for twelve years it remained a day school. In 1882 it was rebuilt and reorganized, and has now a large attendance. Its classes in printing and other departments of industrial training are recognized as of the most encouraging character. A flourishing school at Charleston, S. C., is also dependent on the Pennsylvania Friends for aid.

The reports of the Swarthmore Corporation of Friends at Swarthmore College in 1896 reveal a growing movement away from the exclusive devotion to the parochial school among the more educated Friends, among whom is Dr. De Gamo, at that time president of the college, but later a professor in Cornell University. It was urged that the directors should more fully incline themselves to favoring the common schools, thus giving to the college access to a more extended constituency outside the sect. The increasing demand of the great body of the well-to-do Friends for superior schools will doubtless more and more bring the leading educators among the Quakers into harmony with the great central arrangement of the American people for universal education.

THE BAPTIST CHURCH OF THE NORTHERN STATES IN THE EDUCATION OF THE COLORED RACE IN THE SOUTH.

The Baptist Church of the Northern States was one of the earliest to enter the field in respect to the education of the freedmen. The Home Mission Society, established in 1832, originally had in view "the preaching of the Gospel in destitute regions, more especially in the West." But at the call of the exigency in 1861-1865 the society at once entered upon the "perplexing, difficult, hitherto untried experiment of providing for such a vast multitude a competent leadership, composed of men and women who had received some degree of training to fit them especially for the duties of teachers and preachers.”

Naturally the work done in the schools founded by the mission societies for these people at first was crude, tentative, elementary, sometimes misleading and unsatisfactory; yet it proved on the whole to be of great value. Slowly, during the lapse of more than thirty years, these primitive schools have developed into institutions of learning modeled in large part after Christian schools of the North, but gradually adapting themselves in their ideas of instruction, discipline, and management to the peculiar necessities of the people for whom they were designed.

The changed conditions among the colored people, of which one of the influential causes has been the missionary work of the Northern churches, have been recognized by no board of management with more intelligence than by that of the Baptist Church. No church has given to the superintendency of its educational work a trio of more competent administrators than Morgan, McVicker, and Gregory, who since 1891 have been in constant touch with the schools for colored students and pupils. The reports of these gentlemen have discussed the real problems of negro education in the South with a fairness and consideration of the difficulties and hindrances attending it that have been a model for all missionary work in the same field. It was inevitable that the early missionaries, coming to this inviting and romantic work at the close of a revolutionary epoch, filled with patriotic ardor and religious zeal, but practically unacquainted with the history and social and industrial conditions of the South, many of them for the first time engaged either in educational or proper missionary work, should have rather attempted to impose a higher Anglo-Saxon civilization upon their credulous and childlike disciples than studied the nature, character, and actual history and possibilities of the first generation of a race that had never set its foot on the threshold of any schoolroom. We may commend the reports of these able and devoted men, published in the proceedings of the Baptist Home Mission Society

from 1893 to the present year, as among the most important documents amid the blinding cloud of literature in which the entire field of the education of the negro in the South has been enveloped.

In the report for 1896 attention is called to the unquestioned improvement made by the colored people during the past thirty years-"the dawn of a new day." The elements of this remarkable progress are noted as: (1) The establishment and support of a system of public schools for this race, including every grade of institution from the plantation primary to the industrial and normal college, supported by public taxation, as in all the public school States, at the expense of the general taxpaying class, 90 per cent of it being for the white population. It is believed by wise observers, all men of long experience and national reputation in common school affairs, that in due time this movement will bring a common school education within the reach of all the colored youth of the country;" (2) the great service of the Peabody, Slater, and Hand funds in furnishing industrial and normal instruction for the colored people; (3) the missionary work of all the Northern churches, by which “ many millions of dollars have been expended in the South in establishing distinctively Christian schools for the colored people;" (4) "the A. B. H. M. Society during this period of a generation has invested nearly $3,000,000 in this great work, by which many thousands of colored youth have been taught and trained through periods of time varying from ten days to as many years."

On a careful inspection of the higher schools for the negroes of all the Christian missions in 1880-1884 by the author of this essay the most pressing need was found to be an adequate supervision of their educational work by experts thoroughly acquainted with common school affairs. The religious, social, and moral training in all these seminaries was conducted with great intelligence, good policy, and remarkable zeal and self-sacrifice in a way that greatly redounded to the credit of the workers in this department, and developed the marvelous genius for civilization that is the most hopeful characteristic of the negro race. But the management of the proper school work in the majority of these large seminaries was often little more than the transplanting of the college, academy, and district school methods of half a century ago by boards of denominational management not acquainted with the ideas and methods of "the new education" already in practice in the common schools of the principal educational centers of the country, sometimes prejudiced against any new departure from "the good old way." While these "old ways" were getting modified, especially in the Northern States, by the pressure of all the powerful agencies developed in a revolutionary epoch brought to bear on the school life of the new generation, many of them were almost pernicious when applied to a people like the freedmen. On the contrary, the vital spirit and methods of the new education were especially adapted to the schooling of a people whose only university up to a very recent past had been the life on a Southern plantation and the training of nature, with the undoubted powerful influence of the institution of American negro slavery as perhaps the most effective elevator from barbarism to the verge of civilization up to that time known in human history.

The movement for thorough superintendence of the school work in all these institutions, save a few which, like Hampton, had been piloted in the right way from the beginning, was appreciated and adopted with great effect by the Baptist management. The three superintendents above named, each in turn, brought to the work indomitable energy, clear intelligence, and a thorough comprehension of the existing condition of elementary education in the most progressive of the common-school States. Among the supervisors in this entire region of educational life, none has been more capable than Dr. McVicker, who, in 1890, was appointed general superintendent of schools by the Baptist Home Mission Society.

Dr. McVicker came to New York from an excellent training in the Dominion of Canada and, for several years, was president of the New York State Normal School at Canton, St. Lawrence County. In 1893 a most valuable contribution was made to the general board of management by the election of Gen. T. J. Morgan as general secretary and practically superintendent of the work. General Morgan, after a valuable military experience in the civil war, had already served as principal of State normal schools in New York and Rhode Island, followed by an administration of four years as the head of the Indian Department at Washington. At a later period, Dr. Gregory, who for many years had been known as one of the most distinguished educators in several of the Western States, was called to the office of superintendent of the Baptist educational work in the South. The report of 1891, by Dr. McVicker, contains a list of 14 schools of the secondary and higher education, established by the Baptist Church movement in 12 States and in the District of Columbia, dating from the foundation of the Wayland Seminary in Washington, D. C., in 1865 to Spelman Seminary for girls in Atlanta, Ga., in 1888. There were also 15 academical schools in 13 States and the Indian Territory tributary to these. By the aid received from the John F. Slater fund 4 of these large schools had been able to introduce a course of industrial training and had made a decidedly forward step in their organization for training teachers. The vigorous superintendency of Dr. McVicker had already borne the fruit of an organization of schools aiming to facilitate the muchneeded schooling of the masses of students and act as fitting schools to the institutions above them. The instruction of all the academical and industrial schools was carefully graded, especially for the aid of the colored people for whose benefit it was set up.

In discussing the vital question, to what extent the society should contribute to the prosecution of this work and what modification of its policy should be made, Superintendent McVicker rises above the local sectional and sectarian views. which too often have embarrassed the operations of the Northern workers and reacted against the educational operations of the teacher. The great benefaction to education in the Spelman Seminary, Atlanta, Ga., by Mr. John D. Rockefeller had provided a gift that enabled this school to largely extend its work of secondary instruction. Still the friends of the cause understood the plain fact that a crisis had come in the educational affairs of the colored race in the South. After a prolonged inspection of all the schools established or aided by the society, Superintendent McVicker urged the establishment of secondary schools managed and largely supported by the colored people themselves and easily accessible for the more ambitious youth of the masses of the people, as a most effective agency in the impending crisis. He urges the all-important point that the next vital condition of the development of the negro race is a manhood and a womanhood Christianized by self-development, self-sacrifice, self-control, honesty, steadiness of purpose, and thrift. These are qualities which are not the production of mere knowledge nor of mere school instruction, however essential they may be consid-' ered. They are acquired rather through well-directed and persistent self-effort. It is self-evident that the colored people have now reached that stage of advancement that fits them properly for the exercise of a much higher degree of self-effort in educational matters than in the past.

The general conclusions of the superintendent are that "While remarkable progress has been made by a certain portion of the colored people during the past twenty-five in everything that pertains to mental, intellectual, and moral advancement has been confined to a comparatively small number of the 6,741,951 colored population of the United States. The masses of these are still in a deplorable condition." Six present causes are named that explain this fact: (1) Unfavorable and exacting conditions;" (2) "Indolent and improvident

habits;” (3) “The one-room cabin;" (4) "The unkind and in many cases cruel and criminal treatment given to the women and children by the men;" (5)" The comparatively low degree of the social and parental relation and the presence among the people of many ignorant and in some cases unprincipled leaders, ministers and others, who for purely selfish motives dominate over them." (6) "It is doubtful if sufficient emphasis is placed in the schools upon the phases of work that are most desirable and best fitted to render efficient help in elevating and instructing the masses of the negro race." He dwells with vigor upon a very notable fact-that while the students in these great schools are the cream of the negro race," yet, too often, after all the expenditure of money, zeal, and self-sacrifice in their behalf, “their education fails to produce the self-sacrificing missionary spirit in any considerable number of them."

The pupils in the schools are younger than at first and more inclined to prefer technical scholarship to the neglect of the character and of the disposition to engage in hard work and render self-sacrificing and effective service in helping to better the condition of the suffering and oppressed. His idea of missionary work corresponds to that so aptly described by Gen. S. C. Armstrong, as pushed to the very degree of failure among the natives of the Sandwich Islands. While urging a broader training and development in the industrial arts and especially the quality of self effort, he still inclines to the fact that even this does not send forth young people with the spirit of missionary work for the vast body of the race. This is the most difficult and important work to be done with those who are coming forward as leaders of this people.

The superintendent also speaks a much-needed warning concerning the inadequacy of the teaching force. With all praise for the personal character and full appreciation of the work of the teachers in this great service, and full acknowledgment of the advancement, moral, social, and educational, due to this influence, he asserts that the time has come when the claims of students, their aspirations and needs, and the higher range of their life work demand a superior order of teaching. The investigations of the past year have brought out the fact that it is no longer possible to secure this higher grade of instruction by relying on the spirit of self-sacrifice and missionary zeal in the workers. The superior teachers, he says, in all these schools are now working for half the salaries they might command elsewhere, indeed many of them can hardly make ends meet" through the long Southern summer vacation if compelled to return home for rest and recuperation. In one leading seminary in eleven years the teachers had given to the school in gratuitous service, often through the expense of long sickness contracted in the work, the large sum of $70,729, an amount nearly equal to all that has been contributed to this school by the whole of New England. The plant of these schools should be again enlarged and especially the great work of training teachers and women missionaries should be extended. The total receipts for schools during the year 1893 were $57.627.48.

The report for 1894 opens with an inspiring summons to the negro race: "Called as the negro is to compete with the white race in every department of activity, he must be prepared to compete on equal terms. He must not be handicapped by any inferiority of preparation. He must neither ask nor receive any favor on the ground of race and color, but in the stern conflict of life he must give and take on the basis of equal manhood." The place of Dr. Tupper in Shaw University, Raleigh, N. C., one of the most successful of the early founders of colored schools, had been taken by Prof. Charles F. Meserve, superintendent of a conf the largest United States Government schools for the education of the Indiança positive addition to the upper strata of male educators in the South. The expenditure for the year amounted to $95,155 for salaries of teachers, the Home Mission Society contributing $75,315 and the Woman's Baptist Home Mission Society $19,840. In

addition there had been expended for buildings and other purposes, chiefly for the enlargement of schools, $77,824, making a total of $172,979 in a year of marked financial depression. The total attendance was 5,033, of whom 1,830 were preparing to teach. An important feature of the professional department was the nursetraining course at the Spelman Seminary for girls, in Atlanta, Ga. "A large * proportion of the whole number have received systematic training in some line of industrial work." The society paid, in whole or in part, the salaries of 172 teachers, of whom 100 were women, 124 in the schools for colored youth. Fifteen of these schools were under the entire control of a board of colored trustees, three of the higher and twelve of the secondary, although subject to visitation by the superintendent of education. Thirty-nine of their 89 teachers were entirely supported by their own people, who, in 1894, contributed $13,202 in this way.

The Baptist Board of Missions seems to have favored the inevitable tendency toward the instruction and management of colored schools by their own people earlier than the other Northern missionary boards. The public schools for children and youth, with the exception of a few in cities, are under the direct care of teachers of their own race, although in the majority of cases directly responsible to a school board of which the majority-sometimes all the members-are white, besides the general superintendency of the school system of the place. In the City of Washington, D. C., where the schools for the negroes are most completely developed, the general board, containing two colored members, governs the entire system, while a colored assistant superintendent has immediate charge of the colored schools. For many years this office was filled with great success by a member of the Cook family, noted for its early and continuous connection with the schools of the free negro people of the District. In the State colleges for the higher and industrial training of the race the same policy is pursued, the teachers being all colored, while the State superintendents and boards of education have complete control of the outside administration. In the States of Virginia and Alabama the famous institutions of Hampton and Tuskegee are subsidized to a limited extent by the State, while their general affairs are in charge of boards of trustees representing both sections of the country and both races.

The American Missionary Association, Freedmen's Aid Society, and Committee of Missions for Freedmen, of the Congregational, Methodist, and Presbyterian churches, respectively, the most conspicuous rivals of the Baptist Home Mission Society in this work, have pursued a more conservative policy in this respect, their teachers being almost entirely Northern white persons. The Hampton Institute has always relied on graduates from the most celebrated institutions for Northern white students for its teaching corps, with a very small mixture of colored instructors. Mr. Booker T. Washington, afterwards the celebrated president of the Tuskegee, Ala., Normal and Industrial Institute, was called to that work from a responsible position as the head of the Indian department at Hampton. It was easy to foresee that here was a problem that would tax the wisdom of all these organizations from the North. It can hardly be supposed that these great religious bodies will go on forever at the present rate, paying out a million or more dollars a year for the support of a system of schools which is constantly growing upon their hands and capable of indefinite expansion. As to the very large investment in the buildings and furnishings of these schools, which are among the best in that section of the country, there comes a question of delivering up a property so valuable even to the white, much more to the colored people, to the South. Already in the Baptist, and to a less extent in all these schools, the question of promoting colored teachers to responsible positions has been considered and has threatened disturbing dissensions. Superintendent McVicker, while urging the necessity of making the colored people more self-dependent and competent for administration in education, throws in an early note of warning in his report of 1894. He says of certain institutions: