The source of this uncorrected OCR text may be viewed in the DjVu format at: http://fax.libs.uga.edu/E185x5xA881p/aup05 or http://purl.galileo.usg.edu/ugafax/E185x5xA881p/aup05 ATLANTA UNIVEKSITY PUBLICATIONS, No. 5. THE COLLEGE-BRED NEGRO. R Social Study made under the Direction of Atlanta University by the Fifth Atlanta Conference. PRICE 25 CENTS. ATLANTA. UNIVBBSITY PMsr 1900. ,, THE COLLEGE-BRED NEGRO REPORT OF A SOCIAL STUDY MADE UNDER THE DIRECTION OF ATLANTA UNIVERSITY; TOGETHER WITH THE PROCEEDINGS OF THE FIFTH CONFERENCE FOR THE STUDY OF THE NEGRO PROBLEMS, HELD AT ATLANTA UNIVERSITY, MAY 29-30, 1900. Edited by \V. E. K"RGHARjvr DuBois, 1'h. 1)., Corresponding Secretary of tiie Conference. ATLANTA ÜNIVKHSIIV I'RKSS. ATJL A N TA, G KOEGIA. 1900. THE FIRST DUTY OF THE SOCIA L REFORMER IS TO K NO W. THE ACCURATE GATHERING OF SOCIAL STATISTICS COSTS MONEY. THIS INVESTIGATION COST $300. T WICK THIS AMOUNT WOULD HAVE MADE IT TWICE AS VALUABLE. MAY WE NOT HOPE FOR LARGER RESOVRCKS NEXT YEAR? CONTENTS. INTRODUCTION PUBLICATIONS OF ATLANTA UNIVERSITY BUREAU OF INFORMATION SELECT BIBLIOGRAPHY OF THE AMERICAN NEGRO THE COLLEGE-BRED NEGRO - 1. SCOPE OF THE INQUIRY 2. THE NEGRO COLLEGE - 3. CURRICULA IN NEGRO COLLEGES 4. NEGROES IN OTHER COLLEGES 5. THE NUMBER OF NEGRO GRADUATES 6. BIRTHPLACE OF COLLEGE-BRED NEGROES 7. AWE OF GRADUATES 8. EARLY TRAINING 9. EDUCATION OF WOMEN 10. THE FAMILY 11. OCCUPATIONS 12. CHANGE IN OCCUPATION 13. GRADUATES OF A SINGLE TYPICAL COLLEGE 14. THE WORK OF TEACHERS - 15. OTHER PROFESSIONS - 16. GROUP LEADERSHIP 17. POLITICAL ACTIVITY 18. OWNERSHIP OF PROPERTY 19. THE FUTURE OF THE NEGRO 20. MORTALITY OF GRADUATES 21. BIBLIOGRAPHY 22. THE FUTURE OF THE NEGRO COLLEGE PROCEEDINGS OF THE FIFTH ATLANTA CONFERENCE PAGE. . 3 4 5 6 THE EDITOR 10 12 16 28 37 42 44 45 54 57 63 67 69 73 79 84 86 89 90 102 103 104 115 The ^oork of the Atlanta Conference, like the other werk of Atlanta University, depends mainly upon voluntary contributions. flntrofcuction. UNIVERSITY is an institution for the higher education of Negro youth. It seeks, by maintaining a high standard of scholarship and deportment, to sift out and train thoroughly talented members of this ra(;e to be leaders of thought and missionaries of culture among the masses. Furthermore, Atlanta University recognizes that it is its duty as a seat of learning to throw as much light as possible upon the intricate social problems affecting these masses, for the enlightenment of its graduates and of the general public. It has, therefore, for the last five years, sought to unite its own graduates, the graduates of similar institutions, and educated Negroes in general, throughout the South, in an effort to study carefully and thoroughly certain definite aspects of the Negro problems. Graduates of Fisk University, Berea College, Lincoln University, Spel- man Seminary, Clark University, Wilberforce University, Howard Uni versity, the Maharry Medical College, Hampton and Tuskegee Institutes, and several other institutions have kindlv joined in this movement and added their efforts to those of the graduates of Atlanta, and have, in the last five years, helped to conduct five investigations: One in 1896into the "Mortality of Negroes in Cities" ; another in 1897 into the "General Social and Physical Condition" of 5,000 Negroes living in selected parts of cer tain southern cities; a third in 1898 on "Some Efforts of American Negroes For Their Own Social Betterment" ; a fourth in 1899 into the number of Negroes in business and their success. Finally in 1900 inquiry has been made into the number, distribution, occupations, and success of College- bred Negroes. The results of this last investigation are presented in this pamphlet. Next year some other phases of the economic situation of the Negro will be studied. It is hoped that these studies will have the active aid and co-operation of all those who are interested in this method of making easier the solution of the Negro problems. 4 THE ÖOLLEOE-BKEU NKfiEO. The practical valne of this work is illustrated in the recent meeting of the National Negro Business League at Boston, the formation of which was greatly facilitated by the data furnished its organizers through the Atlanta Conference. Beside these regular investigations by the Atlanta Negro Conference, the University pursues its sociological work in several other directions. First* it offers to its students and all others interested in these lines of work the following courses of study : 1. The Theory of Economics, one term. 2. The Economic History of the American Negro, one term. 8. Statistics and Sociology, one term. 4. Present Social Condition of the Negro, one term. 6. Elementary Civics, One term. 6. Civil Government in the United States, one term. 7. Political Science, one term. Theses and library work are required in connection with the more ad vanced courses. Secondly, members of the Department of Sociology of this institution have, from time to time, published the following studies and essays on various phases of the Negro problem: Suppression of the Slave Trade, 886pp., Longman's, 1890, The Philadelphia Negro, 620 pp., Ginn & Co., 1899. The Negroes of Farmville, Va., 38 pp., Bulletin 11. S. Department of Labor, Jan , 1898. Condition of the Negro in Various Cities, 112 pp.. Bulletin U. S. Depart ment of Labor, May, 1897. The Negro in the Black Belt, 17 pp., Bulletin TJ. S. Department of Labor, May, 1899. The Study of the Negro Problems, 21 pp., Publications of the American Academy of Political and Social Science, No. 219. Strivings of the Negro People, Atlantic Monthly, August, 189(5. A Negro Schoolmaster in the New South, Atlantic Monthly, January, 1899, The Negro and Crime, Independent, May 18, 1899. The Conservation of Races, 16 pp., Publications of the American Negro Academy, No. 2. The American Negro at Paris, Review of Reviews, Nov., 1900. Thirdly, the regular University publications are as follows: Annual Catalogue, 1870-1900. Bulletin of Atlanta University, 4 pp., monthly ; 25 cents per year, No. 1. Mortality of Negroes, 61 pp., 1896,(out of print). No. 2. Social and Physical Condition of Negroes, 86pp.. 1897; 25 cent*. No. 3. Some Efforts of American Negroes for Social Betterment, 66 pp.- 1898; 26 cents. No. 4. The Negro in Business, 77 pp., 1899; 26 cents. No. 6. The College-Bred Negro, 1900; 26 cents. List of Negro Newspapers ; 2 cents. Programme of Social Betterment ; 2 cents. Select Bibliography of the American Negro, for general readers ; 10 cetitsv Atlanta University Leaflets, 12 numbers ; free. VIFTH ANNUAL Fourthly; Bureau of Information: The Corresponding Secretary of the Atlanta Conference undertakes, upon request, to furnish correspondents with information upon any phas es of the Negro problem, so far as he. is able; or he points out such sources as exist from which accurate data may be obtained. No charge is mado for this work except for actual expenses incurred. During the past year the United States Government, professsors in several northern and south ern institutions, students of sociology, philanthropic societies ami workers, and many private, persons have taken advantage of this bureau. The following is a partial list of recipients of such information within tli last three years : TheUnited States Commission to the ParL-i Exposition. Hon. Carroll D. Wright, of TJ. S. Bureau of Labor. Mr. Booker T. Washington, Tuskegee Institute. Professor F. W. Taussig, Harvard University. Professor Walter F. Wilcox, of U.S. Census Bureau. Prof essor Katharine Coman, of Wellesloy College. Edward Atkinson, of Boston. Walter R. Lambeth, Missionary Secretary, M. E. Church, South, Miss Jane Porter Scott, of the Social Settlements Association. Dr. David J. Fuller, of Brooklyn, N. Y. Rev. Daniel Merriman, of Worcester, Mass. Rev. Edward L. Pell, Editor Bible Reader, Richmond, Va. Hon. E. D- Basset, Haytian Legation, New York ; and others. Graduate and other students in Harvard University, Mass. •' " " " " Columbia University, N. Y. •' '• " " The Catholic University, D. C. " Wcllesley College, Mass. " " " " Wooster University, Ohio. " " •' University of Texas, Texas. •' " " University of Chicago, 111. Professors and teachers in Hampton Institute, Va. " " " " Tuskegee Institute, Alabama. " " " " Mercer University, Georgia. " Trinity Park High School, N. C. " •• Colorado State University. " " " " Stetson University, Fla. City Physicians in eight different cities. The Insurance Press of London. The Penn Mutual Insurance Company. Boston Children's Aid Socie.ty. Social Settlment, Tope.ka, Kansas. Northern Inter-Collegiate Oratorical League. The Afro-American Council. The American Negro Academy. The National Negro Business League. The American Missionary Association. Hampton Negro Conference. « THE COLLEGE-HEED NEGKO, Members of the Legislature of Georgia. Gun ton's Magazine. The Outlook. New York Independent, etc. Fifthly. The Atlanta Negro Conference beside its investigations has all annual gathering of those interested in its work in May of each year when the results of the year's investigation are first reported. The attendance in these meetings is largely local, but they also bring together many per sons from abroad to discuss and add to the facts collected. An attempt is here made especially to encourage all movements toward social better ment, and several enterprises of this sort have had their inception here. For the benefit of the large number of readers who desire a short guide to the best literature extant on the Negro problem,we append here a short select bibliography. The titles especially in the history portion are, of necessity, chosen somewhat arbitrarily. A SELECT BIBLIOGRAPHY OF THE AMERICAN NEGRO FOE GENERAL READERS. History. Williams. History of the Negro B-ace in America. Slavery. Wilson : Rise and Fall of the Slave Power. Blake: History of Slavery and the Slave-trade, Greeley: The American Conflict. Lalor : Cyclopedia of Political Science. Slave-trade. Buxton : The American Slave-trade and its Keinedy, Carey : The Slave-trade. DuBois ! Suppression of the Slave-trade. Spears: The American Slave-trade. The Negro in the Various States. Mass.—Moore : Notes on Slavery. Penn.—-Bettle: Notices of Slavery. The Philadelphia Negro. District of Columbia: Ingle, in Johns Hopkins Univ, Studies Md.—Brackett, in do. Va.—cf. Brüce : Economic History of Va, (For other states cf. Poole's Index.) Slave Codes. Goodell: American Slave Code. Cobb : Law of Negro Slavery. Hurd : Law of Freedom and Bondage. FIFTH ANNUAL CONFERENCE. • Character of Slavery. Kemble : On a Georgia Plantation. Wise : The End of an Era. Stowe : Uncle Tom's Cabin. Economics of Slavery. Cairnes : Slave Power. Helper : Impending Crisis. Olmsted : Cotton» Kingdom. Emancipation. Life of Garrison, by his children. Sumner: Life and works. Siebert: Underground Railroad. Still: Underground Railroad. McDougal: Fugitive Slaves. (Fay House Monographs.) Goodell : Slavery and Antislavery. Hart: Salmon P. Chase. Von Holst; History of the United States. Reconstruction. Lalor: Cyclopedia of Political Science. McPherson : History of Reconstruction. Blaine: Twenty Years in Congress. Appleton's Annual Cyclopedia. Tourgee: Fool's Errand. Negro Soldiers. Nell : Colored Americans in the wars of 1776 and 1812. Emilio : A Brave Black Regiment. Higginson : Life in a Black Regiment. Williams: Negro troops in the Rebellion. Wilson : Black Phalanx. Present Social Condition. Best Sources of Information. 1. United States Census, (Especially 1850-80-90, 1900.) 2. Reports of the U. S. Bureau of Education. (Section on Education of of the Negro; cf. especially the late reports, '94~'95, '95-'96 &c.) 3. Bulletin of the U. S. Bureau of Labor : (a) Negroes of Farmville, Va : (b) Negroes of the Black Belt: (c) Negroes in Cities: 4. Publications of Atlanta University: (a) Mortality of Negroes. (b) Negroes in Cities. (c) Social betterment of Negroes. (d) Negroes in Business. (e) College-bred Negroes. 6. Proceedings and Occasional Papers of the Slater Fund. (Some reprinted in No. 2, supra.) 6. Publications of the American Negro Academy : (a) Review of Huffman's Race Traits and Tendencies. THK (b) Conservation of Races. (c) Papers by Dr. Orummell. (d) Comparative Study of the Negro Problem. (e> The San Domingo Legion, etc. (f ) Disfranchisernent of the Negro. 7. U. S. Department of Agriculture: Dietary studies» of Negro's, food. 8. Reports of the Hampton Negro Conference. 9. Reports of the Capon Springs Negro Conference. 10. DuBois; The Philadelphia Negro. 11. Brace : Plantation Negro as Freeman, 12. Cable: Freed man's Case in Equity. " Silent South; Negro Problem. 13. Fortune : Black and White. 14. Crog-man : Talks for the Times. 1.5. Morgan : The Negro in America. 16. Gaines: The Negro and the White man. f7. Wilcox: Negro Criminality. 18. Hoffman : Race Traits and Tendencies. 19. Washington ; Future of the American Negro. 20. Tourgee : Appeal to Cœsar. Topical References to above sources and others. (Numbers refer to those prefixed to the titles given above. \ Population , age and sex, 1, 5, 6a, 18. Family life, sexual morality, &c., 3, 4b, 5, fia, K), 18. Migration, I, 4b, 10, 18, 19. Education, 2, 20, Reports of Freedman's bureau and Freetlman's aid Societies. Higher, 2, 4e, 6c, 15, 16. industrial,2, 6, 8,9, 19. Common schools, 2, 9. Occupation, Wages &c., 1, (1890,1900,)3, 4, 5, 7, 8, 10, II, 13, 19. Health and Mortality, 4, 6a, 7, 8, 10, 18. Property, 1, (1890, 1900,)3, 4, 8, 10. Religion, 1, (1890,)3, 4, 8, 10, 16. cf. Payne: History of the A. M. E. Church. Organizations, 3,4,10, cf. Newspaper reports of the Afro-American Council 7 Pan-African Conference, etc. Crime, 1, 3, 6a, 8, 10, 11, 17, 18. Amalgamation, I, (1860, 1890} 3, 6b, 10, 16. Suffrage, 6f, 10 12,13, 20, cf. periodical literature. Negro Periodicals: 4d, cf. Perm's Afro-American Press. Lynching: 19; Wells-Barnett: A Red Record, cf. Periodical literature and flies of Chicago Tribune. Legislation on Negro, N. Y. State Library: Summary of Legislation, 1890—. Emigration, 19: Reports, American Colonization Society. Crnmmell ; Af rica and America. Ctnirsfa of Readini/. Short statement of facts: 5, (Gamietts Statistical Study.) • Longer statement ot facts: 5,15, 16, 18, 19. IMF'TH ANNUAL CONFERENCE. '9 Short bourse of reading: 16, 19, 20, 12, 11, 6, 6. Longer course of reading: William's History of the Negro Race, 11, 12, 13, 14, 18, 6, 4, 3, 8, 9, 10. Periodical Literature, The endless number of-discussions of the Negro in periodicals, especial - •ly in the last 40 years, are of all degrees of value. Those usually of .great- •est permanent value can be found in the flies of The Atlantic Monthly. The Nation. Th« North American Review. •Consult Poole's Index under the different subjects^ Biography. .Douglass: Autobiograpy. Washington : " Alien : Men of Mark, by Simmons. .Sojourner Truth: Autobiography. Literature and Art. Folk Lore. cf. Southern Workman. " Journal of American Folk Lore. Harris: Uncle Remus. Music. Jubilee songs as published by Fisk and Hampton» Trotter : Music and Some Highly Musical People* Literature. Dunbar: Poems (Dodd, Mead & Co.) Chesnutt: Novels (Houghton, Mifflin & Co.) Campbell: Poems. Grimk«: Lives of.Suinner and Garrison. Harper: Poems., Tola Leroy. Wheatley, Phillis: Poems. Atlantic Monthly, Aug. '97, Jan. '99. Bibliography, Methods of Study, etc. Publications of the American Academy of Pol. and Soc. Science, Ko. 219. American Soc. for Univ. Extension, Brief on Negro. Correspondence Bureau, Atlanta University, Atlanta, (ïa> 10 THE CÎOJJjKGE-BKÏaD NEGBO. THE COLLEGE-BRED NEGRO. RESULTS OF THE INVESTIGATION. BY THE EDITOB. 1. Scope of Ihe Inquiry.—The general idea of the Atlanta Conference is to select among the various and intricate questions arising from the presence of the Negro in the South, certain lines of investigation which will be at once simple enough to be pursued by voluntary effort, and val uable enough to add to our scientic knowledge. At the same time the different subjects studied each year have had a logical connection, and will in time form a comprehensive whole. The starting point was the large death-rate of the Negroes ; this led to a study of their condition of life, and the efforts they were making to better that condition. These efforts, when studied, brought clearly to light the hard economic struggle through which the emancipated slave is to-day passing, and the Con ference therefore took up one phase of this last year. This year the rela tion of educated Negroes to these problems and especially to the economic crisis was studied. The general method of making these inquiries is to distribute among a number of selected persons throughout the South, carefully prepared schedules. Care is taken to make the questions few in number, simple and direct, and so far as possible, incapable of misapprehension. The investigators to whom these blanks are sent are usually well-educated Negroes, long resident in the communities; by calling on the same per sons for aid year after year, a body of experienced correspondents has been gradually formed, numbering now about fifty. In the investigation of 1900 the first task was to collect a reliable list of the Negro graduates of the colleges of the land, with their present where abouts. There were many preliminary difficulties in this work, the chief of which were, first, what was to be considered a college, and next how were the Negro graduates of mixed institutions to be distinguished? It was finally decided to call any institution a college which had a course amounting to at least one year in addition to the course of the ordinary New England high school ; and to count the graduates of all such courses and longer courses as college graduates, provided they received the degree of Bachelor of Arts or of Science at graduation. To appreciate the mean ing of these limitations one mnst notice the comparison made later between the college curricula of several typical institutions as laid down in their catalogues. Having selected the institutions, the Conference then sent to them for lists and addresses of their graduates, which were for the most part printed in their catalogues. In the case of other colleges letters were sent asking if the college had ever had any Negro graduates. Most of FIFTH ANNUAL, CONFERENCE. 1 I these letters brought prompt and courteous replies. In some cases the replies were delayed. One college in a border state answered merely "No !" without date or signature. At Yale University we were at first re commended to write to the Colored janitor for information but repeated requests brought the data at last. The returns thus collected represent probably over ninety per cent of the truth. In some few cases, no records of color being kept, the authorities were not sure aw to the exact number of Negro graduates. Usually however the presence of Negroes is so ex ceptional that they were remembered. In this wa.y the names of nearly 2,500 persons were collected. The mat ter of getting the exact addresses of these graduates was of course, much more difficult and in many cases impossible. Returns were gathered from M, little over half (1252) of those named and not all these were complete. The following twenty-six questions were asked all whose addresses were obtained: 1. Name. 2. Address. 3. Sex. 4. Graduate of. 5. Class of. 6. Single, married, widowed or separated. 7. Birthplace. 8. Year of birth. 9. Yearof your wife's (or husband's) birth. 10. Year of marriage. i]; Child ren: (Age of sons living). (Age of daughters living). (Age. of sons dead). (Age of daughters dead). 12. Some account of your early life. 13. Occu pation since graduation, with dates. 14. Present occupation, (with length of service). 15. If you have taught school at any time, kindly estimate carefully: The total number of pupils you have instructed in primary grades? in secondary and preparatory grades? in college studies?. How many of these have taught school?. How many pupils do you suppose they have taught?. What careers have your pupils followed mostly?. Give any individual instances of success among them. 16. What bound books have you published? title, place of publication, size, number of pages, and publisher. 17. AVhat other literary work have you done? 18. What philanthropic, commercial or other useful work, mit already mentioned, have you engaged in? 19. What public offices have you held and where? 20. Do you usually vote? Is your vote counted? 21. Ho yon belong to any learned societies? 22. From what institutions have you re ceived academic degrees since graduation? 2!-$. What is the. assessed value of the real estate which you own? 24. Has your college training benefited you? Would some other kind of training have been of more ser vice? 25. Will you not add here any additional facts which illustrate the kind of work you are doing, and the degree of success yon have had? (e. g., if a minister, tell of your church work; if a lawyer or physician, tell of your practice, intercourse with whites, cases, etc. ; if a business man, of your business, patrons, etc., etc.). 26. Are you hopeful for the future of the Negro in this country? Have you any suggestions? These questions were framed with the view of obtaining the largest possible number of actual facts. The chief defect of the method is of course that the persons are giving information about themselves; still there is little chance for unconscious exaggeration or bias, and the number of wilful misrepresentations among such a class is small enough to ignore. Some correspondence was also had with the presidents of col leges and others on the general aspects of the question. 12 THE ÖOHEGE-BEED NEGBO. 2. - The Negro College. Omitting all institutions which have not actually graduated students from a college course, there are today in the United States thirty-four institutions giving collegiate training to Negroes and designed especially for this race*. These institutions fall into five main groups : GROUP I. Ante-Bellum Schools. 3. Lincoln University, Chester Co., Penn., 1854. Wilberforce University, Greene Co., Ohio, 1856. (Berea College, Berea, Ky.), 1855. These schools were established before the war and represent the Aboli tion movement. Lincoln was established by Pennsylvania Presbyterians as Ashmun Institute in the early fifties. The Cincinnati Conference, the white Methodists and the Ohio Conference of the African Metho dists made early movements to establish a school in the west. Wilber force was founded by thé whites for Negro education in 1856 and finally purchased by the African Church in 1863. Berea was established by a Kentucky abolitionist, John G. Fee. GEOUP II. Freedmaris Bureau Schools. 13. Howard University, Washington, D. C., 1867. Fisk University, Nashville, Tenn., 1866. Atlanta University, Atlanta, Ga., 1867 Biddle University, Charlotte, N. C., 1867. Southland College, Helena, Ark., 1864. Central Tennessee College, Nashville, Tenn., 1868. Bust University, Holly Springs, Miss., 1868. Straight University, New Orleans, La., 1869. Claflin University, Orangeburg, S. C., 1869. Talladega College, Talladega, Ala., 1867. Lincoln Institute, Jefferson City, Mo., 1866. Atlanta Baptist College, Atlanta, Ga., 1867. Roger Williams University, Nashville, Tenn., 1864. This group of schools was established directly after the war by Mission ary and Freedmen's Aid Societies under the protection and for the most part under the direct patronage of the Freedmen's Bureau. The earliest of these schools, Southland, grew out of an orphan asylum established by Indiana Friends before the war was hardly closed, and Boger Williams out of a group of Baptist teachers in Nashville. Fisk and Atlanta were (lie great pioneers of the movement for thorough Negro education after the war and were established by the American Missionary Association aided by the Freedmen's Bureau. Biddle and Talladega were founded by missionary societies in conjunction with the same bureau, while Howard was founded by the bureau alone and named after its chief. Lincoln In stitute had perhaps the most romantic beginning of all. When in Janu ary, 1865, the 62nd and 63rd regiments of U. S. Colored Infantry were diç- cliarged from service, they contributed jointly a fund of $6,379 for the es tablishment of a school for Negroes in the state of Missouri. In 1879 state aid was obtained and it now is supported wholly by the state. Societies, *This includes Berea where the majority of students are white but which was designed for Nu srws sis well, «nrl still has colored students. FIFTH ANNUAL CONFEEENCE. 13 churches and benevolent individuals made possible the establishment of the other schools, together with general aid from the Freedman's Bureau and its officials. GROUP III. Church Schools. 9. Leland University, New Orleans, La., 1870. New Orleans University, New Orleans, La., 1873. Shaw University, Raleigh, N. C., 1874. Knoxville College, Knoxville, Tenn., 1879? Clark University, Atlanta, Ga., 1870. Wiley University, Marshall, Tex., 1873. Paine Institute, Augusta, Ga., 1882. Philander Smith College, Little Bock, Ark., 1870. Benedict College, Columbia, S. C., 1870. These schools \vere established mainly by Church Societies after the closing up of the Freedman's Bureau. Shaw and Benedict are Baptist, institutions, and Knoxville, Presbyterian. Leland was endowed by one man. The rest are Methodist. Paine Institute is supported by the white- Methodist Church, South. GROUP IV. Schools oj Negro Church Bodiex. G. Alien University, Columbia, S. C., 1S81. Living-stone College, Salisbury, N. C., 1880. Morris Brown College, Atlanta, Ga., 1885. Arkansas Baptist College, Little Rock, Ark., 1881. Paul Quinn College, Waco, Tex., 1885. The first forward rush of the freedmen after emancipation, culminated in the eighties and led to a movement to found schools, among the Negro churches. The A. M. E. Church was especially active and started fouv colleges and some other schools. The Baptists also founded several insti tutions. . All of these are small and their collegiate work of comparatively minor importance. GROUP V. State Colleges. 4. Branch Normal College, &c.T Pine Bluff, Ark., 1875. Virginia N. & C. Institute, Petersburg, Va., 1883. Georgia State Industrial College, Savannah, Ga., 1890. Delaware State College, &c., Dover, Del., 1891. The establishment of these colleges was due almost entirely to the United States' statutes of 1862 and 1890 donating public- lands to the several states for endowing agricultural colleges. The Virginia Institute was founded in the time of the Readjusters. The Negroes share of the Land Script in Georgia supports the Georgia State Industrial College at Sa vannah. 14 THE COLLEGE-SEED NECBO'. In nearly all cases the college departments of these institutions were, established considerably later than the other departments. The date of establishment, number of graduates and source of support follow : NEGBO COLLEGES IN OBDEB OP ESTABLISHMENT, WITH GBADUATKS. (NOT INCLUDING THE CLASS OF 1899.) Name. Wilberforce University.. Howard University........ (Beréa College)............... Lelai i d Un i versity .......... Fisk University.............. Atlanta University......... Roger Williams Univ..... Central Term. College..... New Orleans University Shaw University............ Straight University.. Branch College, Ark...... Knoxville College.......... Wiley University..... ....... Livings tone College........ Philander Smith College Va.Nor.&Collegiate lust. Morris Brown College.... Atlanta Baptist College.. Ga. State Tridust. Col...... Del. State College........... College Graduates. 615 130 96 29 16 3 180 85 140 19 76 46 30 101 30 11 9 46 44 21 98 9 11 24 38 29 5 27 18 6 6 7 1 2 College De partment Establish'd 1864 1866 1868 1869 1870 1870 1871 1872 1872 1872 1873 1874 1874 1874 1874 1874 1878 1878 1879 1879 1880 1880 1882 1883 1883 1884 1885 1885 1885 1890 1890 1893 1894 1894 Founded by Presbyterians. African Methodists. Freedman's Bureau, U. S. Gpv'mt. American Missionary Association. Mr. H. Chamberlain. Baptists. American Missionary Association. American Missionary Association. Presbyterians. Friends. Baptists. Methodists. Methodists. Baptists. Methodists. American Missionary Association. State. Methodists. Presbyterians. Methodists. State. Methodists. Southern Methodists. African Methodists. Zion Methodists. Methodists. American Missionary Association. State. African Methodists. Colored Soldiers and State. African Methodists. Baptists. State. State. t This state institution confers the degree of B. S. but is rather an agricultural high school than a college. FIFTH ANNUAL OONFEEBEOE. 15 Thus we find Negro colleges established as follows: 1860—65,-! ), 0,-3 i4 16 1865—70,- 1870—75,-12 j 1875—80,-4 i 1880—85,-6 )Q 1885—90,-3 \y 1890—95,-5 \,- 1895-'00,-0*/0 These Colleges are distributed geographically as follows : In Northern states : Ohio—1 Penn.—1 In the Atlantic coast horder states: Del.—1 D. C.—1 Eii the Atlantic coast states : Va.—1 N. C.—3 S. C.—3- In the Gulf states : Ga.—6 Ala.—1 Miss—2 La.—3 In the Southwest: Ark.—3 Tex.—2 r n the Middle border states : Ky,-l Tenn.—4 Mo.—1 * Some college departments have been starter! in tliis period but they have as yet no graduates, and consequently are not reckoned hen- The Arkansas Baptist College had (our graduates ill 189B. 16 THE COLLEGE-BRED NEGBO. In most cases the college departments of these institutions are but ad juncts, and sometimes unimportant adjuncts, to other departments de voted to secondary and primary work. A comparison of colleges for this purpose will be of interest. Let us take the single school year 1898-1899 ; PROPORTION OF COLLEGE STUDENTS TO TOTAL ENROLLMENT IN NEGRO COLLEGES, 1898-99. Colleges. Lincoln................................................. Biddle. ....... ..................................... ...... Fisk. ........ .................................... ......... Howard ................................................ Atlanta ................................................ Leland. ................ ................................. Livingstone......... ................................. Alien..................................................... Knoxville. ....... ..................................... Chaflin ('97-'98). ....... ........................... . Clark........ ............................................. Philander Smith................................... Boger Williams.................................... Paine..................................................... Talladega... ........................................... Kust........ .............................................. Atlanta Baptist.................................... Southland....................... ..................... Wilev Branch, Arkansas *.............................. No. College Students. 135 69 51 42 87 38 81 28 20 20 20 19 18 18 17 16 15 15 14 12 10 9 9 9 9 8 8 7 5 2 Secondary Students. 135 180 825 225 230 159 138 34 52 32 111 21 94 109 108 69 99 !V7 79 180 66 76 25 !>O 131 57 66 49 57 Primary Students. 183 22 59 162 33 159 149 I4f» 558 322 238 74 O7 PL I4fl 80 129 10C 66 142 OQt> 70 OCQ 129 We find here 726 Negro Collegians in the colleges specially designed for them; or adding the few others not counted here, we have possibly 750 such students. If these students are all of college grade according to a fair standard, we have here apparently work for perhaps ten Negro col leges, now being done by thirty or more institutions. It is not however by any means certain that all these students are really of college grade. A study of the curricula will throw some light on this question. 8. Curricula in Negro Colleges. If, for convenience, we take only those colleges that have twenty or more students and consider them as repre sentative, we find that for admission to the Freshman class they require the following course of study, above the common English branches : FIFTH ANNUAL CONFERENCE. 17 REQUIREMENTS FOB ADMISSION TO NEGRO COLLPÎGES. NUMBER OF YEARS STUDY REQUIRED AT Total length of preparatory course: (yrs)..................... Studies: (yrs) Latin....................... Greek English..................... Other studies of importance. Weeks of study per year...... ^ o a 0? 0 0 0 0 , 3 32 0) •a 'O M 9 9 1 1 1 35 .j .2 „ n 2V 2% 37 in •a s B 4 4 n %l/ ^ 2 36 ^; cö j^ 02 ^ 2 1 9 9 2 82 S n s 3 1 2| 1 8 34 a. o •M ,0 0 3 8 9 2 1 39 d =8 . • ^ cS ^ » a 2 1% 12/ 38 •o 4 s d ? 3W 1« 31 e ^ bC C >• hj "8 0 • ' 2 1 5 28 (3 _g a I ^ 3 3 3 2 86 From this it would seem that these colleges ranked in the se verity of their entrance requirementsabout as follows: 1. Howard—Nearly equal to smaller New England Colleges. I Fisk, i | Atlanta, | 2. •{ Wilberforce, }- From 1 to 2 years behind the smaller N. E. Colleges. I Leland, I PaulQuinn. Biddle, ! hhavv, 1 Va. N. &C. I jivingstone. ! From 2 to 3 years behind the smaller N. R. Colleges. 4, Lincoln—A little above an ordinary New England High School. Most of the other twenty-three schools fall into groups 8 and 4 with possibly one or two exceptions. So that of the 750 students not more than 350 are of college rank according to New England standards. After admission the course of study as laid clown in the catalogues* of these 11 colleges is as follows! : courses ate copiexl verbatim from the catalogues of 1H98—'W. fThe "classical" course is here given. In several institutions a "'seientifii;" course, omitting '"reek nnrt including other suly'ects, is offered. * From the others rio data could be obtained; they have very few in college. "i ill« 18' THE COJ,,LE NEOKO. STUDIES OF THE FKKSHMAX CLASS. FIFTH ANNUAL. CONFERENCE. 19 Lincoln. SKHSION.—English: Higher Grammar and Analysis; Bunyan's Pilgrim's Progress. Latin: Latin Lessons (Leighton); Cawar: Gallic War. «reek: Grammar (Goodwill); Greek Lessons (Leigliton) ; com pleted. Mathematics: Algebra, through Fractions. Bible: Pentateuch. SECOND SESSION.—English: Bunyan, continued; Etymology; Syno nyms. Essays, both terms. Latin: Sallust: Conspiracy of Catalina. Greek: Xenophon : Anabasis. Mathematics: Algebra., through (Qua dratics. Bible: Pentateuch, continued. Biddle. Mathematics: Geometry (Wentworth), 4.t Greek: Xenophon's Ana basis, Books, I, II, III., IV; Grammar (Goodwill), 4. Latin: Virgil (Greenough); Grammar (Alien and Greonough), 4. History: Myers, .H. Bible, I. Blietoric, 1. Fisk. FALL, TKEM.—Latin: Vergil's yEneid, four books, Greek: Iliad (Sey mour). Mathematics: University Algebra (Wells). WINTER TERM.—Latin: Latin Prose Composition. Greek: Iliad, first three books completed ; Thucyd ides, Seventh Book (Smith); Peloponne- sia,n War. Mathematics: Spherical Geometry ; Trigonometry (Wells). SPRING TERM.—Latin : Cicero's I>e Senectute et l>e Amicitia. Greek : Thucydide«. Mathematics: Surveying, including field work with com pass, transit, and Y level ( Bobbins). Howard. FAL.I, TKKM.—Greek, 4; Latin, 4; Mathematics, .">; Rhetoric, 2; Bible Study, I. WINTER TERM.—Greek, 4; Latin, 4; Mathematics, .">; lîlietoric, '2; Bible Study, 1. SPRINGTEKM.—(freek, 4; Latin,.5; Mathematics,."); Rhetoric, '2. Shaw. FIRST TEKM.—Latin, Greek,* Algebra, Bible Study, Ancient History, Khetoric, Manual Training. SECOND TERM.—Latin, Greek,* Algebra, Bible Study, /oology, liln-to- ric, Manual Training. Atlanta FALL,—Xenophon's Anahasis-5; Cicero's De Senectute and !)<• Amici- tia(Kelsey'8)-4; Algebra(Wells)-5; Hebrew History-3; Elocution-1. WINTER—Hemorabilia(Wmans)-5; De Amicitia and Livy(L;ml )-4; Algebra-B; Hebrew History-2; English Composition-1. SPRING—Odyssey(Merry )-5; Livy-4; Algebra-5; Greek History« Myers) -2; English Composition-!. tFigures like this indirate tlii- miinix>r <>I mitatinn periods ver wcuk. * Optional. Wilberforce. FIRST TEKM—Latin: Livy; Second Punic War; Prose Composition. Greek: Memorabilia; Prose Composition. Conic Sections, Wentworth. SECOND TERM—Latin : Cicero, I>e Senectute, et De Amicitia. Odyssey, with lectures on the Homeric Question, Merry's Edition ; Greek and Latin Prose Composition. Higher Algebra, Olney. THIRD TERM—Latin: Horace, Odes and Epodes; with lectures on Latin poets and poetry ; Prose Composition. Greek : Selections from Thucydides, Greek and Latin Composition, with a comparative study of the two lan guages. New Testament, Elective. Higher Algebra, Olney. Va. Normal and Collegiate. FIKST TERM—Algebra, Wentworth ; Cicero, Harper and Gallup ; First Greek Book, Gleason and Atherton ; History of Greece, Myers. SECOND TERM—Solid Geometry, Wentworth ; Virgil, Harper and Mil ler ; First Greek Book, Gleason and Atherton ; History of Borne, Myers. THIRD TERM—Solid Geometry; Virgil; Anabasis, Harper and Wallace; Greek Grammar, Goodwin ; Bhetoric and Composition, Hill. Iieland. Latin, Greek, Geometry, Trigonometry. Iiivingstone. FIRST TERM—Greek : Xenophon's Anabasis, Books I, II, III—Goodwin ; Woodruff's Greek Prose Composition; Goodwill's Grammar; Latin: Cic ero's Orations Against Cataline—Alien and Greenough's ; Virgil's ^Eneid, Book IV—Harper and Miller ; Daniell's Exercises in Prose Composition ; Alien and Greenough's Grammar; Bhetoric—Bain (old edition); Analytic Geometry : Books I and II—Wentworth ; Plane Geometry : Books IV, V— Wentworth ; Physics : Gage's Elements. SECOND TERM—Greek: Homer's Iliad, Book I—Seymour; Prose Com position; Good win's Grammar; Latin: Cicero's Orations—Boscius, Manil- lian Law, and Archias with corresponding sections of Daniell's Exercises in Prose Composition ; Rhetoric : Bain (old edition) ; Analytic Geometry ; Books III, IV arid V—Wentworth ; Solid Geometry : Books VI, VII and VIII—Wentworth ; Astronomy : Young's Elements. Paul Quinn. FALL TERM—Latin: Livy and Prose Composition; Greek, Memorabilia and Composition; Solid Geometry* Wentworth. WINTER TERM—Latin: De Senectute et De Amicitia; Greek: Homer's Iliad; Higher Algebra—University, Wentworth. SPRING TERM—Latin: Odes of Horace; Greek: Homer's Odyssey; Higher Algebra—University, Wentworth. l Hl FIFTH ANNUAL CONl'EBENCE. 21 THE OOLLEGE-BEED NEGEO. STUDIES OF THE SOPHOMOKE CLASS. Lincoln. FIBST SESSION—English: Philology; Milton's Paradise Lost. Latin: Cicero: Orations;Roman History. Greek : Xenophon : Anabasis. Math ematics: Algebra; Geometry: Weiitworth, Books I and II. Bible: Histor ical Books of the Old Testament. History: English History (Green). Physical Geography : Guyot's Physical Geography. Physics : Dynamics ; Mechanics; Hydraulics; Pneumatics. Philosophy: Elements of Psychol ogy. SECOND SESSION—English: English Composition; Milton, continued. Essays, both terms. Greek: Xenophon: Memorabilia. Latin: Virgil: jEneid : Mythology. Mathematics : Algebra and Geometry. Bible : His torical Books of the Old Testament. History: Green's English History, completed. Physical Geography: Guyot's Physical Geography, completed. Physics: Acoustics; Thermodynamics; Optics. Philosophy: Elements of Psychology. Biddle. FIRST TEEM—Mathematics: Geometry, Wentworth; 2. Greek: Homer, Iliad, Books, I, II, III; 4. Grammar: Goodwill. Latin: Horace, Satires and Epistles ; 4. Natural Science : Physics, Gage ; 3. Bible,!. Rhetoric, 2. SECOND TEBM—Mathematics: Geometry, Wentworth; 4. Greek: Xeno phon's Memorabilia; 4. Grammar: Good win. Latin: Tacitus's Germania and Agricola; 4. Natural Science: Physics, Gage; 3. Botany, Wood; 3- Rhetoric, 2. Fisk. FALL TEEM—Greek: Demosthenes' Oration on the Crown (D'Ooge), optional with Hebrew. Mathematics: Conic Sections (Peck) ; Calculus (Hardy). Rhetoric: The Forms of Discourse (Cairns), optional with Cal culus. French: Grammar (Ketell's Elementary) ; Oral and Written Ex ercises ; Translations. Optional -with German as given in Junior year. WINTEE TEBM—Latin: Livy (Chase & Stuart), optional-with Hebrew. Mathematics: Calculus (Hardy). Civil Government : Civil Government in the United States(Fiske). French: Translations from French into English and from English into French. SPRING TEEM—Horace's Odes(Chase & Stuart), optional with Hebrew. Science: Botany(Gray); Herbarium with fifty specimens, required. French : Study of French Literature. Howard. FALL TEEM—Physics ; 3. Rhetoric ; 2. Latin ; 5. Mathematics ; 5. WINTEE TEBM—Physics ; 3. Rhetoric ; 2. Greek ; 5. Mathematics ; 5. SPEING TEEM—Physics; 3. Rhetoric; 2. Greek; 5. Latin; 5. Shaw. FIEST TEEM—Latin. Greek,[optional]. Trigonometry. Bible Study. Chem istry. American Authors. Manual Training. SECOND TEEM—Latin. Greek,[optional]. Trigonometry. Bible Study. Chemistry. American Authors. Manual Training. Atlanta. FALL—Demosthenes' Olyiithiacs and Philippics (TyIer)-5; Horace (Chase & Stuart)-4; Geometry (Wentworth)-5; Modern History (Schwill)- 2; Elocution-1. WINTER—Plato's Apology (Stock)-ö; Tacitus' Agricola and Germania (Greenough)-4; Trigonometry (Weiitworth)-5; Modern History-3. SPEING—Prometheus Bound (Prickard)-5; Pliny's Letters (Platner)-4; Surveying, and Analytical Geometry (Wentworth )-5; Modern History-3. Wilberforce. FIEST TEEM—Political Economy ; Chapin's Wayland. Latin : Horace's Satires and Epistles, with original essays and discussions by the class. Greek: Euripides and Sophocles, one play each with lectures. SECOND TEEM—Latin: Selected letters of Pliny and Cicero, with lec tures on Roman manners, customs and private life. Greek : Plato or Aris totle, with lectures on Greek philosophy and discussions by the class. Plane and Spherical Trigonometry; Loom is. TI-IIED TEEM—Latin :PIautus Captivi, with lectures on the development of Latin Comedy. Rapid Reading. Greek—Herodotus, with lectures on the Greek dialect. Surveying and Navigation. Analytical Geometry; fjoomis. Collegiate. Wentworth. Livy; Lord. Xeno- Greek Prose Composition ; Jones. Va. Normal and FIEST TEEM—Analytical Geometry; phon's Anabasis ; Harper and Wallace. French; Grandgent. SECOND TEEM—Plane Trigonometry; Wentworth. Cicero's De Senectiite or De Amicitia ; Kelsey. Anabasis and Homer's Iliad; Seymour. Greek Prose Composition. French. THIED TEEM—Plane Trigonometry. Horace's Odes; Chase. Homer's 1 Iliad; Seymour. French. Lelaiid. Latin, Greek, Analytical Geometry, Physics. Livings tone. FIEST TEEM—Greek: Homer's Iliad, Books II. and III, Seymour; Exercises in Prose Composition. Goodwin's Grammar. Latin: Livy, Book XXI, Lord; Miller's College Prose Composition, Part I. English Litera ture; Painter. Trigonometry, Plane; Wentworth. Ancient History; Anderson. SECOND TEKM—Greek ; Homer's Odyssey, Merriam's Phteacians of Ho mer, Selections from Herodotus, Prose Composition and Goodwin's Gram mar. Latin ; Livy, Book XXII, Lord; Cicero, De Amicitia, Lord; Mil ler's College Prose Composition, Part I, and Alien and Greenough's Gram mar. Trigonometry, Spherical ; Wentworth. English Literature ; Painter. Paul Quinn. FALL TEBM—Latin: Satires and Epistles of Horace. Greek : Herodotus. Plane and Spherical Trigonometry. Chemistry. WINTEE TEEM—Latin: Cicero's Tusculan Disputations. Greek: Pro metheus of Aeschylus. Structural Zoology; Orton. Surveying and Nav igation. 2-2 THE COLLEGE-BRED NEGRO. SPRING TEEM—Latin: Tacitus' Germania. Greek: Select Orations of Lysias. Systematic Zoology. Conic Sections. STUDIES OF THE JUNIOR CLASS. Lincoln. FIRST SESSION—English : Rhetoric; Trench on Words. Latin: Horace; Versification. Greek: Xenophon; Memorabilia. Mathematics: Algebra and Geometry. Bible: Historical Books of Old Testament. Physics: Electricity. Chemistry: Non-Metals. Physiology: Osseous, Respiratory and Muscular Systems. Philosophy : McCosh's Logic. SECOND SESSION—English: English Literature to Shakespeare; Ham let; Elocution. Essays, both terms. Latin: Tacitus; Germania. Greek: Homer; Odyssey. Mathematics: Trigonometry; General Formulae and Solution of Triangles. Bible : Historical Books of the Old Testament. Physiology: Circulation, Digestion, Secretion, Nervous System and Special Senses. Chemistry: Metals and Chemistry of the Hydrocarbons. Phi- losophv; McCosh's Logic. Biddle. FIEST TEEM—Mathematics : Plane Trigonometry and Analytical Geom etry, 3. Greek: Plato, Apology and Crito, 4. Grammar. Natural Science: Astronomy; Young, 4. Rhetoric: Genung, 2. German: 2. SECOND TEEM—Mathematics : Surveying, 2. Greek: Greek Text, Gos pel of Mark, Vocabulary of N. T. Words, N. T. Grammar, (Buttmann), 4. Natural Science : Physical Geography ; Maury, 4. English Literature : 2. Rudiments Psychology : Steele, 2. German, 2. Fisk. FALL TEEM—Latin: Tacitus, Germania or Agricola; Alien. Horace's Epistles and Satires. Optional with Homiletics. Text Book and Exer cises. Science: Physics; Carhart & Chute. German: Grammar; Joynes- Meissner. Elementary Reader; Super. Optional with Old Testament studies, using Hebrew Bible. Introduction and exposition. WINTEE TEEM—Greek: Antigone of Sophocles; D'Ooge. Optional with New Testament Studies; Gospels and Acts. German: Grammar; Joynes- Meissner. Elementary Reader; Super. Optional with Old Testament studies continued. Science : Physiology and Hygiene ; Walker, SPEING TEKM—Study of Greek Literature: Translated Classics. Op tional with New Testament studies continued. German: Grammar; Joynes-Meissner. Selected Texts. Optional with Old Testament studies continued. Science: Astronomy; Todd. Howard. FALL TEEM—Chemistry, 3 ; Junior Themes, 2 ;* Latin, 5 ; French or German, 4; Advanced Physics or Chemistry,2-3; Physiology, 6; Zoology, 4; Eng lish Literature, 3; History, 3; Elocution, 2; Mineralogy, 2; Pedagogy, 3. WINTEE TERM—Chemistry, 3; Junior Themes, 2;* Greek, 6; French or German, 4; English Literature, 3; History, 3; Logic, 3; Advanced Phytics or Chemistry, 2-3; Botany, 4; Elocution, 2; Pedagogy, 3. * Studies iu italics, required. From the other électives sufficient to make a total of 15 hours si week to be chosen. FIFTH ANNUAL CONFERENCE. 2,5 SPRING TKRM— Chemistry, 3; Junior Themes, 2; Greek or Latin, 6; French or German, 4; English Literature, 3; History, 3; Advanced Physics or Chemistry, 2-3; Botany, 6; Astronomy, 6; Mathematics, 6 ; Elocution, 2; Biology, 4; Pedagogy, 3. Shaw. FIRST TERM—Psychology, Physics, English Literature, Bible Study, German or French, Manual Training. SECOND TERM—Psychology, Physics, English Literature and Botany, Bible Study, German or French, Manual Training. Atlanta. FALL—Chemistry (Remsen)-3. Laboratory Practice, triple periods-2. German-6. Economics (Hadley)-4. English Literature-3. WINTER—Chemistry-3. Laboratory Practice, triple periods-2. German-6. Economics-4. English Literature-2. Elocution-1. SPRING—Astronomy (Young)-5. Pedagogics-3. German-3. Political Science (WTilson)-4. Rhetoric-2. Wilberforce. FIRST TERM—Latin: Tacitus; Germania and Agricola (Elective with German). Greek: Demosthenes; De Corona (Elective with French). Na tural Philosophy : Gage's Principles. Zoology : Orton. SECOND TERM—Latin: Quintilian, Book X; (Elective with German). Greek: Aristophanes; (Elective with French). Natural Philosophy: Gage's Principles. Zoology: (half term) Orton. Chemistry (half term). THIRD TERM—Lucian or Catullus (Elective with German). Greek ; Pin dar; (Elective with French). Logic: McCosh. Chemistry. Va. Normal and Collegiate. FIRST TERM—Spherical Trigonometry : Wentworth. Logic : Jevons- Hill. Demosthenes'De Corona, D'Ooge. German: Collar. SECOND TERM—Plane Surveying; WTentworth. Physics; Avery. Plato's Apology; Dyer. German. THIRD TERM—Plane Surveying. English Literature ; Shaw. German. Greek Testament; Westcott and Hort. Physics: Avery. Leland. Rhetoric, Logic, English Literature, Greek, Physics, Physiology, As tronomy. Iiivingstoiie. FIRST TERM—Greek : Demosthenes on the Crown ; D'Ooge ; Prose Com position and Grammar with special reference to Goodwin's Moods and Tenses of Greek Verb. Latin: Plautus; Morris. Horace: Chase and Stuart ; Prose Composition and Grammar. Physical Geography ; Maury's Manual. Modem History: Anderson. Surveying, Navigation: Went worth. Logic: McCosh. SECOND TERM—Greek : Plato's Apology and Phsedo with Prose Compo sition and Grammar, with reference to Goodwin's Moods and Tenses. Latin : Horace ; Chase and Stuart with Prose Composition and Grammar. Modern History: Anderson. Chemistry: Storer and Lindsay. Logic: 2± THE COLLEGE-BRED NEGRO. McCosh. Integral Calculus ; Wentworth. Paul Quinn. FALL TERM—Astronomy. , Greek : Demosthenes De Corona. Rhetoric : Hart. Geology: Dana. WINTER TERM—History of Civilization; Guizot. Rhetoric. Geology- SPRING TERM—History of Civilization. Logic: True. Philosophy. Me chanics. STUDIES OF THE SENIOR CLASS. Lincoln. FIKST SESSION—English: English Literature; Essays and Reviews. Latin: Selections from various authors. Greek: Plato; Crito. Mathe matics : Trigonometry, completed, and Surveying. Bible : Historic Books of the Old Testament. Geology: Lectures. Psychology: Cognition; the Emotions. History: Philosophy of History; Great Events of World History. SECOND SESSION—English: English Literature, American Literature; Elocution. Essays, both terms. Latin: Prose Composition; Thesis. Greek: Plato; Lysias, Greek New Testament. Mathematics: Analytic Geometry. Bible: Poetical Books ; Gospels and Acts. Astronomy : Lectures. Psychol ogy: The Will; Ethics. Political Science: Political Economy ; Sociology. History: Philosophy of History; Great Events of World History Biddle. FIRST TERM—Greek : New Testament, Acts ; Grammar, Goodwill ; Vo cabulary of N. T. Words, 1. Natural Science: Chemistry, Williams, 4. Political Economy, 2. Logic : Jevons, Hill, 2. Mental Philosophy : Ha ven, with Lectures, I. English Literature, L. Evidences of Christianity : Barrows, 3. German, 1. SECOND TERM—Greek: Acts completed, Vocabulary of N. T. Words. N. T. Grammar, (Buttmann) New Testament, 2. Zoology: Steele, 4. Civil Government, Thorpe, 1. Ethics: Robinson, 2. Mental Philosophy: Ha ven, with Lectures, 1. Science and Religion ; Frazer, 3. German, 2. Fisk. FALL TERM—Psychology: Elements of Psychology ; Hill. English Liter ature: Introduction to English Literature; Pancoast. Science: Chemis try ; Storer & Lindsay, with laboratory practice. WINTER TERM—Logic: The Elements of Logic; McCosh. Political Economy : Advanced Course ; Walker. Science : Zoology, Packard ; Min eralogy, Dana, with blow-pipe determinations. SPUING TERM—Ethics : The Science of Obligation ; Fairfleld. Political Economy: Advanced Course, (Walker) completed. Science: Geology. (Dana) with blow-pipe determinations and field-work. Howard. FALL TEKM—Mental Philosophy, 5; Senior Themes, 2; French or Ger man, 4; Advanced French or German, 2-3; Mathematics, 4; Advanced Chemistry or Physics, 2-3 ; Constitution of the United States, 3. Geology, 5. WlNTEB TERM—Moral, Philosophy. 5; Natural Theology, 5; Senior FIFTH ANNUAL CONFERENCE. 20 Themes, 1; French or German, 4; Advanced French or German, 2-3; Advanced Chemistry or Physics, 2-3; International Law, 4. SPRING TERM—Political Economy, 5 ; Evidences of Christianity, 5 ; Senior Themes, 1; French or German, 4; Advanced French or German, 2-3; Ad vanced Chemistry or Physics, 2-3. Also all Junior électives not previously taken. Shaw. FIRST TERM—Logic, Political Economy, American Literature, German or French, Botany and Geology, Bible Study, Manual Training. SECOND TERM—Ethics, Astronomy, American Literature, German or French, Geology, Bible Study, Manual Training. Atlanta. FALL—Physics (Carhart)-3. Laboratory Practice, triple periods-2. Psychology (James)-f>. Sociology (Mayo-Smith)-4- Biblical Literature-3. WlNTER^-Physics-3. Laboratory Practice, triple periods, 2. Ethics ( Muir- head)-3. Sociology-4. Biblical Literature-4. Elocutiou-1. SPRING—Geology (Seott)-4. Mineralogy (Croshy)-l. Pedagogics-3. So ciology-4. Greek Testament-5. Wilberforce. FIRST TERM—Astronomy: Young. Mental Philosophy (three periods) ; Haven. Ethics (two periods). Theism: Foster. SECOND TERM—Mental Philosophy, (% term, three periods); Haven, Ethics (% term, two periods). English Literature: Painter. Geology, including Mineralogy; Dana. THIRD TERM—English Literature : Painter. Geology : Dana. History of Civilization: Guizot. Va. Normal and Collegiate. FIRST TERM—Psychology : Hill. Chemistry: Shepard. Classical Eng lish Readings : Theses. SECOND TERM—Political Economy: Laughlin. Moral Philosophy: Peabody. Geology: Leçon te. Classical English Readings : Theses. THIRD TERM—Christianity and Science : Peabody. International Law: Gallaudet. Astronomy: Todd. Theses. Leland. Psychology, Moral Science, Christian Evidences, History of Civilization, Political Economy, Chemistry, Geology. Llviagstone. FIRST TERM—Greek: Aeschylus, Prometheus Bound (Wecklein), Ex ercises in Prose Composition. Latin: Tacitus, Germania and Agricol» (Alien), Exercises in Prose Composition. Mental Philosophy: Mahan. Geology; Davis' Manual. Political Economy: Thomson. SECOND TERM—Greek; Aeschylus. Prometheus Bound (Wecklein), Exercises in Prose Composition. Latin: Juvenal, Satires, I, II and X (McLean's Edition). Moral Phylosophy; Janet. Christian Evidences. Biology. Eeviews and Final Examinations. Paul Quinn. FALL TERM—American Literature. Philosophy; Acoustics and Op tics. Mental Philosophy: Haven. WINTER TERM—English Literature. Philosophy; Magnetism and Electricity. Moral Philosophy: Gregory. Political Economy; Lectures. SPRING* TERM—English Literature. Philosophy of History. Moral Philosophy. •33JU03 aiqBqojd B a}B3tpui sta^aBjquj S3Ju3i} aqj, -asaq} THOJJ uasoqa aq 0} saAijaaia jo sjnoq %&. %l Kl 7 K 9 %\ [5] [8] Kl aqij joj 3[aajA jad uoT^ioaj jo sjnou)—'S •asmoo siqBqojd B ajraipuj s}33[OBjq uj soinSu aqj, 'asaqj raoij nasoqa oq 0} sinoq turroiijppB uai* Kl 7 K! i K7 9 %z *[8l «[g] •upj^l 91$ .loj aad jo sanou)— ' If we combine there studies in tabular form and assume that 15 to 17 hours per week of recitations represents the work of an average student, we get the following table. In the case of schools which do not publish the exact propor tion in which their time is divided among the subjects catalogued, the most probable division according to school cus toms has been assumed by the editor, so that the table is only approximately correct. The errors, however, are probably small and unimportant : APPROXIMATE DISTRIBUTION OF WOKK IN NEGRO COLLEGES. FBESHMBN.—(Hours of recitation per week for the year.) •c 1 o K Latin .................... ........................ 4t^ GrJ'C G k '4 Mathematics.................................1 5 English .......................................... 2 Other studies................................. % M m S 5 5 • Atlanta. 1 4 5 5 1 2 Wilberforce. 5 5 Leland. 5 5 5 ri | "3 fi 5 5 5 ............ Biddle. 4 4 4 1 4 i J3 02 4 4 4 1 3 d =8 fc d > 5 5 5 1 Livingstone. 4 4 4 2 2 Lincoln. 4 4 4 3 1 SOPHOMOEES.—(Hours of recitation per week for the year.) Latin............................................. f"»T»oplr Mathematics ................................. English........................... ............... History. ......................................... Natural Science...... ....................... Modern Language ........................ Other studies. ................................ 3K IK 01/ 3K 3 3% ^2/ «^ 1% 5^ 4 5 5 K 02/ "73 ...... 5 5 3K 1V 4 4 4 4 4 4 4 4 4 4 3 2 3 >e 4 4 3 4 ^ 4 4 4 4 4 4 3 2 3 3 3 1 2 2 a FIFTH ANNUAL CONFBBENCE. 29 28 TOE OOlLEGE-BfeEt) NEGfeO, Keducing this table to still more comprehensible terms we have as a rough approximation: AT Fisk......................................... Atlanta..................................... Wilberforce ............................. Leland........ ............................. Biddle...................................... Shaw...... ................................... Va. N. & C.................. ............ Livingstone ............................. Lincoln.................................... Studies of four College years. j^ S g -H cec &œ œ o U 3 3 4 3 2 2 2 3 'S C H 1 8 1-30 1-16 1 18 1-15 1-20 1-12 1-6 1-15 1-10 1-7 a 60 3 1 o ^ 1-16 1-6 1-20 1-12 1-8 1-8 ce' ä s 6J3 § • H! 4^> C "o C •< 1-4 1-3 1-3 1-2 1-3 1-3 1-5 1-3 1-2 2-5 c c C CO ra s ^ 1-8 1-5 1-6 1-5 1-4 1-5 1-6 1-5 1-9 1-9 1-9 œ o œ C >» |e| ^as PH 1-4 1-6 1-4 1-9 1-5 1-5 1-7 1-6 1-7 1-10 1-9 g œ Ä -t^ eä 1-16 1-8 1-7 1-7 1 7 1-7 1-6 1-8 1-5 1-6 1-5 1. e., ut Atlanta Universlty.students, after» three years preparatory course,take »college course of 136 weeks, (cf. p.17.) Of this time one-sixteenth or 8% weeks is devoted to English, oue-thirteenth or 10% weeks to Modern languages.one-third or 45 weeks to Ancient liinguages,oue-sixth or 28 weeks to Natural Science, one-quarter or 34 weeks to Political Science and Philosophy, and one-seventh or 19% weeks to Mathematics. Of the equipment of these colleges these are few data for comparison. Some, like Howard, Fisk, Atlanta and Lincoln, are very well housed, and nearly all have fairly comfortable quarters. Few, if any, have teachers Who devote themselves to college work exclusively ; some have labra- tories for natural science work; the library facilties are reported as follows : Lincoln—15,750 volumes. Howard—13,000 Atlanta—11,000 Biddle—10,500 Fisk—6,682 Wilberforce—5,500 " Paul Quinri—1,000 " 4. Negroes in Other Colleges. Negroes have attended northern colleges for many years. As early as 1826, one was graduated from Bowdoin College and from that time till today nearly every year has seen other such graduates. They have of course met much color prejudice. Fifty years ago very few colleges would admit them at all. Even today no Negro has ever been admitted to Princeton, and at Yale and some other leading institutions, they are rather endured than encouraged. At Harvard and most of the western institutions, black men have for many years been made welcome, received in the social life of the college to some extent, and in general treated as men. Oberlin was the great pioneer in the work of blotting out the color-line in colleges, and has more Negro graduates by far than any other northern college. The colleges in the order of the number of Ne groes graduated are as follows : Among the Larger Universities : Harvard, 11. Yale, 10. university of Michigan, 10. Cornell, 8. Columbia, 4. University of Pennsylvania, 4. Catholic University, 3. University of Chicago, 2. (?) Leland Stanford, 2. Total, 54. Among Colleges of Second Sank: Oberlin, 128. University of Kansas, 16. Bates College, 15. Colgate University, 9. Brown, 8. Dartmouth, 7. Amherst, 7. Ohio State University, 7. Bucknell University, 7. ' Williams, 4. Boston University, 3. University of Minnesota, 3. Indiana University, 3 Adelbert College, 3. Beloit College, 3. Colby University, 3. State University of Iowa, 2. University of Nebraska, 2. Wesleyan University (Conn.), 2. Radcliffe College, 2. Wellesley College, 2. Northwestern University, 1. Eutgers College, 1. Bowdoin College, 1. Hamilton College, 1. New York University, 1. University of Eochester, 1. University of Denver, 1. De Pauw University, 1. Mount Holyoke College, 1. Vassar College, 1 Total, 246. <*" THE COLLEGE-BRED NBGEO. Antony Other Colleges : university of South Carolina, 10. (?) Geneva College, 9. Hillsdale College, 7. LaFayette College, 6. Iowa Wesleyan, 4. Dennison University, 4. Baldwin University, 4. Western University of Penna., 8. Hiram College, 3. Wittenberg College, 3. Butler's College, 3. Westminster College, 3. St. Stephen's College, 3. Antioch College, 3. Tabor College, 2. Knox College, 2. Washburn College, 2. Adrian College, 2, "Washington & Jefferson College, 2 Ohio Wesleyan University, 2. Lombard College, 1. Otterbein College, 1. S. W. Kansas College, 1. Alleghany College, 1. Olivet College, 1. Albion College, 1. University of Idaho, I. Iowa College, 1. Upper Iowa University, I University of Omaha, 1. McKendree College, 1. Illinois College, 1. Ohio University, 1. Total, 90. Grand Total, 890. If we divide these graduates among the sections of the country, we have Middle West, 250, New England, 78, Middle Atlantic States, 44, South, 10, Border States, 3, Pacific States, 5. Most of the colleges addressed confined themselves m answering to a simple list of graduates " some, however, added information as to the char acter of black students which is of considerable value, being unsolicited. From the University of Kansas we learn (January, 1900) : "' I am pleased to »täte that this year we have twice as many colored FIFTH ANNUAL CONFERENCE. Ijl •students in attendance at the University as ever before. In all, twenty- eight. The rule is that no student shall be allowed to take more than three studies. If he fails in one of the three, it is a "single failure;" in two of the three, a "double failure." The latter severs the student's connection with the University. There are 1,090 students in attendance at the present time. The semi-annual examination was held last week, and as a result, there are two hundred "single failures" and eighty "double failures." The gratifying part of it is that not one of the twenty-eight colored students is in either number." From Bates College, Scranton, Me., President Chase writes (February, 1900) : "We have had about a dozen colored people who have taken the full course for the degree of A. B. at Bates College, one of them a ,young woman. They have all of them been students of good character and. worthy purpose." One was a "remarkably fine scholar, excelling in .Mathematics and Philosophy;" he was "one of the editors of the Bates Student while in college." Another was "an honest industrious man of good ability, but of slight intellectual ambition." A third "was a good scholar, especially in Mathematics." A fourth graduated ' 'with excellent standing. He was a good all-around scholar, but excellent in the classics.' ' A fifth ''acquired knowledge with difficulty." A sixth did work "of a very high order," etc. The secretary of Oberlin writes (February, 1900) in sending his list: '|It is a list containing men and women of whom we are proud." Colgate Uni versity, New York, writes of a graduate of'74 as "a very brilliant student who "was graduated second best in his class. It was belieyed by many that he was actually the leader." A graduate of Colby College, Maine, is said by the Librarian to have been "universally respected as a student, being chosen class orator." Wittenberg College Ohio, has two colored graduates ; "they were both bright girls and stood well up in their re spective classes." A Negro graduate of Washburn College, Kansas,is said by the chairman of the faculty to be "one of the graduates of the college in whom we take pride." The Dean of the faculty of Knox College, 111., writes of two Negro students, Senator Bruce, of Miss., and another, who graduated and was remembered because of "his distinguished scholar ship." A black student of Adrian College, Mich, "was one of the best mathematicians I ever had in class," writes a professor. Adelbert Col lege, of the Western Eeserve University, Ohio, has a Negro graduate as acting librarian, who is characterized as "one of the most able men we know;" while of another it is said, "we expect the best." Lombard Uni versity, 111., has "heard favorable reports" of its single Negro graduate. The Dean of the State University of Iowa writes (December, 1899) of a graduate of '98, "He distinguished himself for good scholarship, and on that ground was admitted to membership in the Phi Beta Kappa society. He is a man of most excellent character and good sense, and I expect for him, a very honorable future. He won the respect of all his classmates and of the faculty. As president of the Phi Beta Kappa Society, I received him into membership with very great pleasure as in every way worthy of this honor. We have three colored people in the university at present 32 THE COLLEGE-BBED NEGRO. two in the collegiate department, and one in law. You are aware that we have but a small colored population in Towa. In all cases, colored young men in the university receive the very best treatment from instructors and students." The first American Negro to graduate from an American college, so far as we have been able to learn, was John Brown Russwurm, of Bowdoin College, Maine, class of 1826. His career is so interesting that we produce his •whole life here rather than later. * "John Brown Russwurm was born in 1799 at Port Antonio in the island of Jamaica of a Creole mother. When eight years old he was put. at shool in Quebec. His father meanwhile came to the United States and married In the District of Maine. Mrs. Eusswurm, true wife that she was, on learn ing the relationship, insisted that John Brown, (as hitherto he'had been called) should be sent for and should thenceforth be one of the family. The father soon died, but his widow proved herself a faithful mother to the' tawny youth. She sent him to school, though in consequence of existing prejudices it was not always easy to do so. She procured friends for h'im. Marrying again, she was careful to stipulate that John should not lose his home. Thi'ough his own exertions, with some help from others, he was at length enabled to enter college and to complete the usual course. It should be remembered to the credit of his fellow-students in Brunswick, that peculiar as his position was among them, they were careful to avoid everything that might tend to make that position unpleasant. From col lege he went to New York and edited an abolition paper. This did not last long. He soon became interested in the colonization cause, and en gaged in the service of the society. In 1829 he went to Africa as superin tendent of public schools in Liberia, and engaged in mercantile pursuits at Monrovia. From 1830 to 1834 he acted as colonial secretary, superin tending at the same time and editing with decided ability the Liberia Her ald. In 1836 he was appointed governor of the Maryland colony at Cape Palms, and so continued until his death in 1851. With what fidelity pand ability he discharged the duties of this responsible post may be gathered from the following remarks of Mr. Latrobe, at the time president of the Maryland Colonization Society. He was addressing the board of mana gers: "None knew better," he said, "or so well as the board under what daily responsibilities Governor Eusswurm's life in Africa was passed, and how conscientiously he discharged them; how, at periods when the very existence of the then infant colony depended upon its relations with sur rounding tribes of excited nations, his coolness and admirable judgment obviated or averted impending perils; how, when the authority and dig nity of the colonial government were at stake in lamentable controversies with civilized and angry white men, the calm decorum of his conduct brought even his opponents over to his side ; hpw, when popular clamor among the colonists called upon him as a judge to disregard the forms of law and sacrifice an offending individual in the absence of legal proof, he * From the History of Bowdoin College, pp. 352-54. FIFTH ANNUAL CONFËENCE. "33 rebuked the angry multitude by the stern integrity of his conduct; and how, when on his visit to Baltimore in 1848 he was thanked personally by the members of the board, he deprecated the praise bestowed upon him for the performance of his duty, and impressed all who saw him with the modest manliness of his character and his most excellent and courteous bearing." Besolutions expressing similar sentiments, and the highest ap proval of his administration were passed by the board. Dr. James Hall, a graduate of the Bowdoin Medical school, the friend of Eusswurm, and his predecessor in the ch ief magistracy of African Maryland, has delineated him with apparent candor. I condense the picture. A man of erect and more than ordinary stature, with a good head and face and large, keen eye. In deportment always gentlemanly. Of sound intellect, a great reader, with a special fondness for history and politics. Naturally saga cious in regard to men and things, and though somewhat indolent himself, exceedingly skilful in making others work. A man of strict integrity, a good husband, father, master, and friend, and in later life a devoted member of the Protestant Episcopal Church. He married a daughter of Lieut.-Gov. McGill of Monrovia, and was succeeded in his office at Cape Palmas by his brother-in-law, Dr. McGill. He left three sons and a daugh ter. Honor to the college which, disregarding a general but illiberal prej udice, admitted to its privileges this member of a proscribed caste! Honor especially to the memory of him who turned to so good account his discipline at Brunswick!" . Boston University writes of one graduate as "a fine fellow!" He is now doing post-graduate work at Yale and the agent of the Capon Springs Negro Conference writes (November, 1900) that "I continually hear him mentioned in a complimentary way. On the other hand, two Negro boys \vere in the Freshman class not long ago and were both conspicuously poor scholars." Otterbein University, Ohio, has a graduate who "was a most faithful and capable student." The Dean of Dartmouth College, N. H., writes (December, 1899) of their graduates: "The last two or three are hardly established in business yet, but the others are doing remarkably well. These men have been in each case fully equal to if not above the average of their class. We have been very much pleased with the work of the colored men who have come to us. They have been a credit to themselves and their race while here and to the College since graduation. I wish we had more such." The President of Tabor College, Ohio, says of two colored graduates: "They are brainy fellows who have done very much good in the world." A graduate of Southwest Kansas College "was one of the truest, most faithful and hard-working students that we have ever had. " One of the most prominent Methodist ministers in Philadelphia said to the President of Alleghany College, Pa., speaking of a colored graduate, "Any college may be proud to have graduated a man like him. ' ' The University of Idaho graduated in '98 a young colored woman of "ex ceptional ability. " Westminster College, Pa., has graduated two Negroes ; "Both were excellent students and ranked high in the estimation of all •who knewjuiem." Of a graduate of Hamilton'College, N. Y., the Secre- 84 THE COLLEGE-BKED NECFKO. tary says : "He was one of the finest young men we have ever had m oui- institution. He was an earnest and consistent Christian, and had great influence for good with his fellow students. No one ever showed him the slightest discourtesy. On leaving college, he spent three years in Auburn Theological Seminary—was licensed to preach by one of our Northern Presbyteries and then went to Virginia—near Norfolk, where he built a church and gave promise of great usefulness, when, about two years ago, he suddenly sickened and died. He had many friends in Clinton outside of the College. He prepared for college in the Clinton Grammar School. On leaving the school for college the wife of the Principal of the schooï made to me the remark, that it seemed as if the Spirit of the Lord had departed from the school. I received him into the church and was hi« pastor for a number of years. Everybody was his friend. Members of the Presbyterian Church of Clinton contributed to the erection of his church In Virginia, and the Sunday School has educated hissister. His untimely death caused deep sorrow in this community where he was greatly beloved. We felt that he was destined to become a power for good among his peo ple in the South." At the larger colleges the record of Negro students has, on the whole, been good ; at Harvard several have held scholarships, and one a fellow ship ; there has been one Phi Beta Kappa man, one class orator, two com mencement speakers, three masters of arts and one doctor in philosophy. In scholarship the eleven graduates have stood : Four good ; three fair ; two ordinary ; and two poor. At Brown one of the most brilliant students of recent years was a Negro ; he was among the Junior eight elected to the Phi Beta Kappa. At Amherst the record of colored men has been very good, both in scholarship and athletics. A colored man captained the Amherst football team one year and he is now one of the chief Harvard football coaches. At Yale and Cornell colored men have held scholarships and some have made good records. Among the women's colleges the color prejudice is much stronger and more unyielding. The Secretary of Vassar writes (December. 1900) "We have never had but one colored girl among our students, and as no one knew during her course that she was a Negro there was never any discus sion of the matter. This young woman graduated from the college, and although it is now well known that she is a Negro, the feeling of respect and affection that she won during her college course has not been changed on the part of those who knew her here. There is no rule of the college that would forbid our admitting a colored girl, but the conditions of life here are such that we should hesitate for the sake of the candidate to ad mit her and in fact should strongly advise her for her own sake not to come." Barnard College, N. Y., the new woman's adjunct of Columbia, says (December, 1900): "No one of Negro descent has ever received our de gree, and I cannot say whether such a person would be admitted to Barn ard as the question has never been raised, but there is nothing in our reg ulations that excludes anyone of any nationality or race." Wells College and Klmira College, N. Y., both agree in saying that they never have had FIFTH ANNUAIj OONFEKENOE. 35 Negro students and "do not know what would be the policy of the Board of Trustees if such a person should make application for admission." A prominent Southern institution, the Kandolph-Macou Woman's Col lege, of .Lyiichburg, Va., writes frankly: "We entirely favor the educa tion of Negroes to any degree they may wish hut are not prepared to enter upon that \vork ourselves. We believe that in all boarding schools and colleges the races must, for the good of both, be educated separately." In the West the sentiment is more favorable. The President of Eockford College, 111., writes: "I think that no one of Negro decent has ever re ceived the bachelor's degree from this college. In 1889-'90, such a lady came here from St. Louis. This one was here only about two years, I be lieve. She afterward married. Persons of Negro descent, if able to meet our requirements, would be received here. So far as I know, ho\vever' this is the only such student that we have had; but before she left us, she had made herself very popular with her fellow students." The trustees of Mills College for women, in Alameda County Cal., "de cided some years ago that it was not best for us to receive such students." In New England there is usually no barrier, although Mount Holyoke puts the statement negatively : "We do not refuse admission to colored persons, hut we seldom have application for this class of candidates.'" They have one Negro graduate from Smith College, we learn : "Our first colored student graduated last year with the degree of A. K. * * * * * We also have two students of Negro descent in our present Senior class No person is refused admission to Smith on account of color, provided she is able to meet our requirements for entrance. Miss ———— was an excel lent student, and very popular." Wellesley has had quite a number of colored students, of whom two grad uated. "Both these young women had more than average ability and one did brilliant work." Radcliffe College, the. Harvard "annex," has two col - ored graduates who are well spoken of. In all Northern institutions there have appeared from tini:-. to time, black students as well as white who lacked ability to do the required work. The Negroes of this sort are of course always conspicuous. It is naturally much easier to convince an average American group of a Negro's inferior at tainments than of any unusual ability in any line. So thai one such stu dent has often done more by his failure to form public opinion than sev eral others by their success. Then too, there has been in some instances, a tendencyto coddle blackstudentssimplybecause. they were black; in some cases scholarships have been granted them, and pass marks given which in strict competition they did not earn. Of course these cases are more than balanced by the opposite kind, where the prejudice and unconscious bias of students and instructors have made life so intolerable for some lonely black student that he has given up in despair, or done far poorer work than he might have done. 111 the older institutions all these phases are now passing away and the black student is beginiug to be received simply as a student, without assumptions as to his ability or deserts until lie has given evidence in his work and character. iir 36 THE OOIJ^WJ-M-BBED NEGBO. Beside the Negroes who have graduated from these colleges there have been a larg'e number who have pursued a partial course but taken no de gree. They have dropped out for lack of funds, poor scholarship and va rious reasons. Then, too, many institutions having no graduates have promising candidates at present. The registar of the University of Illi nois informs us "that so far, no Negro has ever been graduated from the University of Illinois. One member of our present Senior class is a Ne gro, and he will doubtless be graduated next June. He is a good scholar, and is very much respected in the University. He is this year the editor of the student's paper." Wabash College, Intl., "has had frequently colored students enrolled in her classes, but none have completed their course. We have at present, two colored students in attendance at college." Dickinson College, Perm., "has never conferred a degree upon a Negro. We have two, at present time, in attendance at the College: one, Miss ——, a member of the Freshman class, and the other, Mr. ————, a mem ber of the Junior class and one of the brightest scholars and most highly esteemed gentlemen in attendance at our institution." The Universities of Wyoming, Montana and California, have all had at one time or another colored students. Syracuse University has three Ne gro students now, "especially bright and promising;" the University of Vermont dropped two colored members of the class of '97 "on account of inability to do the work." Wheaton College, 111., has "had many colored students and some good ones, but no one of them has gained the degree of A. B." Among the colleges who have never had any Negro students it is not easy to learn how many would actually refuse such students. Most of the replies are non-committal on this point, as in the case of John Hop- kins—"No colored man has ever been a candidate for a degree here." So too, from Bryn Mawr they-write: "President Thomas desires me to ac knowledge the receipt of your letter, and to say that no person of Negro descent has ever applied for admission to Bryn Mawr College, probably because the standard of the entrance examinations is very high and no students are admitted on certificate." The attitude of Princeton is thus denned (December, 1900) : "The ques tion of the admission of Negro students to Princeton University has never assumed the aspect of a practical problem with us. We have never had any colored students here, though there is nothing in the University stat utes to prevent their admission. It is possible, however, in view of our proximity to the South and the large number of southern students here, that Negro students would find Princeton less comfortable than some other institutions. But I may be wrong in this, as the trial has never been made. There is, as I say, nothing in the laws of the college to prevent their admission." In othei'iplaces, usually smaller Western schools, the attitude is quite cor dial: ."Am sorry to say that we have no Negro graduates as yet," writes Carleton College, Minn. Whitman College, Washington, says; "We FIFTH ANN TA I. OONFKMNOK. 37 should be glad to receive any Negroes if they were to apply, but there are few in this section of the country." The University of Oregon says the same thing. To sum up then : Negroes have graduated from Northern institutions. In most of the larger universities they are welcome and have on the whole made good records. In nearly all the Western colleges they are admitted freely and have done well in some cases, and poorly in others. In one or two larger institutions, and in many of the large women's colleges, Ne groes while not exactly refused admission, are strongly advised not to ap ply. The summer schools at Harvard, Clark aud the University of Chicago have several Negro students. 6. The Nïimber of Negro Graduate«. According to the best information the Conference has been able to gather, the total number of Negro graduates has been as follows : 1826—1 1828—1 1844—J 1845—1 1847—1 1849—1 1850—1 1851—1 1853—3 1855—1 1856—5 1857—1 1858—1 1859—1 NEUBO 001*1.1 KUH OBADUAÏMS : 1860— 6 1861— 3 1862— 3 186H— I 1864— 2 1865— 5 1866— I 1867— 4 1868— 9 1869—11 1870—2(> 1871—15 1872—2« 187M—29 GRAN!) TOTA U 1874— 27 1875— 25 1876— 37 1877— 43 1878— 37 1879— 48 1880— 50 1881— 54 1882— 39 1883— 74 1884— 64 1885—100 IQUß t\A 1 ooo —— in 1887— 90 Class 1888— 87 1889— 8f> 1890— 95 1891— 99 1892— 70 1893—137 1894—130 1.895—130 1896—104 1897—128 1898—144 1899— *57 TOTAL, 2,209 not given, 122 2,331 * Partial Repon. 100graduates of colleges of doubtful rank are not included here; the.s<> and unknown omissions may bring the true total up to 2.500. By institutions and classes the figures in detail are as follows: COLLEGE-BREI) NËGRO. NEGKO COLLEGE (GRADUATES, ACCORDING TO YEAKS AN]) INSTITUTIONS. (A.) THM LARGER UNIVERSITIES. NAME OF COLLEGE. Michigan..... ................... ... Cornell.............................. Columbia.......................... Stanford............................ g O 1 1 o § 1 o 1 1 0 s •m 1 0 lO ffl 8 oo o § 0 30 R g •m 10 r~ 00 p g- 1 1 s R g i 1 p 9. 3 1 1 o 02 00 o 1O 00 00 1 1 3 91 10 § P 3 3 1 1 1 8 00 R § CO 4 2 4 3 1 9: 3 9 a M t> œ CD c o i 4 9 I n TO 10 M 4 4 3 9 2 (B.) COLLEGES OF SECOND RANK. University of Kansas........ Bucknell........ ..."................ Boston University............ University of Minnesota... Beloit ............................... Colby....... ....................... ... Radcliffe. ...................... .... Bovvdoin. ....... ................... p^~p^jy ~Y"oi'k rTnivGrsitv Mt.Holyoke. ..................... VTfl,ssar .............................. 1 9 1 1 3 1 1 2 3 1 1 1 1 2 1 1 ...„. 1 1 1 1 9 4 1 2 3 ...„. 2 3 1 1 1 1 10 2 2 9, 2 2 1 5 1 2 2 1 1 9 9 1 1 1 12 3 3 ...... 3 1 1 1 1 1...... 16 15 9 8 7 7 7 4 7 8 3 8 3 3 3 2 2 2 2 1 1 ] 2 1 ANNUAL CONFERENCE. (C ) OTHER COLLEGES. South (Carolina....... ........... Geneva.............................. Hillsdale .......................... Wesleyan (Iowa).............. Baldwin. .......................... Hiram............................... Wittenberg....................... Butler's............................. Westminster..................... St. Stephen's..................... Tabor................................ Washburn ........................ Adrian.............................. Wash. & Jetf... .................. O. Wesleyan.. .............. ...... Otterbein.................... . . S. W. Kansas.................... Alleghany ........................ Olivet........................... . Albion .............................. university of Idaho.......... Iowa C..... ..................... ... Ü.Iowa U........ ................ university of Omaha........ McKendree. ........ ......... Illinois............... Ohio University................ 1 1 1 9 9 1 1 1 1 1 4 1 1 0 1 1 1 1 1 1 1 1 9 1 1 1 1 3 1 1 8 1 i i i i i i 10 6 1 ...... 3 1 1 Id 9 <> 4 4 4 Q 3 3 8 3 3 2 2 9 9, 9, 1 1 1 1 1 1 ]. 1 J 1 1 1 1 (D.) THE LARGER NEGRO COLLEOES. COLLEGES. Howard ................ Fisk. ....................... AVilberforce Leland ........ .......... Paul Quinn... ......... Biddle. .................. Shaw .................... Va. 1ST. &C............ Lincoln......... ........ Berea ,..,.........,...,.. Before 1876. | 11 4 20 92 1 5 6 3 1 13 1 S 4 2 3 2 5 15 1 1 2 4 1 3 6 4 1 rH 5 4 5 3 4 5 7 s 4 6 5 5 4 9 8 1 1— 1 7 6 5 5 9 4 3 7 1 rt ....... 2 3 4 4 12 S 4 7 3 7 3 1 21 •* §8 3 5 3 5 a 4 1 23 i 5 15 2 8 6 4 33 1 3 3 4 10 9 6 33 1 i 2 6 4 6 3 4 1 30 g 6 5 ...... 4 8 10 25 1 1 6 13 3 5 q 5 "T i 17 1 4 12 3 5 4 14 1 1 9 S 3 12 5 1 7 '"2" 2 22 1 3 6 '"4" 5 6 2 2 2 26 1 1 6 15 2 2 11 18 4 6 25 1 5 7 7 3 2 1 10 6 4 6 43 1 i 6 12 4 4 1 3 13 2 8 3 34 1 3 15 5 5 '"i" 11 5 3 22 1 9 4 10 2 2 8 5 3 •2 28 rt 10 3 9 3 4 11 8 4 4 28 * 3V S I— ( 14 9 3 5 1 1 * a P % A 0 ...... 38 20 o H 96 194 94 130 16 18 140 106 27 38 616 29 * Partial reports otiH*. The table tor some of the uollege» iuolmie the class of 'OT, others rto not. (E.) OTHER NEGRO COLLEGES. COLLEGES. Allen State Coll.. Del..... Knoxville... ............ Claflin.. ........ ...... .... Clark...... ............... Philander Smith... Boger Williams.... Georgia State........ Paine..................... T^n 11 orl oo*fi Atlanta Baptist...... Straight................. Southland............. WÜPV "R t'fl Tlf*Vl A 7* t Lincoln Inst ......... Bennett ................. Central Tennessee re!876. o 13 W 1 » t- t~ 1 4 «s 4 1 1 e 5 4 q S 6 4 1 5 ^ M 6 1 9 1 5 3 9 o 1 SB 8 9 o 1 1 •* 00 3 1 ? 1 1 us 00 1 3 9 7 R 4 S 3 3 5 9 9 1 4 & 7 1 3 3 4 1 00 00 5 3 1 \ 1 1 1 8 4 a i 3 9 9 1 3 S 0 5 3 9 1 1 3 Ü5 « 1 1 9 8 4 4 1 1 4 S' 1 1 3 1 4 1 1 8 7 9 3 1 1 8 9 1 -!t< O) 0 3 9 1 4 3 1 0 1 1 Tl i i IQ ? 8 4 1 9l 9 9 9 2 8 s i i 6 1 1 1 « 4 S 4 9 3 3 9 9 « 1 1 2 2 S 1 a 9 » 9 6 1 1 4 9, i 1 10 S 4 4 .....1 1 ' U ë o l...... i ; i EH 94 6 4.4, 4R 91 99 76 Qfi 1 11 5 30 7 4 11 19 9 9 6 3 46 H 42 THE COLLEGE-SEED NEGBO. FIFTH ANNUAL CONFERENCE. 4:5 Leaving out '99, for which we have but partial reports, it is plain tha there is a steady increase of college-bred Negroes from decade to decade, but not a large increase. There is today about one college trained person in every 3600 Negroes. . The following table shows how the increase has been divided betvv Negro and white colleges: SUM HEB OF NEGBO GRADUATES FBOM : Negro Colleges. White Colleges. Before '76 137 75 '76-80 143 22 '80-85 250 31 '85-90 413 43 '90-95 465 66 95-99 475 8« Class Unk. 58 64 Total, . 1941 390 6. Birthplace of College-bred Negroes. We now come to consider tile per «oiiel of this group of persons with regard to birthplace, age, sex, etc The returns for these particulars are only partial, and fuller for late years than for earlier. They seem, however, to be fairly typical, v irst a to birthplace: BIRTHPLACE OF 650 COLLEttE-BRKD NKGEOES. South Carolina, 95. North Carolina, 80. Tennessee, 73. Virginia, 60. Georgia, 55. Mississipi, 48. Alabama 34. Ohio, 34. Kentucky, 25. Maryland, 17. Hayti, 4. North. ..... .... South.. ............ West .......... Abroad ........... Indiana, 4. Massachusetts, 3. West Virginia, 3. Iowa, 3. New Jersey, 2. Michigan, 2. Rhode Island, 1 Connecticut, 1. Vermont, 1. Colorado, 1. Delaware, 1. IN FOBEIGN LANDS. West Indies, 3. Ontario, 1 . Pennsylvania Missouri, 12. Louisiana, 12. ,17. Illinois, 11. District, of Columbia, K-. Texas, 9. Kansas, 9. New York, 5. Arkansas, 4. Florida, 4. West Africa, 2. 30 542 64 10 Total............................................................................ 646 The division of birth-place according to three periods of time—ante bellum, post-bellum period to 1880, and the time since—serves to show tn< development of the freedmen's sons: BIBTHPLACE'ACCOBI>ING TO THB.EE PKBFODS. 1826-1865. 1865-1880. 1880-1900. North... .................!.............................. 10........ ................. 19 South. ... ... 5. . .. ......................185...........................350 West............ -. ........3.............................. 16........................... 44 Foreign Lands.........2.............................. 2............................. 2 The most interesting question connected with birthplace is that of the migration of colored graduates—that is, where these men finally settle and work. If we arrange these 600 graduates according to sections where they were bom and where they now live, we have this table : MIGRATION OF COLLEGE GBADTJATES. Persons Born in : A-New England.............. B-N Y., Pa., N. J. . . .. C-Del.,Md., Va., W. Va., Ky., Tenn., N. C.,Mo., D. C..... ........................ D-S. C., Ga., Fla., Miss., La., Ala........................ F.-Mich., Wis., 111., O...... F-N. & S. Dak., Minn., Neb., Iowa, Kan ......... U-Okl., Tex., Ark., Ind. Ter ........ .. .......... H-Canada............ ......... ... K-West Indies... . . ........ L-Cal., Nev., Was., Ore.. M N. Mex.,Ariz. Are now Living in : A 2 1 4 3 B 1 10 18 8 2 3 C 3 5 148 35 7 3 ?, 3 D 1 1 39 159 4 4 1 ?, 2 E 1 1 12 6 9 4 F 4 1 1 5 1 G 5 26 26 5 2 5 ?, H 1 1 J | K i 1 1 ?, L 1 M 1 1 This means that of 254 college-bred Negroes born in the border states (i. e. Del., Md., Va., Ky., Tenu., N. C., Mo., and 1). C.) 148 or 58 per cent, staid and worked there; 39 or 16 per cent, went further south ; 26 or 10 pel- cent, went southwest ; 12or 5 per cent, went to the middle west,5etc.Or again : Of 73 college graduates born north, 35 staid there and 38 went south. Of 507 college graduates born south, 443 staid there and 62 went north. These statistics cover only about one-fourth of the total number of grad uates, but they represent pretty accurately the general tendencies so far as oui- observation has gone. It is therefore probably quite within the truth to say that 50 per cent, of northern born college men come south to work among the masses of their people, at a personal sacrifice and bitter cost which few people realize ; that nearly 90 per cent, of the southern born graduates instead of seeking that personal freedom and broader intellect ual atmosphere which their training has led them in some degree to con ceive, stay and labor and wait in the midst of their black neighbors and "elatives. 44 THE COLLEGE-BBED NEGKO. 7. Age of Graduates. We may look at the age statistics of these gradu ates from several points of view. First we may consider the present ages of all, taken as a group: PBESENT AGE 700 OF COLLEGE GKADUATES. Years. 21—25 22 I 26—30 113 I FIFTH ANNUAL CONFEENOE. 45 135 Ages. 1-9 per cent. 30—35 35—40 40—45 45—50 50—55 55—60 60—65 65 and over 183 168 103 64 34 12 8 8 351 167 46 11 Total 710 100 The two most important events in a college man's earlier life are his graduation and his marriage ; if we compile these ages for men and women and add the ages of their consorts at marriage, we have the following tables • AGE OF MALE COLLEGE GRADUATES. Years. 10-20 22-25 25-30 30-35 35-40 40-50 50 and Years. 10-15 15-20 20-25 25-30 30-40 40-50 50 and Age at graduation No. Per ct. 20 278 269 65 12 3 > over 1 ] AGE 3 43 41.5 10 2 .5 . Age at marriage. Wife 'sage at marriage. No. Perct. No. Perct. 6 73 154 135 39 18 1 1.5 17 36.5 31.5 9 | 4.5 71 176 101 23 10 ? i 18.5 46 26 6 2.5 1 OF FEMALE COLLEGE GEADUATES. Age at graduation. No. Per ct. 1 15 32 10 3 over 1.5 25 52 16.5 5 Age at marriage. No. Per. ct. 1 12 11 4 , 2 < 1 41 39 j 20 Husbands age at mar'ge. No. Per ct. 7 8 3 ) Î 1 32 34 34 B. Early Training. There is little in the matter of early training that lends itself to statistical statement, but there is much of human interest. A number of typical lives are therefore appended which show in a general way the sort of childhood .arid youth through which these college-bred N«>- •;roes have passed. First as to the men: MEN. •'My early life was spent in the schools of the American Missionary As- •ociation. I attended Beach Institute and finally Atlanta University." "I attended the public schools in Augusta, Ga., and sold.papers, brushed boots and worked in tobacco-factories. While in college I taught school :n summer time." "Born in Springfield, Mass., where I attended the public schools, and acted as driver and hotel waiter. 1 attended Fisk University and during vacations taught school, worked in a sawmill, waited on table and acted' »s Pullman porter." •'My parents were old and poor and I worked my way through school mid helped to support them by manual labor." "I came to Texas with my parents about 1876, and attended the Galves- ton public schools. I then went to college assisted in part by my parents and in part by my own efforts. The expenses of the last two years were paid by a scholarship which I won by examination." "I spent most my youth with m.v uncle, a merchant in Florence, S. (.'•.. where I attended the public school winch was poor. I afterwards worked five years on my father's farm and finally went to college." "I attended public schools in Virginia, working in white families morn ing and night for my board. I then worked my way through a normal course and finally through Hillsdale college." "I was a farmer before going to school. My church conference sent me to school. My parents were poor and my mother died when T was but four years old." "I came to Kansas when nine years old and lived on a farm until 1 was twenty, neither seeing or hearing from any of my relations during that time. In 1871, I went to Oberlin and began work in Bay's Third Part Arithmetic." "I was born a slave in Prince Edward county. Va. I worked as a fanner and waiter and then went to Hampton Institute. After leaving Hampton I helped my parents a few years and then entered Shaw." 46 THE COL,I.KGB-BBED NEGRO. FIFTH ANNUAL, CONFEBENOE. 47 "I sold papers and went to school when a boy; I learned the brickma- sons trade of my father. After graduating from the High School, I worked in the printing office of a colored paper, thus earning enough to go to college." "I was born in Calvert county, Md., being one of seven children. W« lived at first in the log-cabin which my father had built in slavery times. Soon we moved away from there and settled on a farm which my father commenced buying on shares. I went to school, worked on the farm and taught school until I was 22, when 1 entered Lincoln." "I went to a private school at Thibodaux, La., about a year, and also to the Freedmen's school under the U. S. Government in 1864-65. Finally I entered New Orleans University." "I was born in Crawford county, Ga. My father moved to Macon, then • to Jones county, then back to Crawford county, then to the town of For syth, and finally to the State of Mississippi. I finally left home at the age of 16 and roamed about for 2J^ years. I saved some money by work on a railroad and started to school." "I was born in Tennessee, and lived there on a farm until I was 13. Then we went to Kansas, and finally to Arkansas, where I went to Philander Smith College." "My parents, having been slaves, were poor. I was the fifth of ten chil dren, and the task of educating all of us was a serious one for the family. My parents made every sacrifice, and at nine years of age I was helping by selling papers on the streets of Pittsburg, and colored papers among' the Negroes on Saturday. After completing the common schools T worked as elevator boy and bootblack, and finally at the age of 15 was enabled to enter the engineering course of the Western University of Pennsylvania.'' "I was born in Greene county, Ga., and lived on the farm until I was 17. My parents were poor and there were nine other children. I worked hard, saved my money, went to school, and finally entered Atlanta University." ''I was born in a stable; my father died when I was two years old. 1 blacked boots and sold sulphur water to educate myself until I was 18." "My mother and father took me from Alabama to Mississippi, where my father joined the Union army at Corinth, leaving me with my mother, brother and sister. We went to Cairo, 111., and then to Island No. 10. There mother and brother died and my sister sent me to Helena, Ark., in charge of an aunt. My father died during the siege of Vicksburg, and I was sent to the orphanage in Helena, which afterward became Southland College." »My father died when I was 5, and my mother when 1 was 12, leaving me an orphan in the West Indies. At 141 left home with a white man from Massachusetts. 1 went to school one year in Massachusetts, then shipped »s a sailor and stayed on the sea ten years, and finally returning, started to school again." "I was one of the two sons of a Methodist preacher, and had to struggle pretty hard to get an education ; I left school at the age of thirteen, and could not return again until I was nineteen. " "My father was a lumber dealer, and when he died I went into partner ship with my uncle in the same business in Carroll county, Md. Later 1 left home, worked five years on a farm in Michigan, and finally entered Baldwin University." "I was born in Alton, 111., in 1864. In 1871 we moved to Mississippi, and happening to visit my grandfather at Wilberforce, O., I begged him to let me stay there and enter school. He consented and by housework, taking care of horses and his help I got through school." "I was born of slave parents who could neither read nor write. I had but five months regular schooling until I was seventeen years of age. Then I worked my way through a normal school in South Carolina., and thus gained a certificate to teach and helped myself on further in school. •'I was the son of a slave mother and her .master. After emancipation a maternal uncle started me to school in Salisbury, N. C., which an army officer had organized. Afterward I entered Biddle and supported myself by teaching. "Father died about my ninth birthday, so I attended the public schools and worked on the farm to assist mother earn a livelihood for herself and the four children. Late in my 'teens, after three months' day labor upon the farm, railroad, wood-öhopping, etc., I entered Alcorn with the sum of $20.50. By working there I was enabled to remain in school six years, the last five of which I secured work as a teacher in Wilkerson county. The *noney I obtained was used by myself, my two brothers and a sister in «ommon, as from time to time each joined me in college. Mother would accept very little of our earnings for herself, lest we might be deprived of m education." "I was born and reared on my aged mother's farm near Thomastown, Miss. I began going to a country school at twelve years of age, having learned my A B C's under Uncle York Moss, at his Sunday school, where we used Webster's "Blue-back." My chances for attending even a conn- try school were meagre, for I had to help on the farm. Attending two and four months in the year I got far enough advanced by the time I was six- 48 THE COLLEGK-BBED NEGKO. FIFTH ANNUAL CONFEBBNCK. teen to teach a little and use my earnings in'entering, first, Tougaioo, awl then, Alcorn." abin boy, and on returning entered Lincoln." "I was reared on'a farm and was sixteen before I knew my letters and twenty-one before I spent a month in school." "In early life I lived with my parents, who were ex-slaves and took great pride in working hard to educate their children. I attended the first Yan kee schools established in Savannah. As soon as I could read, write and figure a little, I started a private afternoon school at my home which 1 taught." "I was born a slave. Soon after the fall of Port -Royal, S. C., in 1861. three of us escaped from Charleston to Beaufort, and joined the Union forces. We were taken on the U. S. Gunboat Unadilla. • There I was at tached to a lieutenant in the 48th N. Y. Regiment of Volunteers, and remained with him until he was wounded before Fort Wagne.r. I then went North, attended night school in Portland Me., and finally entered Howard University." "I was the fifth child in a family of eleven. My father was a poor farmer and did not believe in education, so my training was neglected until I was able to work and help myself." ."I was born a slave and taken North to an orphanage by Quakers aftei the war, both my parents being dead. Afterward I was sent to New Jer sey, and then worked on a Pennsylvania farm until 1. went to Lincoln." "My father was set free prior to the war and purchased my mother. Hi died when I was eight, leaving a little home and $300 in gold. My mothei was an invalid and we had to work at whatever came to hand, going tu school from three to five months a year. At the age of fifteen I stopped school and labored and taught a three months school at $25 a month. Fi nally I entered Roger Williams University, working my way through and helping mother. "Twelve years of my life was spent as a slave. I worked at driving cows- carrying dinner to the field-hands and running rabbits. My master owned three hundred Negroes, so that hoys were not put in the field until they were eighteen. When I was freed I did not know a letter, but T worked my way through Webster's 'blue-back' speller." "I was born the slave of Jefferson Davis' brother and attended contra band schools before the close of the war." "Mine was the usual life of a boy whose folks were comfortably circum stanced. School was the chief occupation ; at sixteen J went to sea as « -1 was raised partly on a Mississippi plantation and partly in and near New Orleans. For about two years I was with the Union army as servant to an officer in a Vermont regiment. I went with him to Vermont, where I attended school and finally entered Dartmouth College." "I had very little early training, and was apprenticed at the caulker's trade from twelve to sixteen. At the age of eighteen I joined the Both Massachusetts Volunteers, and was finally discharged on account of wounds. I then entered ;the preparatory department of Lincoln." "Lived in Lebanon, Teiin., until eleven years old, when I joined a com pany of colored men and went to West Tennessee. I kept books and cooked for the company. I moved the whole family at last to West Ten nessee, and bought and paid for a farm by raising cotton and teaching school. I then entered Fisk University, and by teaching and farming during vacations supported myself and two sisters in school." "The greater portion of my early life was spent in East Tennessee, whither I had been brought away from my parents, when only five years of age. My master kept me as errand-boy about his store and house until the close of the war. By this time under the tutelege of the white chil dren of the family I had learned to read. In the summer of '65 I started out without a cent of money to try my own fortune in the, world, working at anything I could find to do. I made considerable money, attended pop- lie schools, and finally entered Fisk University." •'Soon after the war my father built a log school-house on a spot given him by his former master. I went to school seven months before my father died, after which I was compelled to go to work to support my widowed mother. At the age of twenty I entered school again." •'Born, of a good woman in Mississippi, I left home while the war was raging and went to Alabama. There I finally went into the service of an ex-Confederate general, who sent me to the Burrell school—an institution fostered by the American Missionary Association. Afterward I went to Tougaioo and Roger Williams." "I lost my mother when I'-was only one year old. I was then sold as a slave to an aged French couple who treated me as their child. Then in 18621 was sold again, taken to Texas, resold, and finally when free, returned to New Orleans in 1869. I found my father dead and so I went north and stayed there un til, It efetered Fisk in 1876. I had had but little schooling up to this time—only .what I .-.had picked up at a night school, and at an eight months' free school «Texas." J 60 THE COJjLEGE-BBED NEGBO. "I was born in Kaleigh, N. C., and emancipated in Pennsylvania in 1880. 1 went to school and learned the three R's, and afterward to Ohio and entered Oberlin, working at my trade of gunmaker, all through the course. I studied, because I found knowledge was power ; I also found that I was a born mechanic. I never had the idea that education would elevate me into any profession whatsoever—my trade occupied my whole mind and thought." "I was born of slave parents and worked when young in a tobacco fac tory. I was taught to read by an ex-Confederate soldier. I entered school right after the surrender of Tjee and remained till I finished the college course." "I had the advantage of a father who had a good education, for his time. He was free and able to conduct his business in Augusta, Ga., during slavery time. I quit school and served two years at a trade. A northern teacher offered to help me finish my education and my parents gave me my time." "My earliest recollections are of slavery—the perturbed conditions at the beginning and end -of the war, the struggle of mother and grandmother under the new conditions, and the assumption of the support of the family by myself at the age of ten years." "My parents moved to Providence, E. I., when I was very youns;. 1 attended school about five years and night school one winter. Then I learned the barber's trade. During the winter of '90-91 I decided to pre pare myself for work among my people in the south, and entered Living- stone College." "My mother and I were sold away from my father, who lived in South Carolina, and taken first to Mississippi, and then to Banks county, Ga. Here when I was six years of age my master started me at work in a sta- ble with the purpose of making me learn the care of horses and become his carriage driver. I was freed in 1865 and then my mother and I walked to Newberry, S. C. (110 miles) and found father again. We were very poor and my parents had to hire me out for a year, Then they decided to send me to school and I went very irregularly from 1866 to 1874. J gained at last a state scholarship in the South Carolina College, but the republicans after two years were forced out of power and the college closed to them. Finally I entered the Atlanta University." "1 was born in Buffalo, N. Y., in 1867, the son of the sexton of city church: I passed through the common and high schools of the city and at the same time worked as office boy and waiter. In 1879 I es»1'1 south to enter college and prepare for teaching." FIFTH ANNUAL CONFEMENCE. 5, Lbout the close of the war rebel soldiers stole me from my parents in .onth Carolina and took me to Georgia. I ran away to Tennessee wh.-r > i worked as janitor in a white school and studied at night by the' aid of Hie principal who was very friendly. He afterward sent me' to How-mi Diversity." .1 was born in Richmond, Va., and when three years of age was sold vltli my mother, sister and brother away from my father and taken to South Carolina. We have never seen father since. My new mistres« taught me the alphabet, and after emancipation paid my expenses thron-h school and college." -I worked my way through college. 1 was the oldest of eight children with father bitterly opposed to education, although he had a commanding mind and had heard lectures at the University of Virginia before the wai" Have been practically the head of the family for over twelve years and as »isted and encouraged all the. children to educate themselves. ' Five of them went or are going to school." "My mother died when I was but two years old, and I was left to the are of my mother's mistress, who though a slave-holder, cared for me as „hough I was her own child, until emancipation, when my father took charge of me and placed me in school under northern teachers sent south ')y the Presbyterian board of education." "I was reared on a farm; then became meat cook on a steamboat during vacation.I served two years and five months aslstSerg't Co.C.,55th Mass. Volunteers during the civil war, and was injured twice, at James Island Honey Hill engagements. I made out contracts between ex-slaves and former masters in South Carolina in the Freedman's Bureau under Gen'I 0, O.Howard,after being disabled." Until fifteen years old I stayed with my grand-parents, and followed the occupation of my grand-father, a gardener. From fifteen till seven- "i I clerked in a colored grocer's store; from seventeen till nineteen I worked in a colored restaurant, giving my earnings to my grand-parents. nr they cared for my wants and gave me what little school training-1 had. ly parents were dead. In my twentieth year I taught a five months' dis- trwst school, with the proceeds of which I began a course of study at Wil- - University." •M-J early life until I was six years old was spent on a large plantation. that ^6 father having secured a little home of his own, consisting of r°° acres of land and a log house, I with the family was carried thither. wrl,he ^6 of ten * entered my first school, where I learned to read and '•• The school was a Presbyterian school. During the summer I worked "i a farm which father rented. At the age of twelve we moved to T.ex- 52 THE COLLEGE-BRED NEGRO. ington, N. O. I still attended school in winter and worked in a brick yar<" in summer. At the age of fourteen my school days stopped until I was nineteen years old. I did hotel work during the intervening years, and taught a three months' country school. At the age of nineteen I enterpf college." FIFTH ANNUAL CONFERENCE. 63 "My early life was spent as most poor boys, at-work. I have served n every capacity from dinner boy to a clerk. Have clothed myself since I reached my fourteenth year, beginning with earning 25 cents a week, ami in two years I commanded a salary of $6.00 per week. ' At eighteen I was head clerk for a produce firm that did a business of $10,000 a year. This was at Nashville, Tenn." "I was horn on a farm near Chilicothe, Ohio, November 15,1825. At. the age of four years I was taken with my parents to Jackson county, vVhere there was a community of colored people ; they had settled in cl<«' proximity in order to educate their children, because they were debarrei from attending the public schools with white children. I attended a sel°c school until fourteen years of age." "My first school teacher was Mr. Turner, who was the colored congre«» man from Alabama. His school was destroyed by Ku Klux while I was at tending it. Next attended Freedman's Bureau school and Swayne sohoo. in Montgomery, Ala. I attended Storr's, in Atlanta, and taught schooi when fifteen years old; entered Atlanta University in 1874. Taught school during vacations." "Born in Yazoo county, Miss-, six miles from Yazoo City. I was taugli my letters by my father. He died in 1866 and left mother witli nine chil dren, six sons, and three daughters, three younger than myself. Desirin her children to have educational advantages, mother removed to Vicks- burg in December 1866. Here I entered the United Presbyterian Mission School. I attended five years sometimes day sphool and sometimes night school, as circumstances permitted, being largely dependent upon inysel for support. I often had to hire out to earn money with which topurchas books and clothes, but when I hired out in the day I attended school at night. I taught school '71-72. Was paying and collecting teller in Vicks- burg branch of the Freeman's Saving Bank, '73-75. Taught school '75-76- Entered preparatory department of Obérlin, September '76; aduiittet college '79. Matriculated at Dennison University in '80, graduating to '_*" Though a slave, I always had love for books and craved learning, in which I was much stimulated by mother, who though unable to render me any financial assistance, gave all moral and prayerful help." "Father was in good circumstances, so my opportunities for advance ment were as fair as those of the average colored boy. I attended the pub lic school of my natfve town until seventeen years of age, then I went .jgtit University, New Orleans, La., graduating from the classical K in 1881. My home surroundings were favorable to success. I had "X"°lleiit father, who is still living ; my mother, whose memory I can- . jo greatly reverence, has been dead for many years. Their teachings. •nple and influence have moulded my character. Whatever succès* "lave had I owe to them." WOMEN. «vas born on a farm in Ohio, and lived there until I was sixteen. My r died when I was twelve and I had to provide for myself. At the uf sixteen I taught a country school an.d saved $100. With this I went o Purlin ; and went through by teaching and working." I am an African Methodist preacher's daughter, and from my tenth itil my fifteenth year we were continually travelling over the State. Fi- lally we came to Atlanta, where I stayed till I finished school." ''Lived a short time in Virginia, sometime in Ohio, but principally in Missouri; attended public schools in Maçon, Mo., until the age of fifteen, when I went to Lincoln Institute for one year and Oherlin for five years." •'Was horn and schooled in Philadelphia during the dark days of slavery. Was intimately associated with the work of the Underground Railroad ».nd the Anti-Slavery Society. I was sent to Oberlin in 1864." Iy early life was spent at my home at Shoreham, Vt., where I attended •ton Academy. In the fall of '91 I entered Mr. Moody's school at lurtlifield, Mass., graduating as president of my class. I then entered "liddlebury College, Vt." My father was route-agent betweeu Norfolk anil Lynchburg, Va. Both 1 my parents had some education and were careful to send their children '"hool. I started in the public schools at seven." vent to school at Monroe, Michigan, until a female seminary was "id there, from which colored children were barred. 1 then went to îrlin." "My father was a Creole and my mother a free Negro woman, We ed from Mobile, Ala., to Wilberforce, O., where I was reared. My pa- -1 were devoted Christians, and were blessed with the comforts of life, ither had a fine collection of books." a very early age I assumed the responsibility of housekeeper, as my "«r died and I was the oldest of a family of five ; hence I labored "a1 many disadvantages in attending school, but nevertheless I per med my household duties, persevered with my studies, and now T fee1 THE COI.IjKCH5-B.BKI> NEOKO. FIFTH ANNUAL, OONI'EKENOE. that 1 have been .rewarded.' "My mother and T 'took in' washing for our support and to enable me to get an education. After finishing the public schools of Jacksonville, 111., 1 was supported four years in college by a scholarship." "My early life was spent in Darlington, S. C. ; I did not attend the pub lic school until I was a large girl, but was taught at home, first by my mother, then by a private teacher. When the public school was graded in 1889, I entered the high school course." "While a school girl I taught.persons living out in service, going into the premises of some of the most prominent white people in New Orleans. I always kept a large class of night pupils at the same time. I paid my tuition out of these -earnings." "I was born in the state of Ohio, near the town of Delaware, on a pic turesque farm purchased by my grand-parents in 1836. My parents on both sides were Virginians. At this quiet homestead, sandwitched be tween the Scioto river on the east and maple groves on the west, I live' the life of a dreamy yet restless child—one of a very large family with ar angelically disposed mother and an extremely eccentric and well educated father. Our father early told us of Dante, Milton and similar literature, simplifying to suit our youthfulness. Mother repeated the story of Pil grim's Progress, folk-lore stories as it is now called, and she also delightet in the book of Job, which her life so beautifully represented—patience personified. Our home being so near the Ohio White Sulphur' Spring? where the wealthy leisure class spent much time, I saw much of cultured people old and young, especially the latter. Indeed, when quite young 1 saw little else, for during the remainder of the year my brothers, sister birds, trees and nature in general, were my only companions." "I was sent to school at an early age and finished school quite young, graduating from the Oberlin High School at the age of sixteen years. My mother and father moved from Chapel Hill, N. C., with a large family of children for the purpose of giving them all a good education. On mj mother's side my great-grandfather was that Richard Nichols (Swede i who compelled Peter Stuy vesant to surrender New York. My grand-f»tn" er on my father's side was a captain in the war of 1812." 9. Education oj women. From the first the institutions of higher training founded in the South were,with few exceptions,open to girls as well boys Naturally fewer girls entered, but nevertheless a considerable number —over 250—throughout the country have finished a college course. ^ the larger Negro colleges only Lincoln and Riddle do not admit girls- * neu graduates are as follows : WOMEN GRADUATES FROM COLLEGES. (NOT INCLUDING GRADUATES OF '99.) Oberlin, 55. Shaw, 21. Paul Quinu, 13 Atlanta, 8. Southland, 8. Rust, 7. Claflin, 6. Philander Smith, 5. Iowa Wesleyan, 4. Univ. of Kansas, 3. Cornell, 3. Geneva, 2. Leland, 1. U. Iowa U., 1. Idaho, 1. Bates, 1 Clarke, 1. Straight, 1. Branch, Ark., 1.. Mt. Holyoke, 1. Total women, Total men Fisk, 31. Wilberforce, 19. Knoxville, 10. Howard, 8. Central Tenn , 7. Livingstone, 6. New Orleans, 5. Roger Williams, 5. Berea, 4. Univ. of Michigan, 3. Wittenberg, 2. Wellesley, 2. Butler, 1. Adrian, 1. McKendree, 1 Va. Nor. & Coll., I. Alien, 1. Paine Ins t., 1. Vassar, 1. 252 - 2272 if we arrange them according to the years of graduation we have: COLLEGE BRED WOMEN, BY YEAR OF GRADUATION. 1850—1 1851—1. 1853—2. 1855—1. 1856—2. 1860—3 1861—1. 1862—1. 1864—2. 1865—2. 1868—1 1869—l! 1870—4. 1871—1 1872— 2. 1873— 3. 1874— 2. 1875— 5. 1876— 4. 1877— 3. 1878— 3. 1879— 9. 1880—13. 1881— 4. 1882— 2. 1883— 6. 1884— 7. 1885— 8. 1886—7. 1887—10. 1888— 9. 1889—10. 1890—14. 1891—15. 1893—12. 1893—13. 1894— 9. 1895—14. 1896—16. 1897—12. 1898—14. Class Unk'n—3. Total............—.—....—•———————————-—•• 252 Before the war ten women graduated, as far as we have been able to a.s- ertain; from 1861 to 1869, thirty-six ; from 1880 to 1889, seventy-six; 1890 to "98, one hundred and nineteen. By colleges and periods the graduates •ve been as follows : ••' II 56 THE COLLEGE-BRED NEGRO. FIFTH ANNUAL CONFERENCE WOMEN GRADUATES FROM COLLEGE, BY PERIODS NORTHERN INSTITUTIONS. SOUTHERN INSTITUTIONS. COLLEGES. Iowa Wesleyan..... ........................ Michigan ...................................... Welleslev Wittenberg..................................... Butler............................................ U. Iowa.......................................... Idaho.. ........................................... Mt. Holvoke....... ........................... McKenclree.. ....... ................... Before 1880. 31 1 '80-85 5 2 1 1 '85-90 5 1 1 2 1 1 '90-95. '95-98 13 1 1 ........ .. ........ 1 1 ........ 1 ........ 1 ........ 1 ........ 1 nk'n. Fisk..... .......................................... Paul Quinn. .................................. Knoxville...................................... Southland ..................................... Howard ......................................... Rust........... .................................... Cilofl iT1 New Orleans.................................. Philander Smith............................ Roger Williams ............................. Leland..... ...................................... Va. Nor. and Col........................... Straight..... .................................... Branch, Ark.................................. Clio «lr Allon....... ...................................... 6 1 6 4 2 1 1 1 2 6 I 2 1 1 1 2 2 2 3 1 9 5 1 4 1 2 2 2 3 2 \ 7 7 3 5 1 2 1 2 3 4 2 5 4 1 1 7 7 4 7 3 7 1 2 1 1 ] J ] rapid increase of college-bred women in later years is noticeable, .a HIP present tendency is toward a still larger proportion of women.Twen- Be per cent of the college students of Howard, Atlanta, Msk and v„ were women in the school year of 1898-99. The economic stress will •nnably force more of the young men into work before they get through >3ge and leave a larger chance for the training of daughters. A.tenden- in this direction is noticeable in all the colleges and if it result« in more •iily trained mothers it will result in great good. Of 100 college-bred ••"iî">n reporting their conjugal condition, one half had-been married, unsi nearly seventy per cent of the men. The Family. The family is the latest of the social institutions devel- i«1 by the Negro on American soil and as yet the weakest. He learned labur, he organized for religious purposes, he started germs of other so- "al organizations before the system of slavery allowed the independent, mogamic Negro home. Consequently we look most anxiously to the blishment and strengthening of the home amongmembers of the race. Mise it is the surest indication of real progress. .ie Negro was brought originally from a polygamie home-life in Africa. •e women and children wgre strongly guarded, although subject to practically unrestrained tyranny of the husband. On the West Indian lantations all the law and custom of marriage was rudely broken up and 'Tçamy, polyandry and promiscuity were practiced. On the plantations lie United States some regularity was established, which on the Vir- ua plantations approached as near the monogamie ideal as the slave i.Jeand concubinage would allow. With emancipation came the inde- nd«>nt Negro home. Naturally the poor training of Negro women, the i of respect or chivalry toward them, and the fact that the field-hand vi had the responsibility of family life, all tended to make pure homes !j"lcult to establish and maintain. Without doubt the greatest social ^blem of the American Negro at present is sexual purity, and the solv- "f this problem lies peculiarly upon the homes established among them. treat and marked progress has been made in thirty years, but there is H great work ahead. " mong a picked class of leaders like these we are studying, statistics of rriage and family life are consequently of peculiar interest. First then, us consider the age at which college-bred persons ,marry, compared h the age of graduation : "I V] a i-i < S w o << I—I K fi "! S W O < S I S" FIFTH ANNUAL CONFERENCE. Of college-bred men there marry : under 20 years of age 5——-1.4 per cent, 3J_L S l L KN ». ' cS £3 ^s 0 «J «J M M O H M > œ " & S °te -K 1* H ce PH fe S § o g œ H O te & o fc M H 05 02 ^ R 0 fc «J H K o o •s'il •SOIAJSg sssuisng; «i •SJ8UI.TBJÏ _O tl5 oa & o o O •4^ a '> FIFTH ANNUAL OONFEEENOB. 69 co -c Changecl or Did not Change Total There are still others who have tried two and three employments. The «ports of these are naturally not as full as the others, through forgetful- ness and the natural desire not to advertise pastfailures. One college man ic known to have tried nine different occupations in ten years—but this is very exceptional. Specimen of the records of some who have tried sev eral occupations follow : PERSONS WHO HAVE HAI) SEVERAL OCCUPATIONS, SUCCESSIVELY. Present Occupation. U. S. Civil Service. II. S. Civil Service. U. S. Civil Service. U. S. Civil Service. Lawyer. In Business. In Business. In Business. Dentist. Secretary. Farmer. Clergyman. Physician. Previous Occupation. Teacher, Merchant. Teacher, Merchant. Lawyer, JTeacher. Teacher, Editor. Teacher, U. S. Civil Service. Teacher, Clerk. Teacher, Porter, Clerk. Editor, Teacher. Clerk, Teacher. Teacher, Clergyman. Teacher, Carpenter. Lawyer, II. S. Civil Service. Teacher, Farmer. Teacher, Engraver. Artisan. Making all allowances for the gaps in these statistics and some bias 011 he part of those reporting, it seems fair to conclude that the majority of "ollege-bred men find work quickly, make few changes, and stick to heir undertakings. That there are many exceptions to this rule is prob able, but the testimony of observers together with these figures makes the above statement approximately true. 3. Graduates of a Single Typical College.—It might be well here to turn Fvom the more general figures to the graduates of a single representative istitution. A graduate of Dartmouth College who has been in the work uf educating Negro youth for over thirty years writes as follows in a small publication which gives the record of Atlanta University graduates, in- luding the class of 1899: "This leaflet covers an experience of about a quarter of a century of graduating classes. It will tell of the work of only the graduates of At lanta University, all of whom have been kept under the •watchful eye of •heir Alma Mater. It would be difficult to trace the careers of the thous ands of others who did not graduate but who have attended th.e institution T a longer or shorter period, although many of them are known to have tade good use of their meagre attainments and some are occupying prom- tent positions. If it were asked why no larger percentage of the students ive obtained diplomas or certificates of graduation a sufficient answer ould be found in the one word, poverty. Their parents have been too tor to spare them from home or to pay their expenses at school and they leniselves have been utterly unable to find any employment sufficiently «UM;' 70 THE COLLEGE-BRED NEGRO. FIFTH ANNUAL, CONFERENCE. 71 remunerative to permit them to keep on and graduate within a reasonable limit in time. Probably the world cannot show instances of greater sacri fices by parents or greater pluck, persistency and self-denial of students than are to be found among the patrons and pupils of Atlanta University. "While the ninety-four graduates from the college department represent only a small portion of the work done by the University, they represent a very important part of that work as will be evident from a statement of the positions they occupy and the work they are doing. "Of these ninety-four graduates, twelve have died, and it seems to the writer of this leaflet as rather remarkable that only one has died during the four years since a similar leaflet was written. Of the eighty-two now living,eleven are ministers, four are physicians, two are lawyers, one is a dentist, forty-three are teachers, one is a theological student, one is study ing at Harvard University and another at the University of Pennsylvania, ten are in the service of the United States, six in other kinds of business, and two are unemployed. MINISTERS. "Three of the ministers are pastors of Congregational churches in tht cities of Chattanooga, Tenn.; Selma, Ala. ; and Savannah, Ga. ; two are pastors of Baptist churches in Augusta, Ga. ; and Charleston, S. C. ; two of Methodist churches in Griffin, Ga. ; and Portsmouth, Va.; one is chap lain of the Tuskegee Normal and Industrial Institute and dean of its Bible School; another is secretary of the International Sunday School Conv^n tion ; another is the general secretary of the Baptist Negro churches. Georgia; and another is presiding elder of the African Methodist Epis o- pal churches in Sierra Leone, Africa. All the churches named are centers of great power and wide influence. Some of these ministers have madi addresses in national and international assemblages, one is a fellow of the Royal Geographical Society, and one has had the unique pleasure of beinp a member of the board of education in a large southern city for eleven successive years. TEACHERS. "Many of the teachers are holding high positions. Eleven are principals of public schools and three of high schools. Others are designated as fol lows : professor of Latin and Greek in Clark University, Atlanta, Gn-: teacher of music in Savannah, Ga. ; president of the State Industrial Col lege of Georgia; principal of Howard Normal School, Cuthbert, Ga.; prin cipal of Normal School, Oakland, Texas; professor of Greek in Morris Brown College, Atlanta, Ga. ; vice-principal of Normal School, Prairie View, Texas; principal of Knox Institute, Athens, Ga. ; superintendent o the Industrial Department in Biddle University, Charlotte, N. C. ; profes sor of Modern Languages, History and Pedagogy, and vice-president i» Lincoln Institute, Jefferson City, Mo. ; president of the Florida Baptist College, Jacksonville, Fla. ; professor of Natural Science in the State Nor mal School, Frankfort, Ky. ; principal of the Georgia Normal and Indus trial Institute, Greensboro, Ga. ; principal of Walker Institute, Augusta superintendent of Mechanical Department of Knox Institute, Athens „ started out are farmers." Those who have graduated from this institution are chiefly teachers, id have had thousands of pupils under their instruction. There are also ,yslcians, lawyers, dentists, electrical engineers, civil and mechanical '""ineers and business men among the alumni." 'One of my pupils in the year 1867~is~today the head of one of the lead- ? Negro colleges in the southwest. One of my pupils from this institu- i., a person of physical deformity, who worked his way through by •ins derived from labor, is vice-president of the largest colored public ihool in this state. In about eighteen months after leaving school he ^sufficient means from his limited salary as a teacher to purchase •»t. plan a house and help to construct it; the property is worth about ihe majority of graduates of the institution have either their own •""S or improved property." •ome of the pupils referred to have afterward graduated from college i ar« included elsewhere in this study. Most teachers have picked out cases of success and said nothing of the failures, of which there must F° been many. Still the record is interesting and shows something of work of the college-bred teacher. Other Professions.—Outside the work of teachers,the chief professions eel are the ministry, law, and medicine. In most cases a regular ssional course is pursued after the college course is finished, in order prepare for the profession. The chief theological schools are Biddle, harlotte, N. 0., Howard, at Washington, D. C., Gammon, at Atlanta, Straight, at New Orleans, La., Payne, at Wilberforce, O., Lincoln, in ^ia., and Union, at Richmond, Va. These institutions and others have I out large numbers of ministère, until the supply today is rathe.' than the demand,and the number of the students is falling off. work of replacing the ordinary Negro preachers by college-bred men *?<> on slowly, but it will require many years and much advance in " lines before this work is finished. Some colored men have gone to •«ern theological schools, usually to the Hartford Theological School, 'ton Seminary and Yale University. The leading Negro ministers to- e not usually college-bred men ; still a large number of the rising 'cfirs are such, and the influence of the younger set is wide-spread. >re are comparatively few Negro law schools, those at Shaw Univer- ' and Howard being practically the only ones.There has been agood deal "°-mpt thrown on the Negro lawyer, and he has been regarded as su- rfl"«us. Without doubt today lawyers are notdemanded as much as mer- » and artisans, and they have of ten degenerated into ward politicians " most annoying type. At the same time there has teen a demand •"— lawyers of the better type. The Negroes are ignorant of the 80 THE COLLEGE-BRED NEGKO. FIFTH ANNUAL CONFERENCE. 81 forms of law, careless of little matters of procedure and have lost thous ands of dollars of hard earned property by not consulting lawyers. In criminal cases in the South,where public opinion would support and pro tect in many cases the innocent but unfortunate white vagabond, it would allow the Kegro to go to the corrupting influences of the chaingang. Such practice a white lawyer would not care to follow,becauseof theprejudiceof his clients. Where public opinion sets strongly against a Negro suspect it is very difficult to get a white lawyer to make more than a perfunctory defense, even if convinced of the man's innocence. His standing in the community would be seriously jeopardized if he showed too much zeal. There is, therefore, a distinct place for the black lawyer, but one hard to fill, with small and uncertain income in most cases. Here and there are exceptions, especially in the Korth. In Boston, for instance, there are four or five colored lawyers who make fair incomes, largely from white practice—foreigners, Jews, Italians and some few Americans. In Chicago there are two or three colored lawyers with large incomes and a host who make a living. Even in a city like Minneapolis with only a handful of black folks, the Journal in a review of the more prominent members of the Bench and Bar, Feb. 10, 1898, speaks of a black man as : "One of the few members of the Negro race who have succeeded in tbe practice of law. He was boni near Flemingsburg, Ky., on Feb. 22,1859. His father died when he was two years old, and after the war his mother moved to Ohio, where he attended the public schools of New Eichmond and Cincinnati. Later he went to school in Chicago, and afterwards en tered the Fisk University at Nashville, Tenn. In 1887 lie received the degree of M. A. from Fisk University, and in the same year was admitted to the bar in Illinois, being one of a class of twenty-seven and oiie out of three who received the highest markings. He was admitted to prac tice in Tennessee and practiced to some extent at Nashville and Chica go. In 1889 he resigned his position at Fisk University and came to Minneapolis, where he was the first Afro-American lawyer to appear be fore the courts of Hennepin county. In the course of his practice here he has handled a number of important cases. One of his notable cases was that of the defense of Thomas Lyons in the famous Harris murder trial. Lyons was discharged. In addition to his activity in his profession, Mr. Morris has been identified prominently with all the affairs of his race in the city and state. He has also been prominent in politics." Some of the reports from other lawyers are of interest: A Memphis law yer who has practiced for twenty-five years says : "I cannot complain of the treatment I have receive at the hands of both Bench and Bar." A lawyer of Vicksburg, Miss., says : "There are two colored lawyers here in bar of about fifty. I do not enjoy any considerable white practice, but get my share from my race." A Kentucky lawyer writes: "In my pi*' fession I am succeeding fairly well. My experience with the whites m all sections is that the white man looks upon himself as white and you as black." A South Carolina man says : "As a rule white lawyers appe»1' friendly ; some will associate in cases with coloredjlawyers. The country e, however, who sits on the jury is usually ignorant and prejudiced. When the jury is intelligent the chances are better. I am doing fairly il." A very successful Tennessee lawyer reports his collections as 'lows: AuglO—Dec 31, 1889. ................................ $ 431 21 1890............................................................ 1545 15 1891............................................................ 1916 51 1892....................................................... 3022 74 1893.............................. .......................... 3117 74 1894............................................................ 264003 1895............................................................ 2390 05 1896........................................................ 2436 29 1897................ ........................................... 3465 51 1898................................. .......................... 3488 90 1899...'......................................................... . 4008 29 i. Nashville lawyer writes : "I know of no special success attending practice. I am making a living out of it." A North Carolina prac- oner says : "I handle real estante for both white and colored. I have a ,ing practice in all state courts. My clients are all colored." 'rom the North the character of the replies differs somewhat : "My ictice is largely amongst the whites," says a Minnesota lawyer. From •oago come several reports: "As a lawyer of six years practice here I no reason to complain. My clients are about evenly divided between two races." "In my practice as a lawyer for the past seven years, I have done general law practice ; nine-tenths of my patronage from point emolument has been and is from white clientage. I do considerable business for Irish people, a few Germans, many Poles and Bohemians, and manv of English descent." "My clients are nearly all white. When peo- here want a lawyer, they want a man that can do their work, and py don't consider the color of his skin." From Buffalo, N. Y.,a lawyer •es: "My practice has not yet assumed proportions sufficiently exteri- "e or varied to warrant me in making deductions upon present success. MI see no reason, however, why a colored man of high character and requisite qualifications, should not succeed in the practice of law. Of white man's skeptical attitude, toward the professional Negro's ability 1 training, one has frequent experiences at once amusing and disgust- • " Another writes : "My experience as a lawyer in Buffalo has been Rasant and in my intercourse with the lawyers almost exclusively white, iave had no cause for complaint, being apparently respected by bench d bar. I have been successful in winning cases, but have had less suc- => iu collecting fees." A Minnesota lawyer graduated in law in 1894, 'as appointed clerk of criminal court and resigned Dec 21, 1898 to serve s a member of the Minnesota House of Bepresentatives ; am still a mem- r and have been practicing law. The district I represent, the forty- "ond, is an entirely white district. I led the Bepublican ticket by 690 tes." A* Cleveland, O., lawyer says: "My practice is increasing." An "Haha, Neb., lawyer says: "My practice has been mixed both as to kind 1 J THE COI.LEGE-BBED NÉGBO. of cases and classes of people." A Boston lawyer who is common coi cilman of Cambridge, from a white ward, reports "fair success." Anoth* Boston lawyer has been alderman of Cambridge for several years A Phil adelphm lawyer says: "My practice is largely confined to Jew,. The bette! class of Negroes is not so likely to patronize me as the whites are » J±^hlf^?flmNedcaHSCh00!S arwMeharry'at NaShVille' TeM N. C., Howard, at Washington, D. C., Kiioxvilk, ai New Orleans, at New Orleans, La. These institu- Their «t« , , - r,emarkable work in sending out colored physicians. Iheu standard is lower than the great Northern schools, but in mostcas. the work seems honestly done and the graduates successful. Negroe* have also graduated.at the Harvard Medical School, the Medical School ri« f »™Z? y Pennsylvania and other Northern institutions ThP »™ f XT gr° physician has been sudden and significant. Ten years —— few Negro families thought of employing a Negro as a physician tew employ any other kind. By pluck and desert black men hav« a large flsld of usefulness. Moreover, in this profession far , , . .' , e mimstry and in the law, the professional standard has Kept high, ihe college-bred physician has had quacks and root doc- tois to contend with, but to no such extent did they hold and dominate th< S, JT„ 6 Ca'Se U1 the churches and criminal courts. The result is today that there ls scarcely a sizable city in the United States where it is not possible to secure the services of a well-trained Negro physician of skill and experience. The Freedmen's Hospital, of Washington,' has mad« an extremely good record in the difficult operations performed, general efficiency and training of nurses. Hospitals have grown up in variou« 1'hn»lored Orphan Asylum, of Cincinnati, Ohio." THE COLLEGE-BBED NEGBO. "I belong to a building association in Washington, D. C." "I am interested in relief societies and the Capital Savings. Bank.'1 "I am president of the McDonough Memorial Hospital, of New York City, and have invested in mercantile ventures." "I am one of the editors of African Methodist Sunday School liter ature." "I have raised in all $3,800 toward purchasing school property and build ing school houses." "I have aided forty three students through college." "I am manager of a teachers' summer home and normal school Cha- tauqua, in Alabama." ' 'I was instrumental in establishing a savings bank in Birmingham, Ala." "I have organized a citizens union in South Atlanta, Ga., for the purpose of caring for the streets and sanitary condition of said place." "I have helped conduct mother's meetings and helped in charitable work of various kinds." 17. Political Activity. The question of Negro suffrage is bound to call for the attention of the Nation for many years to come. The suffrage was bestow ed upon the freedmen as a measure of defence as well as of justice. This action has been severely criticized on the ground that enfranchised igno rance could not and ought not to rule in any community, and that Negro suffrage means nothing less than this. This is without doubt a strong ar gument — so strong that the nation is today apathetic in the questionable legal expedients designed to suppress the Negro vote in the South. What ever may be said as to the larger aspects of this question, certainly in the study of this group of Negroes we have a chance to throw anünteresting side-light on the problem. Here at least we have a group that cannot be called ignorant. They are well trained men, and in the testimony of their neighbors, teachers, and friends, usually honest and industrious. Most of these men vote : Number who usually vote................................... 508 or Those who usually do not vote........................... 213 or B0% Total............................................................ 721 Of these 455, or 63 % of those reporting, think their votes are counted. If we confine ourselves to the South, we find : Persons who vote................................................. 361 or 69% Persons who do not vote..................................... 159 or 31 % 520 In the_ North 81 % vote usually. More light is thrown on the problem by quoting verbatim some of the answers: FIFTH ANNUAL CONFEBENCE. THE COLLEGE-BRED VOTER. 87 •TÄTE. DO YOU VOTE? is YOUR VOTE COUNTED? T „as...—...... Yes........................... Yes, if I vote the Democratic ticket, if not I cannot say. MiOBtssippi... No............................ [ take no stock in politics. Georgia......... No............................ There are no Republican candidates save in presidential years. Talinessee..... Yes........................... Yes, colored men vote in East Tenn. 1 issippi... No............................. I find it wise to leave politics alone. i............ Yes, always.............. There has been no attempt to stop me from voting and my vote is counted, ou ^arolina.. Yes, for local officers My vote, for state officers would not be counted, if cast. Louisiana..... No............................ No, politics are very corrupt; but they are growing better. 3ama...... No............................ Negroes do not vote in Selma as a rule— I follow the rule. Alabama......No............................My vote would not be counted. Alabama.."...Not .since 1892.........Jl was not allowed to vote at. the presi dential election that year and have not attempted since. So. Carolina.. No............................ The fraudulent laws of this state make voting useless, Ppin............. Very seldom............. Yes. so. ( arolina.. No...........................Useless to vote here. 5 arolina..No............................ It would not be. 1 n'ucky..... Yes........................... Yes. ' >rgia......... No............................ Prevented from voting by "white pri mary" system. " innessee..... Yes........................... Yes. I utucky..... Yes, when permitted Not always. •gia......... I may if I wish.........Not in this part of the state. Negroes may vote but it is understood by all local candidates that no Negro's vote is to be counted on either side. Nine- I tenths of the Negroes never vote. 'Hrolina-.'Sometimes ............... Doubtful. • Carolina... Yes...........................'in the past, but I cannot speak for the future, gia......... Yes...........................No. '"inia........ When I get a chancel do not know ; we can never get behind the returning boards. !arolina.. Yes........................... Yes, but there are very few qualified 1 • Negro voters in this district, so that our votes cause no inconvenience to i the opposition, «ipssee ....-Yes........................... The entire election machinery is in the hands of the Democrats. .....Yes........................... Yes, all votes are counted in this part of Texas (Dallas). .........Yes........................... Yes, I am now running for alderman, with a fair chance for success (Corpus i Christi). ;-ssippi ...Sometimes ............... The whites let my ballot pass usually. '&roIina...rYes........................... Formerly. I doubt it this year. arolinaJYes........................-..Usually not. THE COLLEGE-BRED NEGRO. FIFTH ANNUAL CONFERENCE. 89 THE COLLEGE-BRED VOTER (Continued STATE. DO YOU VOTE? IS YOUR VOTE COUNTED? Tennessee ...- Texas........... Yes............... Yes, always. Texas............ Mississippi.. Tennessee.... Mississippi.. Mississippi.. So. Carolina. Indian Ter... Yes................. Forpresident.. Yes....'............. Yes................. Yes................. Yes................. No election..... Tennessee..... Virginia. Florida......... Yes, it is my duty. Yes........................ 'Yes, always. Arkansas...... jYes........................ Tennessee.. ...Yes........................ Louisiana......Yes......................... Arkansas So. Carolina- Virginia........ \ Mississippi... So. Carolina.. ometimes. I do........................ Yes........................ Yes................ ....... No. Yes, but sometimes for opposite party. |Yes. In Brazos county the black voté is sought after. We use it to get good schools, teachers and officers. Some Negroes .are elected to local offices. I amnot sure, but I think so (Houston). I think not. No. I live in Mississippi ! I live in Mississippi ! A hard question to answer. We colored landowners have an organ ization to protect our inter«3«*«!. I hope so. I think not. Not always. ..[Yes,butsometimesfor other candidates. Yes, under present laws the Negro vote can be counted without fear. ..jNot always as cast, for the dominant party control all election machinery, and count votes as the emergency re quires. Hardly, in these benighted parts of Christendom. I doubt it—you understand the disfran chising schemes of South Carolina. It is deposited in the ballot box hut it- is not very effective. Yes, but the "white primary" renders it null. My circumstances have not allowed me to vote. __ These answers show how largely the suffrage in the South is regulated by local conditions and peculiarities. Between one-third and one-half of the intelligent Negroes are apparently disfranchised in the majority of cases, either by law, custom or policy. On the other hand a considerable number vote and have their votes counted, and many have held public offices south and north as the following tahle shows : IMPORTANT PUBLIC OFFICES HELD AT VARIOUS TIMES BY COLLEGE-BRED NEGROES. U. S. Minister to Hayti. 6 Members of the Legislature, (N.C., 111., Ga., Term., Miss., Minn Engrossing Clerk, General Assembly. 4 Tax Assessors, (111., Ark., Miss., N. C,) Deputy Collector of Customs, (La.) 7 Members City Council, (Ky., N. C., Pa., Mass.) 8 Members Board of Education, (N.C., O., Tenn., D. C., Ga., Kau 5 Officials in Custom Houses, (La., Tenn., Ga., Va.) ate Superintendents of Public Instruction, (La., Ala.) assistant District Attorneys, (N. Y.) „Mstrict County Clerks, (Kan.) Deputy Circuit Clerk, (Ark.) rosecuting Attorney, (111.) -etary of Haytian Legation. T»x Collector, (Pa.) Mayor, (S. C.?) Chaplain House of Representatives, (S. C.) 2 Medical Inspectors, (Pa., Col.,) gistrar of Births and Deaths, (West Indies.) vegistrar of Deposits, U. S. Mint, (La.) Warden of Town, (S.C.) 3. Ownership of Property. It is very difficult to collect reliable statistics „"operty which are not based on actual records. It was not advisable, refore,to ask those to whom reports were sent the amount of property ' were worth, for with the best of motives on the part of those answer- the resulting1 figures would be largely estimates and personal opinion, ic kind of property, however, is least of all liable te be unknown to per- .. ,or to be exaggerated in honest reports, and that is Real Estate. Each cut îs-e-bred Negro was asked, therefore, to state the assessed value of the r»»' estate owned by him; the following table was the result of 557 an- rs- ASSESSED VALUE OF REAL ESTATE. Number. Under $100............. 3 . 100-200............ 3 200-300............ 15 .. 300-400............ 10 400-500............ 5 .. • 500-750 ........... 58 .. 750-1,000............ 28 .. 1,000-2,000............ 129 .. 2,000-3,000............ 73 • .. 3,000-4,000............ 42 .. 4,000-5,000............ 18 .. 5,000-6,000............ 36 .. 6,000-7,000............ 13 .. 7,000-8,000............ 7 .. 8,000-10,000............ 9 10,000-15,000............ 17 15,000-20,000............ 5 .. 20,000-25,000............ 1 •• Own no real estate 85 ictual am't. 150.50. 410. 2,035. 4,810. 1,625. 31,400. 23,375. 162,230. 158,400. 239,887. 82,600. 182,275. 75,540. 56,500. 79,375. 161,000. 71,550. 21,700. 0. 557 $ 1,342,862.50. Average per individual, $ 2,411. 90 THE COLLEGE-BRED NEGRO. With regard to the 85 who are tabulated as owning no real estate, it is not certain that in all cases this is a fact, or that some of them may not have had property which they did not wish to report. There is no way of knowing, of course, how far these six hundred persons are representative of the 2,331 Negro graduates. All things considered,however, this is probably an under statement of the property held, for while many of those not reporting held no property, yet most of those who did report represent the more recent graduates who have just begun to accumulate,while numbers of the other graduates with considerable property could not be reached. Some who are known to own property did juet report it. It is therefore a conservative statement to say that college-bred Negroes in the United States own on aii average $2,400 worth of real estate, assessed value. If the assessed value is two thirds of the real value in most cases this represents $3,600 worth of property,market value. To this must be added the worth of all personal property, so that the average accumulations of this class may average $5,000 each, or $10,000,000 for the group. Such figures are, of course, mere estimates, but in the light of the testimony they are plausible. 19. ne Future of the Negro. Among the most interesting of the answers received were those given to the questions:"Are you hopefulfor thefuture of the Negro in this country?" "-Have you any suggestions?" Of 733 an swers received 641 were hopeful, 40 were doubtful, 52 were not hopeful. 276 persons simply answered "hopeful." Others who were hopeful made the following suggestions as to the bes< methods and ways of advance : 125, "College and industrial training." 49, "Accumulate land and wealth." 47, "Better trained leaders." 34, "More unity among ourselves." 28, "The way seems dark." 17, "A more friendly feeling between the races." 11, "Parents and women hold the keys to success." 10, "America is our home; stay here and work out the problem.' 8, "Better sexual morals." 8, "Keep out of politics." 7, "Eventually some must emigrate." 6, "Learn economy." 4, "The Negro will never rule,butwillgradually gain his rights. 1, "Emigration talk should be stopped." Of persons who said simply "not hopeful" there were 49. Others wno were not. hopeful or doubtful said : 9, "They must migrate." 6, "Fight for morals, industry and higher education." 5, "Little chance for the masses ; certain individuals will survive. 4, "Do not accumulate means." 3, "The industrial craze must be stopped." 2, "Prejudice has gone to the North?' 2, "He must enter the commercial world." 1, "Tendencies of the youth to crime." FIFTH ANNUAL CONFERENCE. 91 e different points of view can best be appreciated by reading the fol- iS extracts : am hopeful of the Negro. The changes in a rapidly developing coun- i"} ours will afford many opportunities for the advancement of the ero ; let him acquire the keenness of vision to see them and have the jd sense to embrace them ; let him seize every opportunity to put any rrrunity or the country at large under obligations to him for some nlj service, regardless of how he is treated now. These obligations l be paid, if not in this, in the next generation. Problems will do good, ry theory presented by his opponents can be shattered by facts, facts, s. There is no way in the world to deprive him long of a vote. It is dark for him now. I think ignorance is making it harder for him in it would otherwise be. Not simply a want of knowledge ot letters, ' general deficiency in everything necessary for well being." ^es, but it is only in proportion as the Negro is socially, commercially J.JÜ politically oppressed by the white people. In other words, under ex- : Miig circumstances, I count oppression a blessing." ••»ometimes I am hopeful, sometimes I am not. In this part of the ( *ntry Negroes do not seem to embrace opportunities. Too much talent i asted in politics and in office holding." have always heretofore lived North and have not known the real lition of my people South. While I think I may say I am hopeful, ac I see the conditions here I sometimes think that it is the progress ner than our lack of progress that is causing the continued friction be- n the races." While I am hopeful of the future of the Negro in this country, I real- lat he is now passing through the most crucial period of his existence )jf we except his condition in slavery; the sympathy of the North is sing largely withdrawn from him and the South I believe to be grow- mg more antagonistic to his progress and self respect as a citizen. I would "ii est a college education for the few exceptionally bright,and industrial iningfor the majority of the Negro youths." His future depends upon his own self respect and thrift." Despite hindrances, too many opportunities are opened and opening us, for it to be possible to despair. The work of school houses and •ches, of such organizations as you represent, mean a brighter day. greatest need of our people, as I can see it,is parents. We need, need dly, fathers and mothers who reali/e the full importance of the training the children sent to them. Every home that has a cultivated, womanly ther and a manly, intelligent father is a source of strength and power. uod grant that such homes may increase.'' This country offers the Negro the brightest future of any in the world, will and must succeed." "present oppression, suppression and misrepresentation must give place ientiment of fairness and fair play. We must expedite its coming by 92 THE COLLEGE-EKED NEGRO. developing a ministry that will study and comprehend the moral needs of the race and teach accordingly. Parents must be awakened to a sense of their duty as parents—the trend of the youth toward the vices must be checked. I am not in sympathy with those who say that the Negro should eschew politics to the extent of neglecting to exercise his franchise." "The Negro must know that he must rid himself of obnoxious charac teristics, save money, acquire property, learn trades and become moral. The leading men among us must have sense enough to denounce the rapist as well as the lynchers." "Guard well the sanctity of the home. Make a home, beautify it, make it pure, protect it, defend it, die by it. If the youths of our race were sent out from pure, happy, well-regulated homes, half the battle would be fought to begin with." "In spite of conditions, apparently inauspicious, I am sufficiently opti mistic to be hopeful of the future of the American Negro. I considerate ostracism, political, social, industrial, etc., to which he is subjected, tobe a training school out of which he will emerge a united race, and as a nec essary concomitant, invincible. The key to the situation is the fostering of the spirit of race pride and the formation of ideals, necessary to be real ized and possible of realization." "I think the strong caste prejudice in certain sections will lessen as those sections become less provincial and more cosmopolitan." "I find that the Negro's ignorance, superstition, vice and poverty do not disturb and unnerve his enemies so much as his rapid strides upward and onward." "I would like to see a restricted ballot fairly applied ; I believe the Ne gro would be the greater gainer." "I suggest that one-tenth of his external religious energy be applied to the accumulation of homes and desirable lands." "The future of the Negro depends upon his making himself felt as a race. Not by force, but by intelligence and wealth. Also, I would add that our colored lawyers have much to do, for through them we are to get our legal rights." "When we look at the masses of our people and see on the one hand ig norance,and on the other, careless indifference, it is difficult to feel very hopeful for the future. We see so many of our young people who seem to have no thought of the future, no ideas beyond having a good time in the present, who seem able to have no enthusiasm over anything higher than a ball or like entertainment. They cannot be brought to take interest in any measure that will benefit us as a people." "Patience, character, time. I believe the Negro will have to build up a government of his own somewhere." "A good many of our young men and ladies after they have gone to col lege think that manual labor is not for them to do. When we get more real estate we ca,n open stores and other places of business and employ the college-bred Negro." "Money, MONEY, MONEY, is what he needs." "The Negro should engage in business, have his own stores, dry goods, drugs, groceries, banks, his own professional men; and make morality ana education the basis of worth." "I would suggest that we accumulate more property, get homes,and FIFTH ANNUAL OONFEBESTOE. iat those who have homes, invest their money in Negro enterprises." '[ am very hopeful. All of the older races have risen and fallen; the hite race is at its zenith and of necessity will fall and the Negro take its • ce." 'I am indeed hopeful for our future and not only in this country but re in the South. .Daily I ride through thousands of acres of land owned by Negroes in Mississippi. They are happy and prospering. Let us fear God, treat our white neighbor with courtesy, save money and educate our children, and the close of the 90th century will find us a great and pros perous people." •'For the remote future I am hopeful; buta triumph which is tocome only •after the silence of the centuries' holds out little to those of the present nge ; and still there is some pleasure in planting trees for future gen- rations." •'I have never seen any good or sensible reason to despair of the future ' our people in this country, though I must admit the outlook at times is anything but hopeful. I cannot escape the conclusion that it would have bceii better for the race in the long ruii,had a territory or territories been "t apart for it. His progress would certainly have been more apparent. LA it now is he is overshadowed by the white race. The Negro may event- ally reach his best here and will doubtless, but it will be a long while yet." "Quite as hopeful as I am for him anywhere else. I do not think he uld be in peaceful possession of a career in Hades if it afforded an op portunity to a white man to make money. I think in the course of time the Negro in this country will be all right,but it will be so long as to afford mall consolation to us the present sojourners." "I am hopeful for individual members of the race, but for the race as a whole, I am not. I am in favor of expatriation." "I have an abiding faith in the triumph of the right, based on merit, virtue and capacity." "I am hopeful of the Negro in this country, and moreover hopeful of him n Africa. Behold,He that keepeth Israel shall neither slumber nor sleep." "Education, refinement, character and money will settle the Negro prob- em everywhere." "I am hopeful of the future of the race.As we become better educated, re shall then be better prepared for our protection. I favor emigration of irell informed persons of the race to some good location in Africa." "I believe that the success of the Negro is assured if he pursues and is allowed to pursue the different employments that have led to the success of other citizens in this country. We must have intelligent laborers, farmers and mechanics among colored men. We must have also men learned in law, medicine and theology; in time, men eminent in science and literature." "For a long time it will be the task of the intelligent Negro kindly to ooint out deficiencies of the race and make helpful suggestions. Our country demands a better Negro. To produce him will require better 'ionics, better schools and better churches." "Get everything that the white man gets, and that he wants. Protect [he virtue of deserving females of any race. Have principle and dare de- t'end it. These done and clouds will clear away." "I would suggest that our leading men do less talking on the Negro question as such. Much talking means much concession and much con- n 94 THE COLLEGE-EKED NEGEO. FIFTH ANNUAL CONFERENCE. 95 cession means less opportunity." "More should turn their attention to business and fewer enter the'pro fessions of teaching or preaching." "As a race,no ; as iiidividua'is,ycs. Class legislation, such as 'Jim Crow cars,' disfranchisement, and other kindred evilsjs slowly uiiderminin» the manhood of the race. The Negro begins to think that he is in all rp* spects inferior to all other people." "I believe that the wheels of progress never glide backward. How fast the advancement of the Negro will be, is left to his control. I believe in union of Negroes : that they should stand together in all things and that their inherent prejudice should be turned from each other and directed toward those who hate them." "Suppress the so-called political leaders among us and send those who incite to deeds of violence to the Transvaal.and the period of right living and right thinking which must come will be hastened." "I am hopeful for the future of the Negro in this country. I would sug gest that he continue to 'saw wood' and save the dust, for'Money is King.' " "Never lose sight of the fact that in the United States the dollar makes the man—although the doctrine is as false as hell." "Those of us who are getting out of the wilderness and mire of ignorance and degradation must help those who will not or cannot help themselves." "Why should I not be hopeful? The abandonment of the priesthood of a race has always been attended with disasters. Let the Negro stick to his church ill the service of God. Be honest, honorable, peaceable, make and save money, educate his children as highly as he can afford to, attend to his own business and let white people settle their own quarrels." "I suggest that religious and educational work should be done on tin missionary plan in the lanes and quarters where the lowest and most vicious Negroes live. Negro churches are not practical enough in their work. Religion is too often mistalten for piety. Our educated young peo ple are too high above the masses to help them. Let them personally help in the moral uplift of the criminal classes and especially their children. Industrial training should be' advocated'for theiinasses, but higher educa- tion should not be discouraged when the means and ability are sufficient. "I believe that ultimately, just as the Pilgrim Fathers left England to escape persecution, so the Negro will have to leave this country to escape color persecution. It is also necessary for him to leave this country to gain racial independence. As long as the Negro is carried about in the lap of the superior race as an infant in ^swaddling clothes,' which he is, or as long as he permits any other people to assign to him a place be does not like or which he has not carved out for himself, or which he is unable to maintain, so long will he continue to remain helpless and despised. Ihere are plenty of countries in the tropics where the thrifty Negro may go,anu where by patient and earnest toil he might lay the foundation of a govern ment which would be free from color persecution and which would be at tractive to future generations of American Negroes." "I. am hopeful, though it is dark 'ust now,and the world seems to b< against us. God is just and will lea us through the cloud in bis tun' • The people should be urged to buy lan get homes, educate their elmarj ' save their money, live honestly and st -,k together—that is. love our ra better than any other." "The abundance of ignorance and poverty among our people is the ge eral hindrance." "1 would suggest that we be honest with ourselves, not try to lay the .me upon some one else—stop whining and try by individual effort and .oomplishment to prove our claim and right to American citizenship." "My suggestion is that he make good use of the opportunities at hand, •velop that which is best in himself. Don't strive to be other people but ,ke himself the equal and if possible the superior of other people." "When I look back to the point from which the Negro started, the dis- ice he has already come and the achievements he has made through ad- pse circumstances, all this is to me but dim prophecy of future possibil- îS, and therefore I can see no reason for despair, though the night be rk and the storm rage." 'I believe in the final triumph of Christian principles in America. >ral, intellectual and industrial improvement will do much to change ^udice toward the Negro." [have the most profound confidence in the future of the Negro; but ^re is need, 1st, of a greater dissemination of knowledge among the ibises; 2d, more attention given to real character building; 3d, facts cred ible to the Negro mad.e known ; 4th, falsehoods answered and publicly soused ; 5th, immoral and weakening habits rebuked, and Judases among jsrroes denounced." --Yes, but only by reason of earnest efforts of those of us who think. The social conditions are bad, bad." •The.Negro is coming! Getting to be an American citizen fast; he has ready got hold of American prejudices and the American's estimate of very body's merit. He is reading everything that the white man has Titten and preparing himself to write the white man's fall." "If the white people were more disposed to reason on the race question r"m the Negro's standpoint, and the colored people were also more dis used to reason on the question from the white man's standpoint there rould be good ground for being more hopeful." I was hopeful until I went to Alabama." "F.or the Negro in this country,as considered in the face of a fixed and jvverful opposition that hesitates not to. stultify its, religion and assassi- ite its moral codes, I have little hope. The Negro will, but he cannot. the fullest glow of warmth and glare of- light possible to American life vould be afforded him, he would come to the light and walk in the light, it with a flaming sword at every gate he cannot progress. Without a 'rtical and early change in the general judgment and treatment of the cgro the first half of the 20th century will place him in a position more 'fxtricable and more hopeless than his enslavement." 'I am not prepared to say. The outlook is very gloomy. The Negro "Is to make the best of his opportunities." ' I am sorry to say that the future for the Negro in this country looks very • irk to me, and the more I come in contact with the masses of the people, specially our people, the more confirmed becomes my opinion." "I would advise that the Negro get more and more into business, be- luse this is the one common meeting ground between him and other .-aces, where he can work out his salvation without so much prejudice. This will lay the broadest foundation for his mental, moral, religious and ndustrial development as a race." "Am much afraid of the bad influence of so-called leaders who lack the moral stamina, and often have large influence with the masses. They 96 THE COLLEGE-BRED NEGRO. FIFTH ANNUAL CONFERENCE. 97 work ou their prejudice,arid appeal to their instincts. In place of noisy 'leagues,' 'conventions' and showy resolutions and talk, only talk, more solid, honest, modest work among us, would wonderfully help. Our lead ership is of ten superficial iu character, sentimental, insincere. We are often discredited among better classes of other races because wefailtodis- • criminate on lines of character." "In a manner, yes. He is a sluggish, lazy creature, however, and must be driven either by necessity or some other master, or he will not accom plish much. They need competent leadership, especially in the pulpit, from which point most of them may be reached. Too many of their min isters are mercenary politicians entirely lacking in character." "Very hopeful. The work lies mainly in the hands of teachers and min isters. They must insist upon neatness., cleanliness, good orderly homes, refinement, quiet manners in all public places. Teach boys and girls to establish an ever increasing bank account. Every family should have at least one good newspaper and family magazine." "No, there is no future here for the Negro but peonage. A few of the quadroons will lift themselves out of the slough of oppression and go to the English colonies. The mass will go lower and lower to the dead level of mere existence. The reasons for this are the terrible combination of odds against the Negro and his own qualities." ''A few years ago I had great hope that the depressing conditions which existed then could not last long, but my hopes have about faded. The main reason for this is in the fact that prejudice against the colored man has spread from the South to the farthest point North." • "1 am discouraged when I note, particularly in the South, the tendency of our young men to immorality, vice and crime. The saloon and the dice are playing terrible havoc with the 'flower' of the race. I am more hope ful for the young women, as shown by the numbers that are being trained in schools and colleges." "The Negro cannot be a great, race in this country. Let the race learn all the trades and professions and thus be prepared for separation, for sep aration must come some time." "I am hopeful. I would suggest that the Negro leaders, preachers, teachers, editors, etc., assemble and have a conservative understanding as to how shall we best reach and improve the condition of that class of Negroes who are guilty of the crimes which are the alleged cause of the confusion in this country. That class of Negroes who are guilty of con fusing this country with heinous crimes, is a class that never attend church and school, nor do they read a paper." "I have some hope for the future of the Negro in this country if Afro- American parents,preachers, teachers and leaders will look out a hundred fold more for the boys of the race. Our girls are more carefully looked a_fter and trained. But the boys are supposed to be future heads of fami lies. Let them be so in deed as in name." "I believe he can prosper here if he'll get an education, be honest and accumulate property. I believe the future of the Negro rests with the women. Every effort should be made by mothers and schools to raise their morals. I would advise young women not to take immoral men as their equals. Mothers should teach their daughters that it is better to be alone than in bad company." "Believingin Providence and human effort, I am hopeful." "The blood of the various races in this country will finally be mingled- n il the race distinctions are obliterated. The inevitable teachings of In ory will not he reversed." While I believe our condition will improve in this country, I think the final outcome will be a separation of the races." •The future of the Negro is not as bright as many of our friends would , ^e us believe. His opportunities for practical development are becoming f , er every day. I am fully in accord with Bishop Turner's advice. I ll< Mtily endorse it and candidly believe it will eventually gain favor with •" masses." 'Our future looks dark to me. I think colonization out west or in the W*s'~ Indies our only hope." •There is no hope for the Negro in America unless put to himself. As as he is found with the white people so long will he be their servant, s is clearly seen every day. The prejudice is -too great. Emigration the only solution. Let him get to himself." 'The masses for several generations must suffer; success will be indi vidual." •The Negro religion at the present time is a hissing and a reproach, lipling says : 'When the Negro gets religion he returns to the first in- ncts of his nature.' We are cartooned to the full extent of the law and my of these cartoons have much truth in them. Purify Negro worship, icloutl the Negro's God and the church will be the true solvent Of the faculties of the race." "I have hope, because we have a Bible. In a heathen country in the iclst of like conditions I should utterly despair.Tlie American conscience ill some day respond to the Sermon on the Mount. This is the most favored spot on the globe for any man. I do not recog- ze any demands upon the Negro different from those upon every other an of our conglomerate civilization and nationality. My suggestion is at we be ourselves to the very fullest and highest." "My hopes are bright for the future of the Negro, We need only to be- ome more united, more loyal to that which elevates, and unselfish, i. e., •s regards our own interests." "To my mind the future of the Negro in this country seems dark. Ten ni ;een and twenty miles from the cities and towns in this State you will *u.d the majority of our people practically slaves to the landlords. We 'eed a true'Moses to lead us away." 'I do not think that the Negro will ever reach the height of his ambition a this country. I think we should have a territory to ourselves; some what like the Indians have." 'I am hopeful, but I fear." 'I am not very hopeful of the Negro as a race. The only suggestion 1 oulcl make is that those pf us who have influence do something to stop 's industrial craze. It is popular because many of the whites believe iat the theory is to educate the Negro to be a good servant. Ihe average hite man cares little for the Negro as a man. If he is to be educated to j£e some inferior place the whole country applauds." 1 'It is a hard question. I fear the Negro is degenerating. Our boys and en are for the most part lazy around our cities and towns, and the out look so far as they are concerned is gloomy." "I think that the physical vitality of the race lias been and is still being 98 THE OOLLEGE-BRED NEGRO. lowered by immorality and the race stock permanently weakened." "T am hopeful, but I fear I shall never live to see the better day which is assuredly coming1. The present Negro will have to suffer, sacrifice, work and die for those who will come after us. I think we are too sycophantic We do not agitate enough right here in the South, and we do not avail ourselves, as we ought, of the right of petition to redress our grievances." "In proportion as the Negro possesses character and acquires wealth, will his future in this country brighten — without these he can have little hope of a future in any country. .Yes, I am hopeful of the future of the Negro even here in the South." "I am very hopeful for the race in this country, but it will take time and hard work. We need to educate the people to have more confidence in our people in business, cultivate manhood, keep dishonest men from gaining public notice in politics." "I write from Oklahoma. This place offers to my mind the best oppor tunity Negroes have had in this country. The civilization is being built up now and Negroes have a chance to be in the formation." "My opinion as to the future of the Negro in this country seems to oscil late. ' I am optimistic, then at times pessimistic. A change I think must come-. The Negro must enter more and more into the commercial world. Then a goodly number must become farmers. He must become a producer. Wealth,! regard as the most important factor in bettering his condition along all lines — with that he will become more independent, self assertive and learn to stand alone and not expect so much from the whites." "My hope will increase when he shows signs of a growing knowledge of the genius of our government, when he learns to think less of the presi dential and more of the sheriffs' election. That is to say, when he learns that his protection is in the keeping of the local authorities and not at Washington,!). C." "The reason for my hope I must confess, is very vague; since prejudice is increasing at a very rapid rate throughout the country. At the same time the tendency to overturn the prejudice by thorough' preparation for citizenship and by making the best use of every opportunity presented. seems to be decreasing. To me the Negro appears to be in a 'state of stu- pefection and lethargy." "I . think the Negro has a future in this country, but they must rise as individuals and not as a mass." "I fear more from the Negro's own misconduct toward himself than^I do from the outrages of others. I am hopeful, however, of the Negro's future." "The Negro can succeed in this country. One of the principal things against us is the boastful spirit in the Negro. Let him throw away that spirit and take on one of kindness and obedience to law and order, putting forth every effort to accumulate money and to buy land, and others of the earth's treasures, he will succeed beyond man's estimate." "The Negro in this country must learn to be a unit, to stop social strife and above all, to forbid the ignorant to attempt to rule those of their o\vn race who a.re educated and are competent to fill positions of trust and hon or on their merits and educational qualifications." "Let each Negro forge ahead regardless of proscription. Sued must come to the man who works regardless of obstacles." "I am hopeful, yet it will be necessary for us to open the eyes of our FIFTH ANNUAL CONFERENCE. 99 pie to the fact that we are being supplanted by white men. White men taking employment from us. What must' be done? We must do ething." His future is beclouded. He is drifting morally and unless there be ie speedy rescue his doom is sealed. The Bible asserts that: 'A man's auest enemy is in his own house ;'somy candid belief is, that the Negro he greatest enemy of the Negro. Confidence must be implanted that nizations may be perfected for protection and successful enterprise." "an you offer a solution for the employment of the great loafing classes? •e are the ones who cause the enormous death rate in our cities. These uhe ones who commit the crimes; chargeable to the Negro race." •Jot through amalgamation,'nor .deportation—often we console our- eswith such delusive hopes—but through much humiliation,many ob- lesfrom within and without, much learning and labor, many tears and .is to success." I am, provided he will acquire real estate, own something that some- ay wants, separate and go into different political parties. Stop clamor- g for places. Go make places and occupy them. Economize along all es." "Yes, if they can be encouraged to buy farms and not seek the cities and lis unless they have a profession. Give the Negro a farm and a plenty .t and.he will care but little for the 'Jim Crow' car. Independence iV best way to keep from being oppressed." f we could get the Negro to see his own condition and then he willing •trive with all his might to improve even the few opportunities he has, m sure he would soon come to the front." must be hopeful of a race that has made in one generation the pro- ss that we have, aud that in competition with the most progressive pie on earth." think through industry, constancy and self respect, the future of our e will be made secure. ''l am not in sympathy with any colonization •mes." 1 have great hope in the ultimate success of my people in thiscountry. vise and conservative leadership, under God, will accomplish wonders the race." "I am hopeful in the face of 'black darkness.' As I see it, I have never tnessed such discouraging conditions. Let us advocate peace, perse- ranee, patience." "The Negro can never enjoy equal civil and equal political rights with e white man in this country except through centuries of wars and revo tions similar to those Rome, England and France experienced in secur- equal rights to their different classes of subjects." "When we can get our women to see that the future, success of the raw ends on them ; when they hâve a higher standard ; when we have purer thers, wives and daughters, then we shall have better men ; then will ' race succeed." I hardly know what to say here. If it were intelligence which was de- anded of the Negro I would be hopeful. But I fear it is not that; the evailing belief among the masses of the white people is that the Negro - made for all lowly work in life, and wherever the Negro differs from his belief there is ground for trouble." 100 THE COLLEGE-BKED NEGBO. "As to the future of my race I am an optimist. I believe that the sal vation of the Negro lies in the regenerated South." "I entertain hopes, but I am not enthusiastic over them." "I am hopeful, yet sometimes I doubt the wisdom of being so." "I think the future of the race in this country is indeed uncertain." "As a Negro, 'no,' as an American citizen, growing important silently under persecution, individually catching the prosperity epidemic by con tact until merit forces color in the background, 'yes.' " "The chief occupation of the young Negroes of this town seems to be as waiters, caterers and .the like. Outside of these menial lines, I see but little prospect of any notable success among them—though if increased ideas of soberness and thrift could be made theirs, they might be a more respected and powerful portion of this community." "I am sanguine.The Negro must get in the van of every profession per- sued by the Anglo-Saxon and stay there. Solid reason'molded into gen eral intelligence, sound morality, financial independence and reverence for the constitution and laws of our country,is the basis upon which the race is destined to reach a pre-eminent place in American history." "I am hopeful, though I regard the present condition in the South as alarming. I have serious apprehensions on account of the friendship be tween the North and South as a result of the war, and I have some feav lest the industrial theory of education maybe exaggerated or misconstrued ' and the race be put in the light of aspiring- to nothing more than tobe successful 'hewers of wood and drawers of water.' " "If we are left to carve our own future, unhampered by negative laws and influences, I have hope in our own powers of development; but I fear the things that may discourage us." "The fittest will survive, the public schools and the grave yard will ul timately bring things right." "I am; but the difficulties seem to increase with progress. I am in fa vor of industrial education, but not to take the place of higher education. "I am hopeful of the Negro's future. Organized support should be given f,or the education of Negroes of superior mental ability at the best Univer sities in this country. The best among us must be fully developed and the worst truly saved." "I am hopeful of our future. But inequality of wages and expenses is greatly hindering our progress in almost every way. Far more of oui troubles are to be attributed'to this than one would suppose." "History shows that the Negro of America is treated better than the peasants of the past were treated, though they were of the same race a.« were their masters. "I have, and my hopes are based on the quality of the work that is being clone in Fisk, Atlanta, Wilberforce, Central, Howard, Tuskegee ami like institutions. Surely, the catalogues of higher instruction are surncien to inspire hope when one sees the vast amount of work accomplished DJ their army of graduates. I suggest that each Negro principal ot PU."V. school should be the representative of some standard Negro publicatioi • should endeavor to create an interest in race literature. Each teacn should take at least a half hour each week talking of representative cu ored men and women and what they have accomplished; should tea _ race history in conjunction with United States history, from the battle Lexington'to the storming of San Juan Hill." FIFTH ANNUAL CONFERENCE. 101 •'It will require an age to cement the Negroes together. Intelligence, 'irtue, industry will join education and work; all kinds of education, irom Kindergarten to the University,and all kinds of work, from the plough to the telescope. The young Negro must be put to work in order to save irtue, keep out of crime and lay the foundation for a mighty race." "To the extent that he is willing to distil his life's blood into his chosen work, I am. Let him find out what he can do well, and do that thing with all his might. If in any case 'his legs fail him, let him learn to fight on hi" knees.' " "Yes ! and no ! Materially and financially, yes. For us as a people who ma-r hop_e to win an equal respect and consideration for our manhord from the dominant race, I am afraid the situation is hopeless." "The fault is not in our stars, dear brothers, but in ourselves." "We need better primary schools, more teaching force and longer terms n the rural districts." "The Northern Negro as I see him lacks earnestness of purpose, is too «sily satisfied, lives too" easy, doesn't appreciate the value of character, and'too often doesn't know what it is. Lives too much in the present, ;hinksnotof tomorrow." "We should never forget that the world belongs to him who will take it. " "I am hopeful for the future of the Negro to a certain extent. The masses in the rural districts must be looked after more than they are. Earnest educated men and women must go among these people to live and work." "I am sorry to say that the evidence of our hope is notas substantial as E would like it to be." "The hope of the masses of the Negroes will be, in my opinion, in in dustrial education." "I regard the future of the Negro in this country as assured. He will never encounter absolutely insurmountable barriers to his really essential progress. Men are ashamed to be quoted as opposing him in that direc tion. The wrongs done him in the name of resisting his criminal tendency will operate only to spur him to better things, and those who inter pose to hinder him here will suffer permanent moral deterioration and decay." "While I favor industrial schools, there never was a time,, fn my opin ion, when there was a greater need of college-bred Negroes than there is today. There will never be too many, the road is too long and rough for too many ever to reach the end. Our race needs college-bred men just a* badly as do the whites, in fact we need them more." "It does seem to me notwithstanding the criticisms from without and the constant complaining within, that the race is progressing." "I would suggest that each put, forth effort to have a greater number of uollege-bred men and women. We need them as leaders. Our race has and is furnishing a plenty of muscle, but we need more brain." "The responsibility, of this age is upon the Negro to educate the white man out of his hellish prejudice. It is our condition rather than color that is our great-draw back. . When we want a special ear, put up the money and we get it. If we owned railroad stock we could help make the rules that govern the company. If we had the controlling amount of stock we could have our conductors. "I am optimistic in spite of the lowering clouds. We have but recently 102 THE COLLEGE-BRED NEGHO. burst from the storm and are not far enough away from it to become set tled. I believe this to be the 'Sturm und Drang" period of the Negro's existence. I am aware of the strong arguments against such a position but in the light of the teaching1 of history there must be, there is, a turn ing point down near the gates of despair where once the opposing current« are mastered. Brighter and better conditions must arise. A better under standing and the practical application of the laws of chastity, morality, Christianity ; an ever increasing acquisition of wealth and practical intelli gence; the adoption of principle» of courageous manhood, the wholesale banishment of buffoonery and instability ; a. closer study of those elements that have made the Anglo-Saxon great, and a strong pull, a long pull and a pull individually and collectively towards the acquisition of the same traits, seem to me to be a few of the essential things that may possibly level our barriers."' "(a. ) In spite of the present disquieting conditions, I am inclined to feel hopeful, for the following reasons: 1. The difficulties that now confront the Negro will serve to awaken his dormant energies, and in proportion as he applies himself to master these difficulties will he be developing his manhood. I notice that wlipre the Negro is most oppressed, there he is most prosperous. For this reason I have always held that the salvation of the race is to be worked out in the South. 2. I feel in what the Negro has achieved since emancipation the promise of what he will achieve in the future. His power and resources have in creased considerably in these thirty-five years. 3. I perceive in the Negro elements of character which are his saving virtues. He is ambitious, irrepressible, patient, and possessed of marvel- ous powers of endurance. He aspires to be something else than what he is, and will strive for it. If he is kept back, he will still look at the object, bide his time, and seize the opportunity when the chanue invites 4. I believe that humanity, respect for law, and love of justice, which are such conspicuous qualities of the heart of the Anglo-Saxon—the dom inant race of this country—will some day reach out and embrac« the Ne gro in America as it has his .brother in Cuba and his cousin in the Philip pine Islands. 5. I have strong faith in the irresistible power of the Christian religion to bring those under its influence to accept the doctrine of the brotherhood of man and to live up to its obligations. (?).) As the conditions of American life demand that the Negro shall take an active part in bringing about a change for the better in bis situa tion, there are some things which should engage his most earnest endea vor. I venture to suggest those that now occur to me : 1. To try and make himself a necessity. Whatsoever his hands find to do he must do it so well that his services will be indispensable. And lie should strive to be a producer as well as a consumer. In order to^ gain this position, let him follow the example of his prosperous Anglo-Saxon brother, namely, of cultivating and applying the resources of his intellect- To this end an opportunity could be afforded by means of the University Extension system, adapted to the peculiar needs and circumstances o_f the race. The plan should provide for night schools, in which professional men and women can, in their own communities, give their service freely or for a small remuneration. 2. The practice of thrift and frugality. 3. The establishing of real unity and" co-operation of the race, 4. The making the best use of the'.opportunities which are at hand. 20. Mortality of Graduates. Of the 2,331 graduates, 26 females anu and 163 males are reported dead, or 8 %. This is'probably an understatement, as FIFTH ANNUAL CONFERENCE. 103 hanjr of the unreported are doubtless dead. The leading colleges report follows ; Institution. 20 Years Period. Pisk. '79—'98. Howard. '77—'96, Wilberforce. '79—'98. Atlanta, '79—'98. Graduates. 169 80 104 Deceased. 10 8 12 7 Total. 20 years. 422 37 This indicates a death rate of 4.4 a thousand per annum. Oberlin for a i. .ar period, showed a death rate of 2.3 per thousand. The large discrep ancy in age periods makes any comparison, however,useless for induc- .. Naturally the colored graduates being from three to ten years older, ining from hard conditions of life and returning to work under them, uld have a larger death rate than Northern students.On the other hand s death rate is very much smaller than that of the rank and file of the ,gro in the most favored age-periods. 1. Bibliography. The literary activity of the college-bred Negro has not en great, but some of it has had considerable importance. Nearly all larger magazines and reviews have published articles by them, as, for tance, the Atlantic, the Forum, the North American Review, the Century, à others. They have published a large number of pamphlets, notably •se issued by the American Negro Academy, and many religious publi- lions. The African M. E. Church Review, a quarterly, has usually been •der the management of college men, and is now. Of the larger publica- uiis in book form these may be noted : Matthew Anderson: Presbyterianism and its relation to the Negro, Phil., 12 mo., 263pp. J. W. E. Bowen : Sermons, Phil., 88 pp. Africa and the American Negro, Atlanta, 250 pp. Addresses, Atlanta, 3DO pp. ^. O. Coffin: A Land Without Chimneys, Cincinnati, 352 pp. V. J. Cooper: A Voice from the South, Xenia, O., 304 pp. W. E. B. DuBois: Suppression of Slave Trade, N. Y. 8 vo.. 335 pp. (Harvard Historical Series No. 1.) The Philadelphia Negro, Phil., 8 vo., 520 pp. J. Grimke : The Negro, his Bights and Wrongs, D. C., 100 pp. Grimke: William L. Garrison (American Reformers Series),N. Y.. 8 vo.,405 pp. Charles Sumner (Do.),N. Y., 8 vo., 515 pp. M.Gregory: Frederick Douglass, Springfield, Mass., 300 pp. W. H. Lewis: A Primer of College Football, N. Y., 205 pp. »>. W. McClellan : Poems, Nashville. . W. Mossell: Toussaint L'Ouverture. B. F. Ousley: Gospels and Acts translated into African Tongues, N. Y., 371 pp. f. H. Paynter: Joining the Navy, Hartford, 330 pp. I. A. 104 THE ÖOLLEGE-BRED NEGRO. W. H. Crogman : Talks for the Times, Atlanta, 330 pp. A. W. Pegues : Our Baptist Ministers and Schools, Springfield O., 680 pp. W. S. Scarborough: First Greek Lessons, N. Y., 150 pp. Birds of Aristophanes, Boston. L. A. Scruggs: Afro-American Women of Distinction, Raleigh, N. C. Alexander Crummell : Africa and America. J. M. Längsten : From the Virginia Plantation. D. A. Payne : History of the A. M. E. Church. Among the .more interesting pamphlets are: Eugene Harris : Social Purity. R. R. Wright: Historical Sketch of Negro Education in Georgia, Sa vannah. 58 pp. J. S. Durham : To teach the Negro History. Kelly Miller : Addresses at Various places. Alexander Orummel : Sermons and Addresses. G. W. Carver : Bulletins of Tuskegee Experiment Station. W. H. Dammond: Factoring. T. W. Talley: A Natural Trinity. D. H. Williams : Reports of Surgical Cases. A. A. Wesley; The Spanish-American War. C. C. Cook: Study of the Negro Problem. T. G. Steward : Black St. Domingo Legion. 22. The Future of the Negro College. Let us now gather up the scattered threads of this social study and seek. the lesson which the accumulated facts have to teach. We have learned that there are in the United States thirty-four institutions designed especially for Negroes, which give col legiate instruction leading to the bachelor's degree. Beside these,73 other colleges of the land have Negro graduates, so that in all we have a record of 2,331 Negro graduates of college courses. We have studied these graduates carefully so far as the reports submitted have enabled us to. They are most ly freedmen's sons and grandsons who have gained this training by self-de nial and striving. They usually marry -between the ages of 25 and 35, go to work in the South at teaching preaching, practicing the professions, or in the civil service or business life. Here they have accumulated property and usually made good citizens and leaders. Several questions may now be asked : First, Is the college training ot Negroes necessary? Secondly, If so, how large a proportion of the total ex penditure for-education ought to be devoted to this training? Thirdly- What curriculum of studies is best suited to young Negroes? A. Is the college training of Negroes necessary? A few opinions pi prominent men in answer to this query are subjoined. They are partly in answer to a circular letter sent to a few college presidents. President Gilman of Johns Hopkins answered that he was too busy to write any thing. The Chancellor of the University of Georgia promised to send some matter which has not yet reached us. The other letters follow/ "I have never lived South and my opinion on the question youask^not very valuable. It is, In a word, this, that Mr. Warner's contention isright FIFTH ANNUAL CONFERENCE. 105 r most members of the race, but that the way should be kept as wide en as possible for gifted men like * * * * , Booker Washington, and lany others to have every opportunity that any of the Northern or other ^lieges can afford. I am, very truly yours," J. STANLEY HALL, Dec. 10,1900. (President of Clark University.) "I believe not only in common school and industrial education for the ,egroes of the South, but also in their higher education. The higher ed- •ation is necessary to maintain the standards of the lower. Yours truly," GEORGE E. MAOLEAN, Dec. 11, 1900. (President of the State University of Iowa.) I believe fully in the higher education of every man and woman whose „racter and ability is such as to make such training possible. There are latively fewer of such persons among the Negroes than among the Anglo- *xons, but for all of these the higher trainingis just asnecessary and just effective as for any one else. -\>r the great body of the Negroes the industrial and moral training al- cidy so well given in certain schools seems to me to offer the greatest je for the future. Very truly yours." DAVID S. JORDAN, Dec. 14, 1900. (President of Leland Stanford Junior University.) 'Your circular of December Sth comes duly to hand. In response I would y that in my judgment no race or color is entitled to monopolize the neflts of the higher education. If auy race is entitled to be specially .rored in this respect I should say it is the one that has by the agency of jhers been longest deprived thereof. The above you are at liberty to present as my sentiments. Yours cordially," WM. F. WARREN. Dec. 13, 1900. (President of Boston University.) 'In reply to your request of December 5th, I would say that it seems to ie that the collegiate or higher education is not a special favor to be ranted to men on the ground of race, family, or any such minor consider- tion. The only condition for the receiving of a college education should ue the ability to appreciate and to use it. Human nature is substantially ihe same everywhere. It should be the glory of our country to afford to .11 her young men and women who crave the broadest culture and who have the spirit and a.bility to acquire it, the amplest opportunity for devel opment. Looking at it more specifically, I can see that the general uplif t- ng of our Negro population requires a proper percentage of college-bred i egro leaders. Yours Sincerely," GEORGE C. CHASE. Dec. 17, 1900! (President of Bates College.) '•You ask for my opinion in regard to the desirableness of higher training rff 1 106 THE COLLEGE-BRED NEGRO. for the Negroes. Let me. begin my statement by saying that T have th, utmost faith in the management of the Atlanta University and several other institutions for the training of Negroes in the South. I will, how ever, candidly say that in my judgment there are a great many of the Ne groes whom it is not worth while to guide through a course of university training. I think that is true also of the white race, but in the present condition it is peculiarly true with regard to colored people. My idea would be that all the training that the colored man is capable of thoroughly mas tering should be given him, but that in the higher departments of learn ing, like political economy and history, the ancient classics and the natu ral sciences, only selected men should be given the fullest opportunities. I have the strongest confidence that such training as is given at Hampton and at Tuskegee, largely manual and industrial, is of the greatest import ance for the Negroes and is to be the means of fitting the race a.genera tion or two hence, to enter more fully into the more abstract and philo sophical studies. I do not know that I have made myself perfectly clear but in a general way I should say the multiplication of universities of the higher sort is not desirable in comparison with the multiplication of train ing schools for all the trades and manual activities. With best wishes, very sincerely yours," FRANKLIN CARTER, Dec. 12, 1900. (President of Williams College., "Teachers and leaders need more than a common school education. This is as true of Negroes as of whites. Where shall they obtain a liberal education? With few exceptions, J think it should be in the Southern colleges. The color line is so sharply drawn in Northern Colleges (unfortunately) that a Negro is at great dis advantage, not in studies, but socially. Very truly yours," Dec. 12, 1900. GEORGE HARRIS, (President of Amherst College.; "I believe in the Southern Negro College and the higher education of Negroes. ******* *** Very truly yours," JOSEPH SWAIN. Dec. 10, 1900. (President University of Indiana.) "The problem is such a difficult one that I have been compelled largel>" to rely von the judgment of my friends. My opinions are chiefly taken from the experience of Mr. William F. Baldwin, now president of the Long Is land Eailroad, and are therefore hardly such as I ought to put in a form for quotation. Sincerely yours," ARTHUR T. HADLEY. Dec. 10, 1900. (President of Yale University- STPTH ANNUAL CONFERENCE. 107 •I am like many others greatly interested in the question of education jf the Negroes. There seems to me to be a place for the college properly -called which shall teach a certain number, who may be leaders of their ce in the South, as preachers'and advanced teachers. At the same time have much sympathy with Mr. Booker T. Washington's idea, that a rge proportion of them should be educated for industrial pursuits. Yours truly," JAMES B. ANGELL. Dec. 10, 1900. (President of the University of Michigan.) '•How, then are the teachejs, the preachers, the physicians for the col- ed race of the South to be provided, unless the South has institutions of .e higher education, serving the Negro, fitting him for these higher posi- . ions? We know very well that the Negro, as he rises in the social scale, '. ill live in better houses and, follow better trades, and, in general, be in- iustrially and financially elevated ; and we should not for a moment crit icize the work which is going on throughout the South, in several institu ions which Boston interest and sympathy have furthered. "But there is another essential thing—namely, that the teachers, reachers, physicians, lawyers, engineers, and superior mechanics, the ^aders of industry, throughout the Negro communities of the South, hould be trained in superior institutions. If any expect that the Negro .-achers of the South can be adequately educated in primary schools or rammar schools or industrial schools pure and simple, I can only say in eply that that is more than we can do at the North with the white race, 'he only way to have good primary schools and grammar schools in Massachusetts is to have high and normal schools and colleges, in which the higher teachers are trained. It must be so throughout the South : the Negro race need absolutely these higher facilities of education." CHARLES W. ELIOT. In a speech at Trinity Church, (President of Harvard College.) Boston, Feb. 23, 1896.) "Thehighereducation is the last thing that the individual pupil reaches; -t is what he looks toward as the end. But from the point of view of the teachers, from the point of view of the educational system,the higher ed ucation is the very source and center and beginning of it all ; and if this wanting, the whole must collapse. Take away the higher education, and you cannot maintain the level of the lower; it degenerates, it becomes corrupt, and you get nothing but pretentiousness and superficialty as the residuum. In order to maintain the lower education which must be given J the South, you must have a few well-equipped institutions of higher ' earning." WILLIAM D. HYDE, (In a speech at Trinity Church, (President of Bowdoin College.) Boston, Feb. 23,1896.) "It gives me great pleasure to meet you. I have heard of the great work 108 THE COLLEGE-EKED NEGBO. that this school has done in the higher education of the colored p^ >pir I am glad to see you, and congratulate you on the fact of getting higher ed ucation. It is good for you to get lower education, and then still fattier to get higher education. Your people have lived for two or three hundred years in this country, and have learned the methods of white people, and as I said in Washington, while speaking on this subject, you have the same mind that the white people have. Now, as it is very lie« sary for white people to study Latin and Greek, so it is very necessary for you. If you lived in Egypt, Abyssinia, or Arabia, it would not be so nect ,sary to study Latin and Greek, but people who live in the United States, France, England, Italy, o/ Germany, are greatly helped by these studies. There are a great many people who think colored people should not have the higher education. Now, I would not discourage the study of mechanics and industrial education, but it is very important to study Gre( k and Latin. Some.people say it is better to know, how to work than to study Greek and Latin, because work is practical ; but nothing is more practical than getting an insight into the civilization of which we form a part, and into the motives of the people among whom we live. Now, it is a very necessary thing that the higher education should be opened to every part of the whole community. For the colored people to be self-directing, they must have higher education. They will be appre ciated for the good they can do, and will be respected because th°y are helping the common civilization. We should understand also tin art of invention. That is what this Atlanta Exposition is showing. The colored man is not always going to be the person who draws water and cuts wood; he is going to help on with civilization. He is going to be up on all the difficult questions. He is going to study mathematics, sciences and Hie languages. .............. And you must not be misled by the opposition to the higher education. But you should uphold it in your homes and among your people until ma ny more are seekingit." (In an address to the students of William T. Harris Atlanta University, Oct. 20, 1895.) (U. S. Commissioner of Educ it'on.) - It seems fair to assume from these and other letters that the coi rva- tive public opinion of the best classes in America-believe that therfi '•* » distinct place for the Negro college designed to give higher trainin' o the more gifted members of the race ; that leaders thus trained are a. "Teat necessity in any community and in any group. On the other hand there is considerable difference of opinion probably as to how large this "Talent ed Tenth" is—some speaking as though it were a negligible quantity others as though it might be a very large and important body. The opinions of some other persons ought perhaps be added to tli jfaove. First,there is the almost unbroken line of testimony of the heads of ~gr° colleges; this is,of course,interested testimony,and yet itis of soin' nine as evidence. A man who left a chair in the University of Michi; „ i to go South and teach Negroes before the war ended, wrote after twent"-fiv° years' experience in college work : FIFTH ANNUAL CONFERENCE. 109 By this experiment certainly one thing has been settled : the ability of a dly number of those of the colored race to receive what is called a lib ra1 education. A person who denies that shows a lack of intelligence on he subject. "But the possibility granted, the utility of this education is doubted )th as to individual and race. First, then, as to the individual, aside the mere mercantile advantage derived from education, does not the nger of the Negre mind for knowledge prove its right to know, its ca- •ity show that it should be filled, its longing that it should be satisfied? d as to the race at large, does it not need within it men and women of ication? How would it be with us of the white race if we had none uch with us—no educated ministers, doctors, lawyers, teachers, profes- , writers, thinkers? All the preaching to eight millions of colored peo- . in the United States is done by colored preachers, with the merest ex- ptioiis here and there. Do these Negroes not need preparation for their istly responsible calling? "The entire work of instruction in the colored public schools of the South done by colored teachers. These teachers cannot be prepared in the "hite schools and colleges of the South. Where, then, shall they be pre- j-ed if not in special higher institutions of learning open to them? What *.o become of the millions of colored people in the United States? Who n to be their leaders? Doubtless persons of their own race. Do they ed less preparation for their calling thaii do members of the white race r theirs? Is not their task even more difficult? Have they not questions greater intricacy to solve? Did not Moses when leading ex-slaves out if Egypt need special wisdom? Are not the colored people of today 'per- Rhiiig for lack of knowledge?' "But the objector will say, Why have these long- courses, these colleges colored people? Would not shorter courses be as well or even better? P. following is my belief on this point, after twenty-five years of thought d experience: If the Negro is equal to the white man in heredity and 'vironment, he needs an equal chance in education ; if he is superior, he u get on with less ; if he is inferior, he needs more. The education re- "lired is not simply that of books, but of life in Christian homes, such as are supplied in nearly all our missionary schools for that people, and of ••eligion through the Christian church and its influences." The President of another Negro college said in 1896: "To imagine that the Negro can safely do without any of the institutions instrumentalities which were essential to our own advancement is to ssume that the Negro is superior to the white man in mental capacity, o deprive him of any of these advantages', which he is capable of using, 'would be to defraud ourselves, as a nation and a Christian Church,of all 'ie added power which his developed manhood should bring to us. It does lot seem to be necessary in this audience to discuss the proposition that ntelligence is power, and that the only road to intelligence is through men ai discipline conducted under moral influences. "What have we been doing for our brother in black to help him in his 110 THE COLLEGE-EKED NEGEO. life struggle? The work began somewhat as in the days of our fathers. The John Harvards and the • Elihu Tales of Pilgrim history found their counterparts in General Fisk, Dr. Phillips, Seymour Straight and Hoi- brook Chamberlain, who founded colleges, even before it was possible for many to enter upon the college course, but with a wise forecast for the need that would eventually come and is now.actually upon us." These two extracts sufficiently represent the almost unanimous opin ion of the Presidents and teachers in Negro colleges that this training is a success and necessity. Further testimony is at hand from the answers which college-bred Ne groes made to questions as to their present estimate of the value of their training. This testimony is of course apt to be distinctly one-sided—only afew peculiarly open naturesbeing likely to acknowledge a failure in their own training. Nevertheless the answers received were so frank and va ried that they should be studied : Has your college training benefited yon? Yes, 412. It was a great benefit, 34. The largest possible benefit, 6. It was certainly a benefit, 23. My college training has fitted me for life, 17. A wonderful help, 21. It has been of incalcuable value, 1. Immeasurable, 18. It has been of infinite value, 8. It was indispensable, 20. The College made me, 9. I owe my success to it, 6. Too difficult to answer,, 1. No other would have been serviceable, 11. Could not pursue my present course without it, 4. Industrial and College training together benefit me greatly, 1. To do great service for my race, 4. Useful even to a laborer, 1. Have no reason to regret, 5. It has been the best invesment, 3. Nothing above it but virtue, 1. Wish I had time for more, 6. Gave me a foundation, 2. No other could take its place, 1. It has enabled me to educate 500 persons, 1. It has been invaluable to me, 2. Great service in rearing my children, 1. It has not, in my line of work, 1. Would Some Other Training 'Have Been of Mure Service? I think not, 179. Doubtful, 11. FIFTH ANNUAL OONFEBENOE. Ill Tot sure, 7. nome system to keep in mind professional intentions, 1. n agricultural course might have been of more benefit, 1. Jtood business course would have been better, 2. ' Industrial training helps, 1. J idging from present conditions, no, 1. » scientific course, 1. There is no substitute, 1. I Nu other could be of so general service, 3. Could tell if I had used my energies in another direction, 1. A practical course in the English Bible, and in music training, 1. A course in music, 1. Would not exchange for another kind. It is an eminence from which II other fields can be surveyed, 1. No other kind could have, 7. Would not exchange, 2. ' ». commercial, in addition, 3. •Jot as far as I can observe, 1. Some other in addition would have been helpful, 4. No other would have suited my case, 1. •'inancially, some other might, 9. more complete training would be beneficial, 1. ; lanual training would have been more beneficial, 1. A complete mastery of one trade would be of great help, in addition, 8. rould have to try some other to be sure, 2. A.rchitectual drawing would have helped me, 1. No other in my profession, 2. Tried another but found college most beneficial, 1. ». practical training would have been quite benficial, 1. rimary work more beneficial in my work, 1. A course in sewing, 1. A. carpenter's and a printer's trade-in addition, 1. Cannot say, 18. Yes, 2. From a careful consideration of the facts, and of such testimony as has given, the following propositions seem clear : 1. The great mass of the Negroes need common school and manual training. 2. There is a large and growing demand for industrial and technical training; and trade schools. 3. There is a distinct demand for the higher training of persons se lected for talent and character to be leaders of thought and mis sionaries of culture among the masses. 4. To supply this demand for a higher training there ought to be maintained several Negro colleges in the South. 5. The aim of these colleges should be to supply thoroughly trained teachers, preachers, professional men, and captains of industry. 112 THE OOLLEGE-BRED NEGRO. We come therefore to the second query: B. How large a proportion of the total expenditure for Negro education should go to college training? This resolves itself into the practical question : How many colle ^s are needed? And here it is certain, first of all, that 34 Negro college • are en tirely too many. There are about 750 students in these colleges. Perhaps 400 of these should under strict requirements continue a college '-ourse. All these could easily be accommodated in eight, or at the most, ten col leges, and then leave ample room for growth. The ideal of college train ing in the South should be the small local college with 50 to 100 students, who can corne directly in contact with teachers and receive all the bene fits of instruction and culture which the small college affords. A'-'-ordiug to this it would be well to have Negro colleges distributed somewhat as follows : 1 in Washington, D. C. (Howard). 1 in Virginia (Union). 1 in the Carolina« (Shaw or Biddle). 1 in the Eastern Gulf States (Atlanta). 1 in the Central Gulf States (Talladega or Rust). I in Louisiana (Straight, Leland or New Orleans). 1 in Texas (Paul Quinn or Wiley). 1 in Tennessee (Fisk). I in Missouri (Lincoln). It seems certain that these colleges (with possibly one additional insti tution) together witli the two Northern schools, Lincoln and Wilbe'-force, would amply supply the legitimate demand for the higher training1 of Ne groes for a generation or more. This would mean that the college depart ments of 22 institutions be closed and that the college work be concen trated. Tins would entail but little real change, for the ten largest colleges already have nearly two-thirds of the students, while the other third is scattered among 24 institutions. The smaller colleges would thus be leftto develope as normal and industrial schools, as indeed most of them are already, the college departments being unimportant adjuncts. It is only in some such way that Negro college training can be placed on afirin basis and escape some of the deserved criticisms that have been aimed at it- This criticism is in reality a criticism of poor equipment, low standards and lack of thorough work rather than of higher training properly con ducted. Concentration of effort will remove most of these blots. The great hindrance to a movement towards concentration is sectarianism in schools. The different denominations have unfortunatelyplanted schools in close proximity to one another, regardless of the logic or ethics of the situation. Only conference and a large-minded spirit of co-operation can now bring about the proper division of labor among these institutions. The cost of college training should also be considered here. The income and expenditures of the Atlanta University, which is simply a high school and college, is perhaps as typical an instance as can be found : FIFTH ANNUAL CONFERENCE. 113 INCOME OF ATLANTA UNIVERSITY. Year. 1894-95 1895-96 1896-97 1897-98 1898-99 1899-1900 Total Income. $ 33,913 99 44,638 46 41,039 12 38,719 93 . 36,770 33 39,989 96 Receipts from Students.* $ 6,986 00 . 8,972 65 9,487 81 • 9,400 32- 9,545 37, 9,686,92. Total, 6 years $ 235,171 96 $ 54,078 29 The total expense of sending a boy through the whole course of Atlanta niversity is about $933^, or through the-college'Course alone $533,','. lis is little,if any,more expensive than educating a boy for a trade, even the longer time is taken into account,for the industrial is naturally very ^pensive. Hampton, with 600 students spends about $170,000 a year, or $280 „r student. Atlanta with 300 students, spends $40,000 per year, or $133^ r student. When the difference in time required is adjusted the costs j. the two sorts of training is not materially different. A very consider- ble part of this expense, however, is borne by the students themselves, t Univ. of Chicago................. Univ. of Virginia................ Ohio State University......... Adelbert College... ............... A TTl llfiyut" ( ^rtll ctryct University of Ga.... .............. M -cer University, Ga......... Expense. 1899-1900. $qo ooq ofi 177,263 10 IQ'iT ff7 it f)f) 739,751 48 103,815 89 750,000 00 141,264 01 OPT 1 TO 1 ß i iiA fino fin 20,000 00 Contributed In Cash. $ 8,212 47 673,995 00 oco .inn 17 QQ OüQ Qß 300,000 00 72,625 53 34,834 79 25% of Exp. 45,000 00 2,705 00 10.000 00 by Students. In Work. $ 2,674 45 53,507 30 ........................ ........................ i thus seems clear that Negro students in both colleges a.nd industrial '„ools pay nearly a third of their expenses in work and cash and thus am not charity scholars to a much larger extent than the students in most white institutions. Finally we come to the query : C. What curriculum of college studies is best suited to young Negroes? Little careful work has been done in the direction of ascertaining what improvements in the Negro college course are needed. Nor is this strange : TMs includes cash receipts and receipts from extra work. About 85 K to «0 * ol tbis is in cash, retpts from regular work arc not included. They amount to »1,000 to »1,200 per year. 11 rom reports sent from the various inStitutions.I.Tnc income and expense for board is included Tlamptou and AUautn. and possibly at otbcr institutions. 114 THE COLLEGE-BRED NEGRO. so much time and energy is consumed in collecting funds and defending principles that there is little leisure left presidents for internal adjust ment and development. The exposition and comparison of college courses made on pages 17 to 28 show obvious faults. Tlie older New England col lege curriculum of 40 years ago still holds in the Southern institutions with little change. This should be remedied. A large place should be made for English, History and Natural Science in most curricula at the expense of some other studies. Various other changes might obviously be made. All this work can easily be done when the existence problem of these struggling institutions is nearer solution. The central truth which this study teaches to the candid mind is the suc cess of higher education under the limitations and difficulties of the past. To be sure that training can be criticized justly on many points: its cur riculum was not the best ; many persons of slight ability were urged to study Algebra before they had mastered Arithmetic, or German before they knew English ; quantity rather than quality was in some cases sought in the graduates, and above all, there was a tendency to urge men into the professions, particularly the ministry, and to overlook business and the mechanical trades. All these charges brought against the higher training of Negroes in the past, have much of truth in them. The defects, how ever, lay in the application of the principle, not in the principle; in poor teaching and studying rather than in lack of need for college-trained men. Courses need to be changed and improved, teachers need to be better equipped, students need more careful sifting. With such reform there can be no reasonable doubt of the continued and growing need for a train ing of Negro youth, the chief aim of which is culture rather than bread- winning. Nor does this plain demand have anything in it of opposition or antagonism to industrial training—to those schools which aim directly at teaching the Negro to work with his own hands. Quite the contrary is the case, and it is indeed unfortunate that the of ten intemperate and exagger ated utterances of some advocates of Negro education have led the public mind to conceive of the two kinds of education as opposed to each other. They are rather supplementary and mutually helpful in the great end of solving the Negro problem. We need thrift and skill among the masses, we need thought and culture among the leaders. As the editor has had occasion to say before : ' "In a scheme such as I have outlined, providing the rudiments of an ed ucation for all, industrial training for the many, and a college course for the talented few, I fail to see anything contradictory or antagonistic. I yield to no one in advocacy of the recently popularized notion of Negro industrial training, nor in admiration for the earnest men who emphasize it. At the same time, I insist that its widest realization will but increase the demand for college-bred men—for thinkers to guide the workers. In deed, all who are working for the uplifting of the American Negro have little need of disagreement if they but remember this fundamental and unchangeable truth : the object of all true education is not to make men carpen ters—it is to make carpenters men." FIFTH ANNUAL CONFERENCE. 115 PROCEEDINGS OF THE FIFTH ATLANTA CONFERENCE. e Fifth Atlanta Conference to Study the Negro Problems was called _rder at 8 o'clock, p. m., May 29, 1900, in the Ware Memorial Chapel, tlanta University ; President Horace Bmnsteacl was in the chair, and the v. Edgar J. Penney was elected recording secretary. The following Jrogram was carried out : .Opening Address, President Bumstead. 'The Place of the Higher Education Among Blacks and Whites," Rev. ron H. Rice, of Atlanta, Ga. WHAT COLLEGE-BRED NEGROES HAVE DONE: s Ministers, Rev. George C. Rowe, of Charleston, S. C. s Lawyers, Mr. H. M. Porter, of Augusta, Ga. ollege Training and Negro Morality ,Rev. J. H. Simons, of Atlanta, Ga. iscussion. Appointment of Committees. n Wednesday afternoon the regular Mothers' Meeting was held. The gram was as follows : GENERAL MOTHERS' MEETING. Subject: "The Choice of an Education for our Children." 1rs. H. H. Proctor, Presiding. Business Openings for Boys, Mrs. C. C. Wimbish. ''o-operation of Parents and Teachers, Mrs. Mary T. Cater, he Training of Outcast Children, Mrs. J. W. E. Boweii. Record of Work for Women, Mrs. C. Whitman, he Woman's Club, Mrs. J. R. Porter. Business Openings for Girls, Mrs. W. A. Hunton. Discussion. The final session of the Conference took place in Ware Chapel, Wecl- esday night, at 8 o'clock. The following program was given : WHAT COLLEGE-BRED NEGROES MAY DO: Ar Social Leaders, President C. T. Meserve, of Shaw University. Ai Industrial Leaders, Mr. R. W. Gaclsen, of Athens, Ga. In the Railway Mail Service, Mr. H. H. Williams, of Atlanta, :Ga. In Philanthropy, President Geo. Sale, of Atlanta Baptist College. Discussion. Adoption of Resolutions. The Corresponding Secretary gave a preliminary report of the years' in- estigation and explained the charts on the walls. The Conference then adjourned. Many of the interesting papers read eserve to be printed, but the length of the report this year does not al low this. "I believe tMs to be the 'Sturm und Drang' period oj the Negro's existence. lain a-ware of the strong arguments against such a position, but in the light of the teachingOJ history, there must be, there is, a turning-point dmvn near the Gates of Despair, -where once the opposing currents are mastered. Brighter and better 'conditions must arise! Page 102. ( Thirty-second Year?) ATLANTA UNIVERSITY The higher education of carefully selected young men and women, is empha sized by this Institution as necessary for the elementary and industrial training 3/ the masses. "Men of light and leading" in other spheres of activity are also greatly needed by the race that has so long sat in darkness. Earnestly Christian, as required by its charter, yet entirely unsectarian, the Institution is controlled solely by its own board of trustees, on which several de nominations are represented. Some 300 students are enrolled under 27 officers and teachers. From the college and normal courses 382 graduates have been sent out, nearly all of whom have readily found permanent employment in teaching or other useful oc cupations. Situated only about seventy miles from the centre of the Negro population of the country, in one of the largest Southern cities, and at the railroad centre of the South, its location is of strategtic importance for promoting the educational advancement of the South. Its plant includes sixty-five acres of land, five large brick buildings, library of 11,000 volumes, apparatus and other equipment worth not less than $250,000. With practically no endowment, with no aid from public or denominational funds, receiving about one-fourth of its support from its own students, the Institution appeals for an endowment of ' $500,000, and,until that is secured, for $25,000 annually to meet current expenses. Gifts of any amount are welcome, but special appeal is made for subscriptions of $100 and upwards, and for $40 scholarships. Remittances may be addressed to Près. Horace ftumstead, D. D., Atlanta, Ga. "THE PROPTSB STUDY OF MANKIND is'MAN." STUDIES OF THE NEGRO PROBLEMS. ATLANTA UNIVERSITY PUBLICATIONS. .No. 1. Mortality among Negroes in Cities, 51 pp., 1896, (out of print). No. 2. Social and Physical Conditions of Negroes in Cities, 86 pp., 1897, 25 cents. No. 3. Some Efforts of Negroes for Social Betterment, 66 pp., 1898, 25 cents. No. 4. The Negro in Business, 78 pp., 1899, 25 cents. No. 5. The College-bred Negro, 115 pp., 1900, 25 cents. No. 6. The Negro Teacher, (To be published in 1901.) WE STUDY THE PROBLEM THAT OTHERS DISCUSS. i V The work of the Atlanta Conference was recognized at the Paris Exposition by a Grand Prix (in collaboration), a gold medal, a silver medal and a bronze medal.