M'';n'^ ;';;lv''^i''f;';w' ''■'^?' Bmrl- .-.■' fi! •■;;■;:;.■ -V^'V''- . A .;.;i'; ■■■,^:;::'',"-.' /' ■>W'''V: '"';■■ (•' - ^i.>_,\ • ■,', -J 1- ■ ■,- ■l;v'^^-, ■'■•■:'! ;V>,':v^ ^;''' 'i,, . ■ W^i '•■:''' :^. -4 o. Jo » / ■■■ .s^'-V, .^ 'o . . * A •0 > o»-»* /\ -.^ij^,-" /\ W^.- •A , , . '^_ '^o '% > (J^^ O N :0^^\ .«-'.. '^^ ^. -^..s ,c- I ' s ;'.\i?i' , • «- \ i, - "■•■a. Sr'\ -Tiv^ - ^ V 0.0^ ,0 ^ O. '*oTo'' ^0 •"■^^"■''J-,.. '■'■■''J' •:<•' **' "^* °'-'^^%*:- ^^ -^^ '^ 'Ao^ ^. ■:;^^ o^ SO'. .: ^ ^Ov >_ -. '^^ .0^ . V, % .0 ,^^ c ° " = -» '^^ .An ^Q ^\= ^ov-. ^^^ -0 .^^ <0 < * o. <^\ - . - <- o ^°-V.^ -. < • « , 1 * 'O a'<>' c ° " ° * ^ O''^ •■■'•■» ' 5.'. -"^ / .•^<-. ■"-. ^ ' ■"■ ";> o /r\ -^0-**' .*'"-^. 0^ .^"■' ^O 7 i ATLANTA UJ^IVERSITY PUBLIC ATIOlSrS JSTo. 5. THE COLLEGE-BRED NEGRO A Social Study made under the Direction of Atlanta University by the Fifth Atlanta Confei-euQe. A'' \ > Price, 25 Cents. Second Abridged Edition. University Press. 1902. /^/ % ,. /)ni 2-')-€ THE COLLEGE- BRED NEGRO Report of a Social Study made under the Direction OF Atlanta University in 1900. Edited by W. E. BuRCHARDT DuBois. Ph. D. Corresponding Secretary of the Conference. Set-ond Aljrid^ied Edition. LJni\'fi-«it_v 1 'rt?s>i. A.XUA.>n A, (rtCOROIA. 190i2. t .M **/Hlie very best and most advanced ♦■ work on the sociological condi- tions of the Neirro is l)einir done by At- lanta I'liiversity. throui:ii tiie conrses of study, through its teaching corps, through its puldications, and througii its stiniulup to the Negro Conference that meets in tliat city." [Publications of tlie* Smith, m Jlixirirn A.<.eated here. ."Sonie of the other sections are abridi;ed. ^ HE work of the Atlanta Confer- ence, like the other work of Atlanta University, depends mainly upon vol- untary contributions. « ♦ . ♦ ^HE first duty of the Social Re- fornier is to know. The accurate gathering of social statistics costs money. This investigation cost $2jo. Twice this aviount would have made it twice as valuable. May lue not hope for larger resources next year? 1Intro^uction. ATliAXTA I'xiVEKSTTV is ail institution for tiie liigher education of Kegro youth. It seeks, by maintaining- a liigii standard of scliolarsiiip and deiiortnient. to sift out and train thoroughly talented members of tills i'aee to l)e leaders of tliouglit and missionaries of culture among tlie masses. Furtiiermore, 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 alFectiiig these masses, for tlie enliglitenment of its g-raduates and of the g-eneral public. It has. tlierefore, for the last five years, sought to unite its own graduates, the graduates of similar institutions, and edu- cated Negroes in general, throughout tlie Soutli, in an effort to stuily carefully and thoroughly certain definite aspects of the Negro problems. Graduates of Fisk University, Berea College, Lincoln University, Spel- man Seminary, ("lark University, Wilberforce University. Howard Uni- versity, the Meharry Medical College, Hampton and Tuskegee Institutes, and several other institutions have kindly joined in this movement and added their efforts to those of the graduates of Atlanta, and havt'. in tlie last five years, helped to conduct five investigations: One in ISlKi into tlie "Mortality of Negroes in Cities;" another in 1H9T into the -'Ueneral Social and Physical Condition" of 5,(X)0 Negroes living in selected iiarts of certain Southern cities; a third in 1898 on "Some Efforts of American Negroes For Their Own Social liettermeiit ;" a fourth in 1891) into the number of Negroes in Ijusiness and their success. Unally in 190i> inquiry has been made into the number, distril)ution, occupations, and success of College-bred Negroes. The results of this last investigatiim arc presented in this pamijlih-t. Next year some other phases of the economic situation of the Negro will be studied. It is hoped tliat tliese 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 proldeins. KoTE— The demand for tbe original edition of the t ollege-bred Negro having e.xhixusted tlie copies at baud, the preseut iibridged edition has been isksued for further distribution. It eontaiii.^ most of the ess>ential fnets of the original edition, omitting many of the stati^tieaI taljlesand nuieh of the personal testimony. 6 THE CULLEG£-BRFn ^FXiTHY 2. The Neyra CoUcije. Oiiiittiiij>- all institutiuns wiiich luive not aftuallv graduated fstudents from a college course, there are t(^-da.v in the United: States tiiirty-four institutions .s?ivin<; colleo-iate training to Negroes and designed especially for this race. These institutions, fall into five main-- groups : (jRorp T. Aiik'-Beflvm Schooln, 'ii. Lincoln University, Cliester county, Feun., IHbi. ■\Vilberforce University. G-reene county, Ohio, 1856. ^Berea College, Berea. Ky..) 1855. These .schools were essablished be-fore the war and represent the Aboli- ?ion movemtMit. Lincoln was established by Pennsylvania Pre.sbyterians as Ashnuin Institute in the early fifties. The Cinfiniiati Conference of the white Methodists and the Ohio Conference of the African Methodists- made early moven>ents to establish a sehoo'l in the west. Wilberforce was founded by the whites for Negro education in ISof) and finally purchased by the African Cliurch in ISfiH. Berea was establislnHl by a Kentucky abolitionist, John G. Fee. aided by the American Missionary Association. Group II. Fi-trdmaiif linremi Schools, IH. Howard University. \Vashington^ D. C. 1867. Fisk l^uiversity, Nashville. Tenn., 18S6. Atlanta University. Atlanta, (^a.. 18fi7. Biddle University, Charlotte, N. C.. 1867. Southland College, Helena. Ark.. 1864. Central Tenne.«isee College, Nashrille, Tenn., 1868, Rust University, Holly Springs, Miss.. 1868. Sttaiglit University. New Orleans, La.. 1869. Claflin University. Orangeburg. S. C, 1869. Talladega College, 1'alladega, Ala., 1867. Lincoln Institute, Jefferson City, ]Sro., 1866. Atlanta Baptist College, Atlanta, Ga., 1867. Roger Williams University, Nashville, Tenn.. 1S64. This gronj) of schools was established directly after the war by Mission- ary and Freednien's Aid Societies under the protection and for tlie most part under the direct patronage of the Freednien's Bureau. The earliest of these schools. Southland, grew out of an orphan asylum established by Indiana PViends before the war was hardly closed, and Roger ^Yilliams out of a group of Baptist teacheis in Nashville. Fisk and Atlanta were the great pioneers of tlie movement for thorougii Negro education after the war and were established by the American Missionary Association aided by the Freednien's Bureau. Biddle and Tallailega were founded by missionary societies in conjunction with tiie same bureau, while Howard was founded by the bureau alone and iiaini(] after its chief. Lincoln Institute had perhaps the most romantic Ix'giniiing-of all. When in Janu- *This incliicles Berea, where the majority of students are wliiio, bvu wliidi was designed for Negroes as well, and still has colored students. Tmu A"SNrAl, CONFKHKXrK 7 ary, 186r>, tlip ()2(1 and r,M it'rieans, l^a.. IhTD. New Orleans T'niversity, ^'ew (Orleans. La.. IhTH Sliaw University, Raleiiili. N. (.'., 1S74. Knoxvill*? CoUeye, Knoxville, Teim., IST.MV Clark University, Atlanta, Oa., 1H7(». AViley University, Marshall, Tex.. 1H7H. Paiiu' Institute, Augusta, (ta.. 1SS2. Philander Smitii Coileo-e, Little Rock. Ark.. 1M7(>. Benedict College, Columbia, S. C., 187ii. These schools were established mr.inly byciiurch societies after the •closinu- up of the Ureedman's Bureau. Shaw and lien^edict are Baptist institutions, and Knoxville, I'resbyterian. Leland was endowed by one aiian. The rest are Metluxlist. Paine Institute is supported by the white jSIethodist Church, South. Group IV. ScMools of N^egro CJi^o^h Bridies, 5. Allen University. Coluniliia. S, ("., 1881. Livingstone Colieye, Salisi)ury. N. ('.. ISSO. Morris Brown College, Atlanta, Ca., ISHo. Arkansas Baptist College, Little Rock. Ark.. 1W4. Paul Quinit College. Waco. Tex., IftS.'). The first forward rush of tiie freedmen after emaiU'ii)ation culminated in the eighties and led to a movement to found sclu)ols among the Negro ciiurches. The A. M. E. Cliurch was especially active and stj.rteil four colleges and some other schools. Tlie Baptists also founded several institutions. All of these are small and their collegiate work of com]>ara- tively minor importance. Group "V. Slate Colleges. 4. Branch Normal College, etc.. Pine Blutf, Ark.. 187.') Virginia N. and C. Institute, Petersl)iirg. Va., 18M;i. Georgia State Industrial College. Savannah, (iji., l>>iMi Delaware State College, etc., Dover, Del.. 1R9U The establishment of these colleges was due almost •ntirely to tlie United States' statutes of lSfi2 and 18'JO. donating puldic lands to the sev- eral States for endowing agricultural colleges. The Virginia Institute wa- foutuled in the time of the Readjusters. The Negroes' share of tlie land script in Georgia supjiorts the Georgia State Industrial ( 'olietre at .Sa- vannah. THE COLLE(iE-BRED XEGRO In nearly all cases the coUepre departments of these institutfons were established considerably later than the other departments. The date of establishment, number of ishment. with CJkaduates. (Not Ixceudixc; the Class of 1899.) NAME. 3 - 4 Founded l>y Lincoln University Will)erforce University Howai'd Universitv (515 180 96 29 1864 1866 1868 1869 Presbyteiians. Afiicjui Methodists. Freedman's Bureau, U American Missionary Mr. H. Chamberlain. Baptists. American Missionary American Missionary Presbyterians. Friends. Baptists. Methodists. Methodists. Baptists. Methodists. American Missionary State. Methodists. Presbyterians. Methodists. State. Methodists. Southern Methodists. African Methodists. jZion Methodists. Methodists. American Missionary State. African Metliodists. Colored Soldiers and African Methodists. Baptists. State. IState. . S. Gov'm't. fTlereM ('ollecel Association. T. eland TTniversitV l(i 1870 Beneflict Colleofe .8 1870 Fisk University Atlanta University Biddle I'niversity ;... Southland Collejre Roger Williams University.. Central Tennessee Colle.ize... New Orleans University Shaw University li ii^t T' n i vers! t V 180 85 140 19 7(i 4;: 80 101 80 1871 1872 1872 1872 1878 1S74 1874 1874 1874 Association. Association. Ktra ii)-!! t Un i versi t V 11 1874 9 1878 46 1878 44 1879 21 1879 98 1880 9 1880 11 1882 24 1888 88 1888 29 1884 5 1885 27 1885 18 1885 6 1890 6 1890 Association. Branch Ctjllege, Ark (^"Inflni Universitv Ivnoxville ("olleire Clark University Alcorn University-"- W'ilev Univei'sitv. Paine Institute Allen I'niversitv T.i vi no'stone Col le ire Philander Smith College 'r;illM(le"'n ( 'olletie Association. Va. Normal and Col. Inst.... T'miiI Oninii (!olle£re Lincoln Institute State. Morris Hrown Colletre Atlanta Baptist College (Jeorgia Stat<> Industrial Col. Delaware State College. 1 1898 1894 ! 1894 *Tlns State insiitiuioii <-onfers the degree of B. S., but is rather an agrieultural high school than a college. In most cases the college departments of these institutions are but adjuncts, and sometimes nninii>ortant adjuncts, to other departments de- voted to secondary ami primary work. A comparison of colleges for this purpose will be of interest. Let us take the single sciiool year 1898-99: TrpTii a"n:nual co>s'"fkke"xc>: Propoktion ok ('(Hj,kc;k Sti'dknts to Total Exkomm i;n r in NK({Ko CoiJ.iKJKS. 1898-99. COI.L?](^KS. No. C'ollegf ■vStlMlents. Secdiidar.v Students" Primary Student's. .liiiu'oln 135 69 51 4a 37 m 81 28 20 20 20 19 18 18 17 16 15 15 14 12 10 9 9 9 9 8 8 7 5 2 Biddle , 1.85 180 825 22.5 280 159 188 84 52 82 111 21 94 109 108 69 99 87 72 1811 7ti 25 82 181 57 ()6 49 57 Fisk IK^ .Howard •Siiaw , Atlanta 22 59 162 :w 1.5!) Wi ll)t>r force "Virginia Normal and ( 'ull(' such stu.^ - ce 1 c 2 'w ,M 1 '^ K •»■ ■? s S ^ X. 'f — .k2 ^*^ SJ — " t: <3 i^ > a> Total leiif^tli of preparatory course : (yrs.) , Rtndies: fyrs.) Latin..., , Greek ..,, ,. Mathematics Eng-lisli.-^ ,, Other studies of importance.. Weeks of study pei- year., 0? 0; 2 .^ 1 2 a 1 2 i 2 ^%\ 2K 2J^ 1, ' 1%. K! i: 2%' 321 35 37j 36 1 2 2 2 32 3 3 2 4 1 3 3 2 3 1 2 2 2 2 1% •i% 1 1 1% >2 3 IK IK 1>2 34 39 33 1 31 3. 3 2: 2 3 1 5 2 28l 36 From tills it would seem that these colleges ranked in the severity of their entrance reciuireni.ents a Wont as follows; 1. HoWard-=-N early ecpial to smaller New Kngland colleges. ( Fisk. 1 Atlanta, | 2. I Wili)errorce. J- From t to 2 years l>ehind the smaller N. E. colleges. I Leland. 1 Paul (^uinn. I Hiddle, ^' ') Va'^X and (' f ^ I'^^i 2 to 8 years behind tlie smaller N. E. colleges. I Livingstone. I 4. Lincoln-"A little above cUi ordinary New England High School. Most of the other twenty-three schools fall into groups 3 and 4. with possibly one or two exceptions. So tiiat of the 7od students nt>t more than 35C) are of colfege rank according to New Enghind standards. After admission the course of study is laid down in the catalogues* of these eleven colleges as follows: * These courses are taken from the cut!ilther sucli graduates. They have, of course, met mucli color jirejudice. Fifty years ago very few colleges Mould admit them at all. Even to-day no Negro lias ever been admitted to Princeton, and at Yale and some other leading institutions, they are rather endured tliaii 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. 12 fllK I'OLLEfiE-HKEl) SEWRO' and in jreneral t f^atod as in. mi. Olx-rlin was the grreat pioneer in the worlr of blotting out the color line iii colleges, and lias more Negro graduates by- far than any other Northern college. The colleges in the order of the num>- Her of Negroes gi'aduaf PI 1 are as folloM's: Annnuj (he Ijinujcr Vaivirsitiesf. Harvard 11 Vah^ TO I^niversity of Michigan lo Cornell... 8 ("olunibia 4 University of PennsyiS-ania.. 4 Catholic University 3 Univei-siiiy of Chicago 2 (?> J^^land t^tanford ..- " 2 — Total 54 AiiKiiKj CiiUi'ijei*- fpf Second Bank. Oberlin . 12S iTnivers-ity of Kansas— 16 15a tes College .15 Colgrte University 9 I'.rowii S Dartinoutli - 7 Amherst 7 Ohio State I'niversity 7 Bucknell University 7 U'lllianis 4 Boston T'niversity..... - o University of Minnesota 3 Jndiana University 3 Adelbert College 3 Heloit College ! ■. 3 Colb^- University 3 State Universitv of lowM... 2 University of Nebraska 2 Wesleyan Univ! (Conn.)..... 2 Hadclitfe College 2 ^Vellesley College 2 Noitlnvestern University... 1 Rutgers "College! 1 Bowdoin College 1 H;imilton College I New York University 1 University of Rochester..,.. 1 T^'niversity of Denver f i)e Panw Univeisity 1 Mount HolytU^e College 1 Vassnr College.., 1 Total -246 AmoiKj Other Colleges. Univ, of South Carolina 10? Geneva College 9 Hillsd;ile College 7 LaFayette College (> Iowa Wesleyan. 4 Dennison University 4 Baldwin T'liiversity 4 Western T^niv. of Benna 3 Jlir;!in College .' 3 \Vittenl)erg 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 cV:.I<-tferson Col. 2 Ohio Wesleyan University.. 2 [joiiibard Collegia 1 Otterbein College 1 S. W. Kansas College 1 Alleghany College 1 Olivet College I Albion College I University <)f Idaho 1 Iowa College 1 Upper Iowa University 1 University of Omaha 1 McKendree College.....' I Illinois College 1 Ohio University 1 — Total 90 . Grand total 3J)0 If we divide these graduates among the sections of the country, we have; Middle AVest 25t) NeAV England 7cS Middle Atlantic States 44 South 10 Border States 3 Pacific States 5 PIFTII ANNUAL CONFKRENCK i:^ To sum up tluMi : Negroes have "graduated linin N<>rtlii-iii institutions. In most of the larjier universities they are welcome and have on tlie whole ma(h> ffood records. Tn nearly all the Western colleyre*; tlu-y arc admitted freely and have done well in some cases, and i^oorly in others. In one or two larger institutions, and in many of tlie latue wnnien's i-ol- leges, Negroes, while not exactly refused admission, are strongly advised not to aiiply. The summer schools at Harvard, Clai-k and tlu- rniveisity •of ('hicago have several Negro students. 5. The Number of Negro Gradvaics. According to tiie l>est infuiination the Conference has heen ahle to gather, the total luuntn'r of Negro grad- aiates has heen as follows: Nkcko ('oi.i.K(;k CtRadiatks. 1826 . 1 INU) 1828 . r 1861 1844 1 1862 l>s45 1 1868 1847 . 1 I8 >M5 1 2 1891 ... . 1892 1898 1894 l8SJo 99 ... 7(« 5 I ...137 i:i<> 4 180 9 189() 1897 1898 . ... 1899 104 11 128 . 26 ...l-t-l 15 57 2() "■' .i' 29 Total.. ; not givei 2,209 ...122 (irand Total. .2,381 One hundred graduates of colleges of doul>tful rank are not inclu xegro 6. Rirth-piac.e of College-bred Negroes. — ^The most interesting^ question Connected \vith birth-place 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 born and wliere they ftow live, we liave tliis table: Migration of Coi^i..ege Graduates. Persons Born in : Ai •e X ow Living in: A B C D E F G H J K L M A Xpw Flti""!;! nd 2 ? 4 3 1 10 18 8 2 3 5 148 35 7 1 1 39 159 4 4 1 1 1 12 6 9 4 B— N. Y., Pa.. X. J C— Del..Md.,Va .W.Va., Kv.,Tenn., N.C., Mo.. D C 4 1 1 5 1 5 26 26 6 2 5 1 1 1 1 1 D— S. C.,Ga..Fla., Miss., La , Ala 1 E Midi \Yis III O 1 F— N. and S. Dak., Minn., ^eh Iowa, Ivan... G— Okl., Tex.,Ark., Ind. Ter 3 2 TT — ('finada •T — Africa . 2 2 K — West Indies 3 3 2| 2 L — Cal 'Nev Wash .Ore M — N Mev Ari'/. . This means that of 254 college-bred Negroes born in the border States (i. e., Delaware, Maryland. Virginia, Kentucky, Tennessee, North Caro- lina, Missouri and District of Columbia,) 148 or 58 per cent stayed and Worked there ; ;^9 or 15 per cent went furtlier South ; 26 or 10 per cent went Soutliwest ; 12 or 5 per cent went to the middle West, etc. Or again : Of 73 college graduates born North, 35 staid there and 38 went South. Of 607 college graduates born South, 443 staid there and 62 went North. These statistics cover only about onc-fourtli of the total number of graduates, biit they represent pretty accurately the general tendpucies so far as our 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 bit- ter ctjst which fewi)eople realize; that nearly 90 per cent of the Soutiiern born graduates instead of seeking that personal freedom and broader intel- lectual atmosphere which their training has led them in some degree to conceive, stay and labor and wait in the midst of their black neighbors and relatives. FIFTH ANNUAL COXFEUKNCE 15 9. Education of Women. From the first the institutions of iiijiiier train- in.U" fonntlod in the South were, Avitii few exceptions, open to f?irls jis well as l)oys. Naturally fewer j^irls entered, but, nevertlieless, a considerahle number— over 250-rthrouj>hout the country have finished a collef?e course. Of the larger Negro colleges only liiiicolu ami P.iddl.' do nm iidniit girls. The women graduates are as follows: Women Graduatks from Collkcjes. (Not Including Graduates of '99.) 01)erlin 55 Shaw....'.".' ."" 21 Paul (iuinn IH Atlanta Southland Rust Claflin Philander Smith. Iowa Wesleyan... Univ. of Kansas... Cornell Geneva Leland U. Iowa U Idaho Bates Clarke Straight Branch. Ark Mt. Holyoke Total women. 8 8 7 (5 5 4 Fisk HI Wilbertorce 19 Knoxville 10 Howard 8 Ontral Tennessee.. 7 Livingstone 6 New Orh-ans 5 Roger Williams 5 Berea 4 H Univ. of Michigan .-5 Wittenberg 2 Welleslev 1 Butler 1 Adrian 1 McKendree 1 Va. Nor. and Coll.. 1 Allen 1 Paine Institute 1 N'assar 1 3 2 2 1 1 1 1 Total men 2.079 If we arrange tliem according to the years of graduation we have; College-Bkei) Womkx. hv Ykar of Gkadfation. 1850 I 18.51 1 1858.. 1een married ^ against nearly seventy per cent of tlie men. It. Oroipaiioits. The most interesting question, and in niany respects the crucial question to l)e asked concerning college-bred Xegroes. is: Do- they earn a living? It lias been intimated inore than once that the higher training of Xegroes has resulted in sending into the world of workmen who can find nothing to do .suital)le to their talents. Now and then there comes a rumor of a colored college man woi'king at menial service, etc. Fortunately the returns as to occupations of college-bred Negroes are quite full — nearly sixty per cent of the total number of graduates. This enables us to reach fairly probable conclusions as to the occupa- tions of college-bred Negroes. Of 1,812 persons reporting, there were: Teachers ^.^{} Clergymen lfi-8^,i Physicians, etc ' 6.8%: Students o.6% Lawyers 4.7% l In Government service -i.O%j — In Business.., 8.(5% — Farmers and Artisans., 2.7%' — Editors, Secretaries and Clerks 2.4% — Miscellaneous ! -■'^"-^ Over half are teachers, a sixth are preachers, another sixth are students and professional men; over 6 per cent are farmers, artisans and mer- chants, and 4 per cent are in government service. In detail the occupa- tions are as follows: Occupations ok C^oi^LEtiE-BREi) Men. Teachers: 19 Presidents and Deans... Teachers of Music 7 Professors, Principals and Teachers 675 Total... 701 FIFTH ANNUAL CONFERENCK 17 Ci.ergymkn: Bisliop 1 CliMplains. U. S. Army 2 Missi(iii;iri(^s 9 Prisidiiiii' Killers 12 J^reaclRTs litT rntal...2L'l Phystctans, etc.: Doctors of Medicine 7(i Dnitriiists 4 D.Mitists 8 Total... 83 Students 74 Lawyers H2 Civiii Service : IT. S. Minister Plenipo- tentiary 1 U. S. ('onsul 1 U. S. Deputy Collector 1 U. S. Gauffer 1 I'. S Postmaster 2 r. S. Clerks 44 State Ciyil Service 2 City Civil Service 1 Total... 58 BusiNE-ss Mex: Merchants, etc 30 Maiiauers 13 Real Estate Dealers 4 Total... 47 • Farmers 2«i Ci-ERKs AND Secretaries: Secretaries of National Societies 7 Clerks, etc 15 Total... 22 Artisans 9 Kditors 9 Miscellaneous 5 These figures illustrate vividly the function of the coUege-hred Kegro. He is, as he ought to he, the group leader, the man who sets the ideals of the community where lie lives, directs its tliought and heads its social movements. It need liardly he argued that the Negro people need social leadership more than most groups; they have no traditions to fall hack upon, no long estaV)lished customs, no strong family ties, no well defined social classes. All these thin.irs must he slowly and painfully evolved. The preacher was even hefore the war the group leader of the Negroes and the church their greatest social institution.* Naturally tiiis preacher was ignorant and often immoral, and the prol)lem of replacing the older type hy hetter educated men has heen a difficult one. Hoth l)y direct work and hy indirect influence on other preachers and on congregations, the college-hred preacher has an opportunity for reformatory work and moral inspiration, the value of which cannot he overestimated. The report of *Cf. The A'eu) World, December, IttuO. article on -Keligion of American Negro." 18 THE COLLKGE-BRED NEGRO the Atlanta Conference oil ''Some Efforts of American Neprroes for their own Social Betterment" shows the character of some of this work. It has, however, been in the furnishing of teachers that the Negro col- lege has found its peculiar function. Few persons realize how vast a work, how mighty a revolution has been thus accomplished. To furnish five millions and more of ignorant people with teachers of their own race and blood, in one generation, was not only a very difficult undertaking, but a very important one, in that it placed before the eyes of almost every Negro child an attainable ideal. It brought the masses of the blacks in contact with modern civilization, made black men the leaders of their communities and trainers of the new generation. In this work college- bred Negroes were first teachers and then teachers of teachers. And here it is that the broad culture of college work has been of peculiar value. Knowledge of life and its wider meaning, has been the point of the Negro's deepest ignorance, and the sending out of teachers whose training has not been merely for bread winning l)nt also for human culture has been of inestimable value in the training of these men. In earlier years the two occupations of preacher and teacher were prac- tically the only ones open to the black college graduate. Of later years a larger diversity of life among his people has opened new avenues of employment. The following statistics of occupations, according to the year of graduation, illustrate this partially: Occupation. Before 1870 1870- "79 '80-'8I '85-'89 '90-'94 • '95-'98 Total. Teachei's 11) O 1 1 2 1 1 1 1 65 . 38 2 5 74 26 1 11 159 56 3 14 179 56 1 23 214 31 1 7 701 Clerii'vmen 212 Kditors 9 TjHWvers 62 I^T n ti iTiM 1^ pi*<^ 1 Miners Merchants 1 1 8 2 1 1 12 2 1 1 1 1 11 18 9 16 13 31 2 4 5 7 43 I'll V sic ians 76 I )rnp"i>'ists 4 Clerks and Secretar's "" 1 5 11 22 T^. locii t ion ists 1 IJ. S Civil Service... 8 5 15 7 2 13 (5 2 6 1 50 Farmers 26 Rpal Estate Dealers 4 IVTjiti'ons 1 9 Dentists 1 1 1 3 1 M issionai'ies 1 '^ : 3 ! 1 ] 1 14 2 53 !.... 9 S t n (1 p M t s 4 74 T*ri !i \ i*v< 3 (^\t\' (Mvil Kppviop 1 • 1 Kfjif*' (Mvil Sprviop 2 1 2 liihrMi'in.im 1 i 1 Tailors ....... 1 1 1 1 1 1 l^i'ji n<>"h t smell 1 1 1 1 y\ otpl-work 1 1 ' I 1 Carpenters 1 ."".. ."..J : 1 FIFTH ANNI'AL COXFKRENCE 19 Tilt' Idi.uth (if sorvico in tlif various occ-upatioiis siuiws soiiietliiii^: <>t" tlu' character i)f these workers: Length of Servkk at Prksext Oocitpatiox. Under I year 22 1 year, less than 2 (iH '' ;5 HI " 4 m •• 5 56 " 6 o4 " 7 H3 " 8 48 '' 9 23 " 10 25 '' 12 49 '^ 15 m " 20 35 '' 25 24 " 30 9 " 40 4 1 2 years b I 1 3 (fc fci 4 ik 6 a V • 6 t,i LI, 7 ic lb 8 ii ii 9 i b ib 10 il bb 12 ib 11 15 a a 20 ih b( 25 iC bb 30 u bb 50 and over Total reporting 623 12. Cluinye in Occupation. A study of present and previous occupation gives a still deeper insight into the pi'ohlem of work. For instance, the following number of persons have had but one occupation: they began as teachers and are still teaching, or as preachers and are still preaching: Persons who Have IS'kvkk Changed Occupations. Teachers 315 In Business T Clergymen lOfi Editors 3 Lawyers 26 Artisans 3 Physicians 24 U. S. Civil Service 3 Students 15 Clerks and Secretaries.. 3 Farmers 7 Dentists 3 Hotel-work 1 Let us now add to tliese such persons as have changed occupations once. In the following table the period of study necessary in preparing fdr a profession is not considered a different occupation : 20 THE COLLEGE-BRED NEGRO < a* p:^ iJ-i ^N K s -?^ ;? 5 ■/. y. c -J. ^ ^ •X, X c^ k'. , o ^" T ^ se •f s ^ h— 1 /-^ M c C^ ■1 <; ^1 < D r"- f, H a? o ,ainj.iocla}j -ft;;— :^: ?^ 'M — t- X t^ * 1 o a. c X > •>IJOAV — — — — • — ■ --= — t- •uo.i:jHj^ — — — •SUUS14.IY ^1 ! — : — : 1- i:^ -/. ^ --C •s;si4U9a c5^ ;-: -: n oi •.Cm. IV ■s a - - •saojipa n - •.; KCC ?s •sae^AVB^ M — : I- tc ^ SUBTO -isA'qj - — z*" ^ •aoiAjas T!-MO-sa "ZL M T? : t~-TC o 5 •s^iiapniS : - : — — :|£ - — : »T k* 'uaui -AJr^.oi.) ':x : is •M — : ?55 - •s.TaqoBt\L ""'::: 1- j'^-^^^'- :i- ^> :• — re 1 t-i- zc — 2 Oi 3 o o: X P4 ■J is • ;/ : -t • ri ■ 4 ■J : '{ '• > : 1 : i > i I : Of : a : i :< X / r X [ ~ > > : X /- = £ X 5< • o 3 ' t : FIFTH AXNIAL (OXFEREN'CE '21 Many interesting: tliinizs may In- not<'(l in t lit' aitovi' tal>l"- : Fur instance. 48 lawyers report ; of tiiese 2(5 started on a law citursH jniiiu'djjittjly aftt-r graduation, finished it, went to prat-ticiiifi: and are still engaL'-'-d in tiiat work. Eleven tanirlit hefoiv readiny: law, two were in l>nsin<-ss, and I'onr in other employments, from wliicli tiiey turned to law. Tliere are reser- vations to he made, of conrse, in intcrpiftint? these figures: some persons report a few inontlis of teaehing as a "previous nceupation." widle others ignore it; some have not ehanged occui)ations, ht-eausc heing yi>ung urad nates thev have not iiiven tiieir present vocation a suttieient trial. Nev.'rthelcss. with care in using, the table has niucli to tt-acii. We find that the profession of teaciiing is a stepping-stone to orlier work; 87 per- sons were at first teachers, and then changed, 11 l)ecoming lawyers,? going into business, 2(i entering the ministry, 12 entering the United States civil service, etc. Seven have at various times engaged in menial work, usually as porters, waiters, and the like, l)ut all but one man working in a hotel have done this only temporarily. It is quite possiiile tiiat others who are engaged in such work have on this account sent in no rnp^rts. We see in this way that of 7(K) college-bred men over o(M) have immediately on graduation found work at which they are still employed. Less than 2ti0 have turned from a first occupation to a second before finding appar- ently permanent employment. There are still others who have tried two or three employments. The reports of the.se are naturally not as full as the others, through forgetful- ness and ti)e natural d-sire not to advertise past failures One college man is known to have tried nine different occupations in ten years— but tliis is very exceptional. Specimens of the records of some who iiave tried several occupations follow: Persons who H.wi-; h.vd Skvkr.\l OcorPATioN's SixvRssi vfi.v, Pre.sent Occupation. Previous Occupations. U. S. Civil Service. Teacher. Merchant, U. S. Civil Service. Teacher. Merchant. U. S. Civil Service. Lawyer, Teacher. U. S. Civil Service. Teacher. Editor. Lawyer. Teacher.U.S, Civil Service. In Business. Teacher, Clerk. In Business. Teacher, Porter, Clerk. In Business. Editor, Teacher. Dentist. Clerk. Teacher. Secretary. Teacher, Clergyman. Farmer. Teacher, Carpenter. Clergyman. Lawyer,U.S. Civil Service. Physician. Teacher, Farmer. Artisan. Teacher, Engraver. 22 THE COLLEaE-BKED XEORO 16. Group Lei(dersln'p.—Be>iide the regular occupations indicated above, college-bred Negroes have been active in literary and pliilanthropic work of various kinds. The following cases are especially reported : Active work in religious societies 101 Investing in business enterprises conducted by Negroes .... 48 Conti ibiiting to Neiiio and otlier newspapers 105 p^diting anti pulilishing newspapeis 40 Lectureis 21 College and student aid 20 Benevolent club work 9 Fanning and truck gardening 10 Nurseries, ori^lianages and homes 12 Slum, prison and tenii)eranee work 16 Organized charity lf> Kindergarteiis and mothers' nieetings 7 Buildiniz- associations " Hospitals U) Savings banks 4 C'ontrii)Uting to magazines U Papers before learned societies 9 The above represent the principal activities of 450 persons in philan- thropic and social lines outside their regular occupations. Mucli of the work thus done has been of great benefit, especially in the establishment of refuges and hospitals and liusiness enterprises of various sorts. The cliaracter of the work done may be gained from some of the following reports of social and benevolent activities: "One of the founders of the Provident Hospital. Cliicago." "Member of the advisory hoard of the St. Louis Orphans" Home." "Mem])er of the i)oard of managers of the Home for Aged and Infirm Colored Persons. Phihuielphia." ''Meml)er of tlie l)oard of managers of the Eureka Kducational antl Charitable Association of Baltinnne. Md." '•One of the founders of McKane Hospital, Savannah, (ia."" Etc., etc. 17. Politicul Aciicitij. The question of Negro suffrage is bound to call for the attention of the Nation for many years to come. The suffrage was bestowed upon the freedmen as a measure of defence as well as of justice. This action has l)een severely criticized on the ground tliat enfranchised ignorance could not and ought not to rule in any community, and that Negro suffrage means nothing less than tliis. This is without doubt a strong argument— so strong that the Nation is to-day apathetic in the (luestional)le legal expedients designed to suppress the Negro vote iii the South. Whatever may be said as to the larger aspects of this question, certainly in the study of this group of Negroes we have a ciiance to throw an interesting side-light on the problem. Here at least we iiave a gro\ip that cannot be called ignorant. They are well-trained men. and in the testimony of their neighl)ors, teachers and friends, usually honest and industrious. Most of these men vote: FIFTH ANNTAL ('((NFKHEXUE '2^ Number who usually vote '^^X or 7(» \)^^l■ c'-ut. Those who usually do not vot<- 2\n or :i() " Total "-' Of these 45."., or HH per c-ent of thos.- reportiii};, lliink th.'ir vot.'s mi- counted. If we confine ourselves to the South, wr find : Persons wlu. vote H61 or (59 per cut. Pei'sons wlio do not vote 159 or M Total 52() In the North HI per cent vote usually. 18. Ownership of Proper t;/. It is very ditticult to collect reliable statis- tics of property which are not based on actual records. It was not advisa- ble, therefore," to ask those to whom reports were sent the am. unit of property they were worth, for with the best of motives on the part of those answering the resulting figures \v«)uld he largely estimates and personal opinion. One kind of property, however, is least of all liable to be unknown to persons, or to be ex^^g■gerated in honest reports, and that is real estate. Each college-bred Negro was asked, therefore, to state the assessed value of the real estate owned by him ; the following table was the result of .557 answers: Ass?JSSKD Vauf. of Real Estatk. Number. Actual Am"t. Under $U)() H * lf''>-50 .§ 1()()-2(K) '^ "^l"- 2(X)-3(K) 15 •^.»H5. H()()-4(X) 10 •I'-'^l^^- '' 4Ul)-.5()() 5 IJVI't. 500-7.50 58 H1.4()0. 750-1,000 2S 28.H75. - l.(H)()-2.0(M) 129 lfi2.2::J(). " 2,ltOO-:5,(KM( 73 1.58. 4(K). '■'■ 8,000-4.LM)() 42 289,887. '' 4,aX»-5,0t)0 18 82.n(M). '' 5.(M «)-().(« to 3H 182.275. '■ 6.0tK>-7.U)(» 13 75..540. " 7,000-8,(MH) 7 .5«..5(K). " 8,000-10.()2.5() Average per individual 2.411. 24 THK COLLEGE-BRED NEGRO With regard to the 85 who are tabulated as owning no real estate, it is not certain tiiat in all eases tiiis is a fact, or tliat some of them may not iiavf had property wiiieh thf-y did not wish to ivport. There is no way of knowing, of course, how far these six liuiidn-d persons are representative of tiie 2.3."51 Xegro graduates. All tilings considered, iiowever, this is probably an understatement of the property held, for while many of tiiose not i>'porting iield no property, yet most of tliose wiio did r«'port represent tin' more recent graduates wlio lia\ c just begun to accumulate, while numl)ers of the other graduates witli considerable pioperty could not l)e reached. Some who are known to own pro[)erty did not report it. It is, therefore, a conservative statement to say tiiat college-bred Negroes in the I'nited States own on an average .$2,40(i worth of real estate, assessed value. If the assessed value is two-thirds of the I'eal value in most cases this represents $3,600 worth of property, market value. To this must be added tlie worth of all personal property, so that the average accumula- tions of this class may average $5,000 each, or $10.000. (KM) for tiie group. Such figures are. of course, mere estimates, but in the light of the testi- mony they are plausii)le. 22. The Future of the Negro College. l^eX us now gather up the scattered threads of this social study and seek the lesson whicli the accumulated facts liave to teach. We have leai'ned tliat there are in tlie Uniied States thirty-four institutions designed especially for Negroes, which give colle- giate instruction leading to the bachelor's degree. Beside these, 73 other colleges of the land have Negro graduates, so tluit in ;ill we have a record of 2.331 Negro graduates of college courses. We iiave studied these graduates caiefuily so far as the reports sulnnitted have en;!l)h'd us to. They are mostly freedmeu's sons and grandsons wlio have gained this training by self-denial and striving. They usually marry lietween the ages of 25 and 35, go to work in tlie Soutli at teaching, i)reaching, practic- ing tlic professions, or in the civil service or busim^ss life. Here they have accumulated property and usually made good citizens and ifuders. Several (luestions may in>w be asked: First, Is tlie college tiaining of Negroes necessafy? Secondly, If so, how large a proportion of the total expenditure for education ought to be devoted to this tniining? Thirdly, What curriculum of studies is best suited to yonng Negroes? A. Is the college training of Negi'oes necessary? A few opinions of prominent men in answer to this query are subjoinetl. They are partly in answer to a circular letter sent to a few college presidents. President (Tilninn of Johns Hopkins answered that he was too busy to wiite any- thing. The Chancellor of the I'niversity of Cieorgia i)roniised to send some matter which has not yet reached us. The other letters follow: FIFTH ANMAL (OMKKKNi K 25 "I have never lived South ami my oi)inioii on the ((uestion you ask is noi very valu- able. It is. in a wortl, thi«!, that Mr. Warner's i.;oiitention is rit^hl for inost incmhers of the race, hut that the way should be ke|>t as wide open as possible for trifled men like * * * *_ IJooker \Va9liin£:toii, and many nthers to liave every op|)orlunity that any of the N'ortliern or other colles:es can afford. I am. very truly yours," J. Sta.m.kv IIm.i,, Dec. 10, )900. (President of ("lark Iniversity.) "I believe not oidy in common school and industrial eihication for the Nes^roe-s of the South, but also in their higher education. The hiijher education is necessary ta maintain the standards of the lower. Yours truly," GEom;E K. MmLkan. Dec. 11, litOO. (President of the State I'niversity of Iowa.) "I believe fully in the hisrher education of every man and womati whose character and ability is such as to make such training jjossible. There are relatively fewer of such persons among the Negroes than among the Anglo-Saxons, but for all of ihc-f the higher training is just as necessary and just as etfectlve as for any one else. For the great body of the Negroes the industrial and moral tr:iining already so well given in certain .schools seems to me to offer the greatest hope for the future. Very truly yours," D.wm S. .Toruan. Dec. 14, UKK). (President of Leland Stanford .lunior I'liiversity.) "Your circular of December .stli comes duly to hand. In response I would say that in my judgment no race or color is entitled to mono])olize the benefits of the higher education. If any race is entitled to be specially favored in this respect I should say it is the one that has by the agency of others been longest deprived thereof. The above you are at liberty to jiresent as my sentiments. Yours cordially," William F. Waiuje.v, Dec. 13, li)(X). (President of Boston University.) "In rei)ly to your request of December ath, I would say that it seems to me that the collegiate or higher education is not a special favor to be granted to men on the ground of race, family, or any sueii minor consideration. The only condition for the receiving of a college education should be the ability to a|)preciate and to use it. Human nature is substantially the same everywhere. It should be the glory of our country to afford to all her young men and women who crave the broadest culture and who have the spirit and ability to ac(iuire it, the ami)lest oij]>orlunity for devel- opment. L(ioking ;u it more specifically, I can see that the general uplifting of our Negro population requires a prober percentage of college-bred Negro leaders. Yours sincerely," (Jkohuk ('. ("hase, Dec. IT. 1900. (President of Bates College. ) "You ask for my opinion in regard to the desirableness of higher training for the Negroes, het me begin my statement by saying that I have the utmost faith in the management of the Atlanta I'niversity and several other institutions for the training of the Negro in the South. I will. however, candidly say that in my judgment there are a great many of the Negroes 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 i)eculiarly true with regard to colored people. My idea wouUl be that all the training that the colored man is capable of thoroutrhly mastering should be given him. but that in the higher departments of learning, like political economy and history, the ancient classics and the natural sciences, only selected men should be 26 THE COLLEGE-r.KED XEGRO given the fullest opportunities. I have the highest confidence that such training as is given at Hampton and at Tuskegee. largely manual and industrial, is of the greatest imi)()rtance for the Negroes and is to be tlie means of fitting the race a generation or two hence, to enter more fully into the more abstract and jjhilosophical studies. I do not know that I have matle 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 training schools for all the trades and manual activities. With best wishes, very sincerely yours," Fkanklix Carter. Dec. 12. mn ( President of Williams College. ) "Teachers and leaders need more than a common school education. This is as true of Xegroes as of whites. Where shall they obtain a liberal education? With few exceittions. I tliiiik it should be in the Southern colleges. The color line is so sharply drawn in Xorthern colleges (unfortunately) that a Negro is at great disadvantage, not in studies, but socially. ************** Very truly yours," George Harris, Dec. 12. 19(X). (President of Amherst College.) "I believe in the Southern Negro college and the higher education of Negroes. *«#****♦***** Very truly yours," .Joseph Swaix. Dec. 10, 19(X). (President University of Indiana.) "The problem is such a difficult one that I have been compelled largely to rely on the judgment of my friends. My opinions are chiefly taken from the experience of Mr.William H. Baldwin, now president of the Long Island Railroad, and are. therefore, hardly such as I ought to put in a form for quotation. Sincerely yours," Aktihh T. Hadi.kv, Dec. 10. 1900. (President of Yale University.) "I am like many others greatly interested in the question of education of the Ne- groes. There seems to me to be a place for the college properly so-called which shall teach a certain number, who may be leaders of their race in the South, as preachers and advanced teachers. At the same time I have much symi)athy with Mr. Booker T. Washington's idea, that a large proportion of them should be educated for industrial pursuits. Yours truly." .Tames B. Axed institutions of higher learning." \Vii,i.i.\m I), HvnE. (President of Howdoin College. ) (In a speech at Trinity Church. Boston, Feb. 28. 1896." "It gives me great pleasure to meet you. I have heard of the great work that this school has done in the higher education of the colored peojjle. I am glad to .see you, and congratulate you on the fad of getting higher education. It is sjood for you to get lower education, and then still better 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 haN-e tjie same mind tliat the white peojjle have. Now, as it is very necessary for white people to study Latin and (Jreek, so it is very necessary for you. If you lived in Egypt, Abyssinia, or Aral)ia. it would not be so necessary to study Latin and Greek, but people who live in tiie United States, France, England, Italy, or (Jermany. are greatly helped by these studies. There are a great many people who think colored people should not have "the higher education. Xow, 1 would not discourage the study of mechanics and indus- trial education, but it is very im])ortant to study Greek 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 peojile among whom we live. Now, it is a very neces.sary thins that the hisrher education should be opened to every part of the whole community. For the coloi-ed peojile to be -self-ilirecting. they must have higher education. They will be appreciated for the good they can do, and will be respected because they are helping the common civilization. We shonid understand also the art of invention. That is what this Atlanta E.xposition is show- ing. The colored man is not always g(jinsr 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 (piestions. He is going to study mathematics, sciences and the languages. And you must not be misled by the opposition to the higher education. But yoa should uphold it in your homes and among your people until many more are seeking it." Wii.i.i \M T. H AKiiis. (V. S. Commissioner of Education.) (In an addre.ss to the studeius of Atlanta I'niversity. Oct. '2(», 1M95.) 28 THE COLT.EOE-P.RED NECRO It seems fair to assume from these and other letters that the conserva- tive public opinion of the liest classes in America believe that there is a distinct place for the Negro college designed to give higher training to the more gifted meml>ers of the race; that leaders thus trained ai-e a great necessity in any community and in any group. On the other hand, there is considerable difference of opinion probably as to how large this "Tal- ented Tenth" is — some speaking as thougli it were a negligible quantity, others as though it might be a very lai-ge and important body. The opinions of some other persons ought perhaps to be added to the above. First, there is the ahnost unbroken line of testimony of the heads of Negro colleges; this is. of course, interested testimony, and yet it is of some value as evidence. A man who left a chair in the Inivt-rsity of Michigan to go South and teach Negroes before the war eiidid, wrote after twenty-five years' experience in college work: '■By this experiment certainly one thing has been settled: the ability of a goodly number of those of the colored race to receive what is called a liberal education. A person who denies that sliows a lack of intelligence on tlie suliject. •'But the possibility granted, the utility of tliis education is doubted both as to individual and race. First, then, as to tlie individual, aside from the mere mercantile advantage derived from education, does not the hunger of the Negro mind for knowledge i)rove its right to know, its capacity siiow that it should be filled, its longing that it should be satis- fied? And as to the race at large, does it not need within it men antl women of education? How would it be with us of the white race if we had none such with us — no educated ministers, doctors, lawyers, teachers, professors, writers, thinkers? All the preaching to eight millions of col- ored people in the United States is done by colored preachers, with the merest exceptions here and tliere. Do these Negroes not need preparation for their vastly responsible calling? "The entire work of instruction in tlie colored pul)lic schools of the Soutii is done l»y colored teachers. These teachers cannot be prepared in tlie white scliools and colleges of the South. Where, tlien. shall they be prepared if not in special higiier institutiims of learning open to tliem? Wiiat is to become of the millions of "colored people in the United States? Who are to be their leaders? Doubtless persons of their own race. Do they need less preparation for their calling than do members of the white race for theirs? Is not tlieir task even more tiitficult? Have they not questions of greater intricacy to solve? Did not Moses when leading ex- slaves out of Egypt need special wisdom? Are not tlie colored pe irmhIs more. Tlie education FIFTH ANN! "AL ('ONFKKKXCK 29 reqiiirfcl is not simi)ly tli:it of hooks. Imt of life in ("liristian lioinns. such asaiv supplied in nt'aiiy all our niissionaiy schools for that people and of relijiion tlirouiih the Christian churcii and its inthuMicM's."" The President of another NeH: "To ima^nne that the Nejrro can safely do without any of the institutions or instrumentalities which were essential to our own advancement is to assume that the Neuro is superior to the white man in mental capacity. To deprive Iiini of jiuy of these advantajres, which he is capahle of usin^i would be to tlefraud ourselves, as a nation and a Christian chureh. <>f all the added power which his developed manhood should i)rin;r to us. It does not seen) to be necessary in this audience to discuss the proposition that intelligence is powt-r.and that the only road to intelligence is through mental discipline conducted under moral influences. "Wiiat liave we been doing for our brotiier in black to iielp liim in hi.s life struggle? The work began somewhat as in the days of our fathers. The John Harvards and the Elihu Yales of Pilgrim history found their counterparts in Gen.'fal Fisk, Dr. Phillips, Seymour Straight and Hol- brookCliamberlain. who founded colleges, even before it was possil)le for many to enter upon the college course, but with a wise forecast for the nei'd tliat would eventually come and is now actually upon us." These two extracts sufficiently represent the almost unanimous opinion of the presidents and teachers in Negro colleges that this training is a success and necessity. From a careful consideration of the facts, and of such testimony as has been given, the following pi'opositions 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 tech ideal training, and trade schools. •6. There is a distinct demand for the higher training of persons selected for talent and character to be leaders of thought and missionaries 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. ."). The aim of these colleges should »)e to supply thoroughly trained teaciiers. preachers, professional men, and captains of industry. We come, therefore, to the second (juery: B. How large a proportion of the total expenditure for Negro education should go to college training? This resolves itself into the practical (juestion : How many colleges are needed? And here it is certain, first of all, that 34 Negro colleges are entirely too many. Tliere are about 750 students in these colleges. Perhaps 400 of these should under strict requirements continue a college course. All these could easily be accommodated in eight, or at the nn)si. ten col- leges, and then leave ample room for growth. The ideal of c(. liege train- ing in the South should V)e the small local college with 60 to 100 student*, who can come directly in contact with teachers and receive all the bene- 30 THE COLLEGE-BRED NEGRO fits of iiistnu'tiDii and fulhii'«> whicli the snialK-ollHue afTords. Accoi'dinp: to this it would be well tu iiavc Neuro coneires distributed somewhat as follows: 1 in Washington, D. C (Howard). 1 in Virtrinia (I'nion). 1 in the Caroliiias (Siiaw or Biddle). 1 in the Eastern Gulf States (Atlanta). 1 ill the Central (»ulf States (Talladega or Rust). 1 in Louisiana (Straitiht, Lelaiid or New Orh'ans). 1 in Texas (Paul Quinn or Wiley). 1 in Tennessee (Fisk). 1 in Missouri (Lincoln). It seems certain that tliese colleges (with possilily one additional insti- tution), together with the two Northern schools. Lincoln and \Vill)erforce, would amply supply the legitimate demand for the higher training of Negroes for a generation or more. This would nu'an that the college de- partments of 22 institutions l)e closed and that the college work be con- centrated. This would entail Jnxt little change, for the ten largest colleges already have nearly two-thirds of the students, while tiic other third is scattered among 24 institutions. The smaller colleges would thus be left to develop as normal and industrial schools, as indeed most of them are already, the college departments lieing unimportant adjuncts. It is only in some such way that Negro college training can be placed on a firm basis and escape some of the deserved criticisms tiiat have been aimed at it. This criticism is in reality a criticism of poor ecjuipment, low standards and lack of thorough work rather than of higher training properly con- ducted. Concentration of effort will remove most of these blots. Tlie great hindrance to a movement towards conctMitration is sectarianism in schools. The different (U.Miominations have unfoi'tunately iilanted schools in clo.se proximity to one another, regardless of the logic or ethics of the situation. Only conference and a large-minded .'■pirit of co-operation can now bring about the proper division of labor among these institutions. The cost of college training should also l)e considered here. Tlie income and expenditures of the Atlanta University. wliich is simply a high school and college, is perhaps as typical an instance as can l)e f< ■in S.9T2 ti-') 1896-97 41,089 12 9.4M7 SI 1897-9H 38.719 93 9,4(X) 32 1S9H-99 3(5.770 .S3 • 9.54.', 37 1899-1 9(H) 39,989 96 9.(586 92 Total, 6 years, .$235.17196 $54,078 2t) '■'This includes rash receipts and receipts from extra work, .\bout f<.5 per cent to !ti) per I'ent of this is in casli. Receipts from regular work are not included. They iimoiint to Sl.cuo to $].-2W per vear. FIFTH ANM AI, COXFKREXCE 31 Tilt' total fXpt'iisr (>r sciidinii- a Imy 1 liioii^^li t lie wliolf courso of Atlanta University is about $i(;{:{':,, or tlifonj;!! tlif colleffe course alone .t.",H:ii^. This is littl<', if any. more expensive t iian edueat in pa boy for a trade, iven if tbf' longt.-r time is taken into account, forthe industrial training;- is nat urally very expensive. Hampton, wit li (iix) students, spends about $170,(MMi a year, or .t28() per student. Atlanta, with 8(Ki students, spends !|!4o,(HK) per year, or .$138':, I)er student. When the diirerence in time recpiiretl is adjusted the cost of the two sorts of train inij: is i\ot nuiteriall.v difVerent. A very con- siderable part of this expense, however, is i)orne by the students them- selves.* Institution. Atlanta Hampton Harvard University of Pennsyivaiiia. Williams Univ(>rsitv of Chicatro Univeisity of Vii\u-inia Ohio State University Adelhert ("olleye ." Amherst College University of Georgia Mercer University, Ga pjxptMise, ! C'ontril)Ute(.l by Stuilents. 1 899-1 9(X). In Cash. •t 89.98!) 96 \".2m 10 1,887. 878 3,.507 80 It thus seems clear tiiat Negro students in both colleges and industrial schools pay nearly a third of their expenses in work and cash and thus are not charity scholars to a much larger extent than the stuiieuts in most white institutions. Finally we come to the (jtiery : C. What curriculiun of college stiulies is best suited to young Negroes? Little careful work has l)een done in the direction of ascertaining what improvements in the Negro college course are needed. Nor is this strange. 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 Tlie exposition and comi)arison of college courses, made on pages 10 to 11. sliow ol)vious faults. The older New England college curriculum of forty years ago still holds in the Southern institu- tions 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. - From reiM)rt.s .sent from the various institutions. Tlie income and t'xpen-- u>r ImnihI i« indiKled at Ilanipion and .Vtlanta, and possiiily at other ini-titwiions. 32 THE COLLEGE-BRED NEGRO The central nutli whicJi tliis study teaches to the candid mind is the success of hijrher education under the limitations and difficulties of the past. To be sure that training can be criticized justly on many points: its curriculum was not the best; many persons of slight ability wei'e urged to study Algel»ra before they had mastered Arithmetic, or German before they knew English ; quantity rather than quality was in some eases sought in the graduates, and above all.thei-e \yas a tendency to urge men into the professions, particularly the ministry, and .to overlook busi- ness' and the mechanical trades. All these charges brought against the higher training of Negroes in the past, have much (jf truth in them. The defects, however, lay in the application of the principle, not in the prin- ciple; in poor teaching and studying rather than in lack of need for col- lege-trained men. Courses need to be changed and improved, teachers need to be better equipped, students need more careful sifting. With sucli reform there can be no reasonable doubt of the continued and growing need for a training 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 sclu)ols 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 often intemperate and exaggerated utterances of some advocates of Negro edu- cation have led the public mind to conceive of the two kinds of education as opposed to each other. They are rather sui)plementary 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 education for all, industrial training for the numy, and a college course for the talented few, I fail to see anything contradictoiy or antagonistic. I yield to no one in advocacy of the recently popularized notion of Negro industrial training, nor in admii'ation for the earnest men who emphasize it. At tiie same time, 1 insist that its widest realization will l)ut increase the demand for college-bred men — for thinkers to guide the workers. Indeed, 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 : tite object of all true edncution is not to make moi carpen- ters — it is to make carpenters men." 5 27 > > -7 .^^ r.^

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