Negroes have contributed in all lines to a large extent toward their own education. Since 1865 religious and philanthropic associations have contributed $57,000,000 and the Negroes by direct contributions have supplied $24,000,000.54 In 1869 in one year the Negroes raised $200,000 for the construction of school houses. A report from a State Superintendent of Schools of Florida stated that in the Black Belt Counties the Negro schools cost $19,457 and the direct and indirect contributions on the part of the Negroes amounted to $23,984. There were $4,527 remaining which was used for the benefit of the white schools.55 It is thought on the part of some that the Negro, although he may not pay in direct taxes a sum sufficient to provide for his schools, may in reality be paying his full share indirectly. I believe, however, that it is quite safe to say that he probably pays as much for his education as any other poor class of the population, especially so in comparison with some of the immigrant classes. There have also been quite a number of Negro philanthropists, the most prominent of whom have been Bishop Payne who gave several thousand dollars to Wilberforce, Wheeling Grant who gave $5,000 to Wilberforce, Mary E. Shaw who left $38,000 to Tuskegee, Nancy Addison who left $15,000 for education in Baltimore, Louis Bode who left $30,000 and George Washington of Jerseyville, Illinois, who left $15,000 for education. Thomy Lafon, of New Orleans, left $413,000 to be used for educational purposes with no distinction regarding race or color. Colonel John McKee, of Philadelphia, left about $1,000,000 in real estate to be used for education.56 The Negro Baptist Churches alone raised in 1907 $149,332.75.57 In nine years the Negro students paid in cash to 74 Negro institutions $3,358,667 and in work $1,828,602, making a total of $5,187,269. This amounted to 44.6 per cent of the entire running expenses of the institutions.58

54 Work, The Negro Yearbook, p. 235.

55 Washington, Working with the Hands, p. 72. 56 Brawley, History of the Negro, p. 174.

57 Ibid., p. 169.

58 Du Bois, Atlanta U. Pub. No. 14, p. 18.

The attitude of the Negro immediately after the war was that of opposition to all kinds of labor. He had not as then learned the distinction between working as a slave and working as a freedman. What he wanted most was an education, a literary education, such as the white man had. He did not want his education for any definite purpose, except as an end in itself. The chief reason probably may have been that of a desire to put himself on a par with the white man, and to prove his intellectual equality. The attitude to-day is radically different, being represented by men like Washington and DuBois. Washington preached the gospel of industrial education, believing strongly that that method would lead to an increase of the economic wealth of the race, whereby they could acquire the so-called higher education. DuBois, however, although he believed in the efficiency of industrial training, also felt that the race should not neglect to educate leaders even at the present time, so that his attitude differs from that of Washington in a slight degree. Two short quotations from Washington's writings may illustrate to a certain extent the attitude of the leaders of Negro education: "What Negro education needed most," said he, "was not so much more schools or different kinds of schools, as an educational policy and a school system,''59 and "I want to see education as common as grass, and as free for all as sunshine and rain.''60

Prejudice is an important factor in the attitude of the white race toward Negro education. This prejudice seems to be in all sections of the country, but it is the southerner who is heard from the most, possibly because he is more in contact with the real problem and then because it seems to be a policy of southern politicians to attempt to outdo each other in their speeches along the line of race prejudice. According to Weatherford prejudice has arisen out of the fear that education will lead to the dominance of the Negro in politics and to promiscuous mingling in social life. "The southern white man will never be enthusiastic for Negro 59 Washington, My Larger Education, p. 310. 60 Ibid., p. 139.