PROCEEDINGS.

TUESDAY MORNING, JULY 24TH, 1894.Association opened with prayer by Rev. W.A. Alexander of Baltimore. Mr. George B. Murphy then introduced speakers of the hour: 1st speaker, Mr. F.C. Latrobe. Mayor of Baltimore, said he was here to extend municipal welcome to teachers, was glad we had come to Baltimore and thought we would receive the cordial greeting characteristic of Maryland. Our city is rapidly becoming one of the great educational centers. We have here a young school, but one enjoying a high reputation. The John Hopkins University, Baltimore, was fortunate in receiving such large gifts and two large donations by a respected citizen before death, while yet in the full enjoyment of health--Mr. Enoch Pratt gave a free library. No city has done more for public education than Baltimore. In many states, city schools are under state rule. Baltimore has entire control of its system, and those acquainted know it to be good. We make no difference between any classes, we have a high school for whites and a high school for colored, a normal training school for whites and one for the colored. We have a law that the colored teacher who graduates from the high school shall be employed in our schools. I was gratified to see the advancement that has been made and take occassion to say that the addresses in the colored high school were equal to any delivered in any of the schools. In my judgment republican institutions are dependent on the liberal education of the children of the community, they must be prepared for duties that are to come, and no better preparation or no other preparation can be given. In a large city like Baltimore a very few people can pay for the education of their children--it therefore becomes the duty of the state to provide education, and the recipients should not be embarrassed, it's a debt due to them by the city. I'm glad to see so many people here interested, thousands here are interested in your work, many of the people are absent from the city or they would be here to day. I'm sure that Mr. Morris, President of the School Board would be here. This is pay day at city hall and unless the Mayor is there to give his signature many people would crowd the hall to get their money. I welcome you to the city hall and will take pleasure in having you shown over the building.

The next speaker introduced--A.W. Wayman, Bishop A.M.E. Church, who thought his time would come last, by looking over the programme, he thought when an important case was before the court the best counsel came last. I'm following the Mayor of the city, I shall therefore say I welcome you to the Monumental city, one of the grandest cities in the union. It's a little strange that Maryland has produced some of the grandest men of the race, we welcome you to our parks, and public places, to our homes and our tables.

Next Prof. Joseph N. Lockeman, Morgan College, being introduced said:--to properly represent the cause of education is a task, there are a great many mistakes to be corrected, many erroneous notions, we thank you for holding this session among us, as we believe it will stir up a tide of endeavor. As a 00077member of the Maryland Association, I welcome you, not as an orator; we are trying to do the same work as yourself, we are sure of carrying away many thoughts.

Next, Rev. Harvey Johnson. D.D., Pastor North Street Baptist Church, said, I thought I had been excused. I was on the local committee and told them I was to do nothing but make arrangements. You've been welcomed to the city and it only remains for me to welcome you here to this church. I've told my people of the importance of this meeting and this evening we want to refresh all the delegates.

Next, E.J. Waring, first colored member of the Baltimore bar, said, that Bishop Wayman had said that in the trial of a great case we put the ablest speaker last, and I am called upon to close a case represented by a Bishop and Mayor of the metropolis of the South, I am glad always to be among teachers. I was once a teacher myself. I belong to a family that has furnished nineteen teachers. We appreciate the work in which you are engaged. It's true that this is a great educational centre, but only for whites as yet--only recently we could get certificates for graduates of our children from high schools. We have a member of the school board who said Negro teachers were a failure. I was struck with those words because I knew that the good work done was contrary to this statement. I knew teachers could not deny this, nor the politicians. I thought I could deny this, and I wrote a note, stating that if he would go to Detroit, District of Columbia, Cleveland, Oberlin, Columbus, he would find colored teachers teaching not only colored, but white children. His Honor the mayor was wrong in quoting the law which refers to schools to be established, but they do not establish any, but in annexes. I want you here to encourage our young people to give the higher ideas of instruction, make them feel that teaching is the noblest calling of life, a profession, to vindicate to that member of the school board that we are not failures and that is why I am here. I welcome you all here, your meeting will do good, it will show that we are doing much good. I believe none of your sessions will do more good than the one you are to hold in the monumental city.

Next, Prof. James M. Gregory introduced as president, addressed the Association as follows:--Response of Prof. James M. Gregory, President of the Association. His Honor the Mayor and Gentlemen:

Speaking for myself personally and for the association of which I have the honor to be president, I thank you for the cordial welcome with which you greet us at this the opening session of our educational congress in this the monumental city, populous, attractive, wealthy, a city famous for its generous hospitality to strangers.

The subject of education is one of universal interest. Men everywhere believe in it. They may differ as to the best method which should be employed in training the faculties of the mind, but they agree in the fundamental truth that education of some kind is necessary for the proper development and highest good of the child.

It cannot be successfully contradicted that where ever have been established, common schools they have proved a blessing to all classes of the people, the poor as well as the rich. Athens became the university city of the ancient world largely from the fact that in Attica schools were open to all classes of the citizens.

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Upon examination of the progress made in the public school systems of the world, and a comparison of the results obtained, it will be found that here in our free America common schools have made the fullest and most complete development. This has been accomplished under a system not copied from that of any other country but one which has grown out of our peculiar situation adapted to the needs and requirements of our youth. Fortunately for us we are realizing with every year of our national existence that this great country with its many states and millions of people requires that its citizens be intelligent and virtuous in order that our institutions may remain free and secure.

There is no danger of running to extremes in the education of our mixed population. They will not become too enlightened. Nay let us rather cherish our common school system as an important and glorious inheritance, believing that with the schools firmly established in every section of the republic the state must be advanced and the people continue to remain strong and powerful.

There is one truth which I wish to impress upon this audience--that it is the universal experience of those who have charge of educational affairs that the enactment of statutes creating schools, comprehensive though these laws may be, the building of school houses furnished with every modern equipment, the appointment of school officers even the most competent and efficient, cannot secure the prompt and regular attendance of children, cannot make the schools what they ought to be without the co-operation of parents. It is a truth which must be admitted that the strength of the school system is in the habits of the people. We therefore urge parents to assist superintendents and teachers in order that the best educational results may be obtained in the schools.

Baltimore because of its population, its central location, its railway facilities and water connections which are to be increased by the proposed scheme to open a more direct communication with the sea, will in the near future be second to no city on the Atlantic coast. Already this city is a great center of learning, and I am sure that colored citizens will take equal pride with white citizens in whatever honors and distinctions await it because by the laws of the country and of the state we are of one citizenship having common interests. But I must not detain you. Other gentlemen are present who will respond to your kind and encouraging words and whom it is now my pleasure to introduce to you.

Next, E.A. Johnson, Secretary, represented Dr. Saunders in a short address on education in the South.

Next, Rev. Isaac Clark. Theological Seminary, Washington, D.C., said, it was not his intention to send out men from the Seminary who could teach men how to praise God and not pay their neighbors, but to teach them philosophy that would keep them away from their neighbors henroost, not to see the celestial city above so much but tidy homes and greater comfort; those who have come into more easy adjustment to God, will come near to their fellow men, in seeking men to fit men for heaven, we want men to fit men for the present life, the best welcome we can give is to fit us for more and better work hereafter.

Prof. Yates, Kansas City, Mo., representing Prof. I.E. Page, of Jefferson City, Mo., said, It's Page you want to hear, but you find nobody to fill his place. You say the West, the great Mississippi Valley that feeds Baltimore with everything, but devil crabs, you have them. I was pleased with the 00099speech of the Mayor, but especially pleased with Waring, wish you could have heard him rap the people of the School Board. I do not understand why you cannot have your own teachers. We are not troubled about what they do, but what they say. If a man says we shall not go, I will go, the insinuation that the Negro has been a failure is the cause of the trouble. Man said in the West, Mr. Yates, we have little hope for your race, as long as you have such creatures as that, I saw a white man soon and said to this man that as long as your race has that kind of people in it, I have little hope for it. Put men and women in line with salaries of $250 per month and they will show the capability of the Negro. If we are to demonstrate we must resort to all arguments even the reductio ad absurdum. What are we doing out West? We have Missouri fifth in population and St. Louis about the size of Baltimore, sometime ago sent out for Negro teachers and Negroes came and took examinations and took it till whites have gotten tired. We have in St. Louis one of the Warings at the head. I remember Bishop Wayman came out and our churches were too small, and we gave him a hearing in Court's Opera House, and there he poured forth to 3000 people the most eloquent, the most logical sermon I ever heard and that came from East Shore Maryland. The Bishop didn't expect to have me plaster it on that way. We ought to have a man speak on some subject at John Hopkins and demonstrate to those fellows up there what the Negro can do. I can find as much welcome as any other member, I've been over your city. As to that chicken when we set a gun for a chicken thief, we catch a man from Scandinavia or some foreign country--not a Negro out our way.

Next, Rev. C.N. Grandison, said, we had been welcomed by Mayor and Bishop Wayman but he always felt welcome in a Southern city--he knew its hospitality. He was born in Virginia, raised in North Carolina and educated in Georgia, might have been born in Maryland if he had been mind to. He thought teaching as important as the ministry, the colored teacher has more to do than the white teacher. 25 years ago we had no homes, home implies woman, mother, wife queen in home, trained in all arts of the house wife--word here comes from word meaning Saxon place to lie down. Colored men have been sold never to be heard from again. We must teach Negro political liberty. God never elevated a slave people, where God can get people to rather die than be slaves, he will make a people of them. Saxon can think, think consecutively, always thought, Saxon boy said I'm thinking and wouldn't go to work until he had thought it out. He thought it out, and out of his brain came a locomotive that goes through serpentine curves at 40 miles per hour. I do not think that blackmen need only common english, he needs trades. Saxon studies history and blackman must traverse same path that the white man travels, he must be taught all things. If there is any case and honor in other things I want it. Next thing Saxon wants is liberty, don't teach them incendiarism, we have never made an outrage upon them, we suffer from that now, we are discriminated against, we get opportunity and the doors of mills and factories are shut in our face, they give education and then tell us to chase dishes around the table. We must teach that colored men are qualified to fill all positions. I would rather men of my own race would teach my children than white man who is not in sympathy. Personality of a teacher is much in the school room, man who holds that all I need is to be a good servant is not fit to teach me. Whites have come to the South and identified themselves in the South and thus do good work. 001010You get all you deserve in Baltimore. Agitate till you make things hot. Let republicans go to the duce until we get this thing straight. White men does some work in the South, 20,000 colored men are coming in contact with their own race. I've been to Shaw, Atlanta, Clark and others, seen Negro teachers teaching. Negro boy dissecting all the Philosophers, seen him walk the starry heavens with Shelton and Locke, sitting under the tree with Newton, with Spencer and Huxley. Can a white man do any more? A failure! the Negro teacher a failure!! Yes, he fails to get the chance to teach himself, fails to get the opportunity. The white man will let no black man teach his boy. God grant when we get up as high as the white man we will never have his injustice.

Next, Mrs. Harper, was surprised to find that she had been called upon after that great speech of Grandison at whose feet she would bow. I saw only one woman on the programme--said the chairman, at Mt. Holly the programme had too much girly. I was born here. Years ago if I had dared to come here, some of you know of the discouragements. In Maryland there is a place my mother's gave, all this world could not give us a second mother. Years ago I might have been arrested for coming to my mother's grave. When Maryland became free I was glad, may the land of my birth be blessed with the love of a slave.AFTERNOON SESSION.--2 o'clock.

On motion the following committees were appointed:

On Nomination of Officers, Revs. S.R Hughes, I.L Thomas, Miss Mary E. Britton, Prof. W.W. Yates, J.E. Camper.

On Time and Place of Meeting, Drs. J.H.N. Waring, H.T. Johnson, Prof. G.H. Grisham, Misses N.B. Groomes, Carrie E. Coleman.

On Resolutions, Messrs. G.B. Murphy, G.W. Gwinn, E.J. Waring, Rev E.A. Johnson, of Washington.

Paper by Prof. G.N. Grisham, Kansas City, Mo., subject, "Environment." Discussed by Rev. John F. Brown, who took opposite side of the question.

While I'm proud of the language, I differ with the paper, we seek too much after others than God. (see paper second chapter.)

Prof. W.W. Yates, said he thought we were discussing environment, but when we get behind the altar there was no answer. I must confess some skepticism on the subject. I don't think every man is born equal, (not with opportunity,) but in the sentiment of Jefferson, "That all men are endowed," &, if one man has a pint cup full and is doing his best, if another has a bushel, he's going on, but when we get to that class of men who have no measurement, viewed from the loftiest peaks, those men can be set aside in a class of their own. What has made these differences? What has made us a Shakespeare, does he spring out from the common people or does he spring out from special stock? Some say that Shakespeare did not write Shakespeare. Greatest reason that Bacon did not write Shakespeare, is that Shakespeare was not Bacon--"'Twas impossible for Bacon to make such a slip in his English." Seems that one exception to the law invalidates the whole law of environment. If you place man in certain conditions whether on the 36th or the 001111100th parallel he will make out of an illbred savage a man doing just as well as others in power to control self and be a man, in all the senses. I see no reason why the argument of heredity does not need stronger support.

Mrs. F.E W. Harper, thirty years ago, we were in another era; to know how to make a home out of a place, to separate degradation from goodness, we need as a race to have mothers, to see the point of heredity, as mothers we want to know what heredity is. We have a race in America, the Jews, that have a great regard for this doctrine, they slew men rather than have daughters marry out of the family, the Jews are not criminals, in 117 years, Jews gave ten murderers to the country, is this not owing partly to heredity and partly to environment. If we want to build up the race we must teach women not to ally themselves to men of bad character, men of dishonor and bad character. Mothers and daughters say, "I will never lay foundation of my home over the reeling life of a drunkard. "I would sooner take a ship in the hands of a man who can't steer in a storm." I heard of a man once who served seven years for a wife, then the old man gave him the wrong woman. Teach your daughter to say, "I bring you character and I want the same in return." Teachers all over the country study these great truths and build up a race that will contrast with the old sad class.

Prof. W.H.H. Moore, called--absent.

Paper by Mrs. Anna R.H. Miller, subject:--"Is a Knowledge of Psychology Necessary to Successful Teaching." (see paper second chapter.)

Discussed by Dr. J.H.N. Waring, who said it was little amusing to hear us talking of psychology as a few years ago we were thought only competent to study the spelling book. We can lay it down as a rule that a teacher should learn from his pupils how to teach them. No parent governs all his children alike. No teacher ever taught a pupil anything. We may surround them with movements that they can absorb for themselves I would turn you all to the study of psychology and the best book I know is the child himself, from him you will learn all about him.

Mr. John H. Brown, said, he must offer in the place of psychology (who understands it?) the work of God, let us get down to it, if the child is expansive we know what he is. A broad brow indicates music and art. Moses handed down to us characters and those characters stand for the same thing to day, if the bottom is to be found. Look at the child if he has long haed he's proud, but when I look and see philo progenetiveness sticking out behind his head, I know his disposition and must accept it. Take all of the parts of the child's head and analyze it and you will understand yourself and child too.

Prof. Grisham said, it was a most important subject to teachers, some who knew all about psychology are failures. College Professors who know these things are born failures. Teachers who never open a book are the best teachers? Why is this these green girls know so much? Order in presensation of studies does concern every teacher. Order is determined by psychology, how shall I reach that child? I study his motions that lead to action or inaction. Discipline and order are different, order a discipline favorable to study--Order makes method, discipline character, creating activity, make child study, so place work as to make him desire to 001212study. Individuals who succeed without psychology are students of the child, if you can't study books, study the child. Books don't give all, don't have all theory and no practice. I would say let every teacher study books on psychology and the child. Said he had just as leave get on a smoke house and try to get the size of hams in it, as to size up what is in a man's head by the bumps on it.

Mr. Foster, said, the two papers on "Heredity and Psychology" came together. Christ said, "We must become as children," civilization has begun in the lower courses of rivers. Socrates was said to have brought philosophy down from stars, I don't think he did. I've been listening to hear kindergarten mentioned--those schools are necessary to colored people. Pestalozzi gave the proper instruction by telling child how to find out things for himself, it is a new discovery to him and he enjoys it. Study the child. A Catholic divine said, if he could get the child at five years old, it would always be a good catholic. Many colored children are in alleys without proper food, clothing and other means of education. Same is true of whites and schools are being established in Boston and other cities. Child should be sent to kindergarten school when he is three years old to learn those things which should be profitable to them. I was glad to see the 14th and 19th century position of these subjects put on opposite planes,

Miss M.E. Harper, I don't think a great many people see the expression of the mind through the body. I don't mean Delsarte, physical culture, I mean the body to be the expression of the soul. I saw a school where children were sitting in all kinds of positions no good feelings were expressed. We want the body to express the view that we are in the world for just the same as other people. We need to teach these things in the school. But in coming centuries we are going to have this culture expressed in our faces for our souls.

EVENING SESSION.Opened with prayer by Dr. Isaac Clark. Song by the choir of the church. Mr. George Murphy read a letter from Prof. Lockeman inviting the Association to visit Morgan College.

The Faculty of Morgan College extend a cordial invitation to the Association to visit the institution, corner Fulton and Edmondson Avenues on Friday, 27th inst., when the building will be open, and at such other times as visitors and friends may find it convenient to do so.James H. Lockeman, Resident Teacher.

Letter from Dr. Beard stating that he could not be present:

New York, N.Y., July 12th, 1894.Prof James M. Gregory,Howard University,Washington, D.C,Dear Sir and Brother:--When I accepted your kind invitation to read a paper upon the Mission of the College on Tuesday, July 24th at the American Association of 001313Educators of Colored Youth, I expected to be in the country and perform the duty, which would likewise have been a great pleasure. I had collated my notes on the subject and was hoping to be present and share in the interesting sessions, but I find myself now quite unexpectedly taking passage for Europe and expect to sail on the 14th, so that when the time for my appointment would come I shall be in France. I am truly sorry but I really cannot help it. Yours very sincerely,A.F. Beard.

Prof. Kelley Miller, said, primary and secondary education were the classes the war raged around, and college education; many discredited higher education,--some the mission of college,--some charge bigotry. It's said no man can be a fool until he has learned latin. So no man can be a fool until he has read latin. Bacon tells of man who went to shoot rabbits, man said: ecce muta que que ne, and all the rabbits ran off, so people go off when you repeat words above them, can't go shooting in Virginia without shooting a Professor. It becomes our institutions to keep down the degrees to the people who merit them. Many claim that the industrial schools will be left out in the mad rush to get to the college. About one college student to 14,000, so there is no danger that even the grog shops will be emptied to supply the college. Whites have one in 1,000 in college. Some say college student is educated above his people. We speak of higher education, but it is better to say deeper education. It's a mistake to say higher education. I look upon college as the central seal of authority, in all business we must have some authority, and this is the college. Enthusiasm gathers around the college, we need to plant seeds of intelligence and acquaint the growth of the race with the civilization of Rome and Greece. No people can equal this civilization. Many decry the study of the dead languages--this is a mistake, they are dead, but they still live. Another use of college is to produce leaders, if any race needs leaders we do. If we take history of any country we find many men who have come up through experience, but in quieter times when judgment is needed we want the wisdom of college men. Men who have come up through schools are not socialistic. I do not believe you will find many college men in Coxey's army or following the rash leadership of Debs. The college should demand the sympathy of the whole race. When men appreciate this, the college will be doing its proper work. The college will not fulfill its mission till the race has been brought to a full height of enlightenment.

Discussion of Subject, Prof. Gregory, said, that property was valuable near colleges--In Massachusetts and Nashville, the population had changed, these boys and girls who had graduated from the colleges, had married and formed new homes. Baltimore said your mayor this a.m., is becoming a great educational centre. Morgan College will do a great good here and in a few years there will be a great change in the educational condition of the race. We were all pleased to know that John Hopkins knows no color, education is not white, it is not black, it belongs to both alike. So this Association has its mission of arousing enthusiasm among the people.

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Rev. C.N. Grandison, said, the college would do for the black man the same it would do for the white man--all blessings of civilization flow from the college. They tell me I am an American but I am not certain about it, but if I'm accused of a crime and come before a white jury its a foregone conclusion that I'm guilty, (a voice, yes, they will lynch you too)--Grandison replied, "And lynch you before being found guilty." So we are not equal, but I know of one republic where we are equal, that is the republic of letters, when man has that sweep of vision with which the human mind may be conversant there is no white man can say he has what the black man has not, there is no color in thought, when I can read as much greek as he can, they can't say I have not got it. A John Hopkins Professor says: a colored child can go along with a white child for a certain time but after a while the white child leaves him. It's a part of God's plan that one race should not know what the other is doing, God, did not tell Pharoah what Moses was doing, else Pharoah would have killed him. So the Negro is getting what will hurt white men in the future. Colored men are learning to write books. The mission of college lifts us up to the republic of letters, when we get there we can't say we haven't got it. Don't be satisfied with any superficial high school education, but there's room at the top.--Give man the right kind of education, he will certainly succeed. Whites have everything, banks, railroads, stocks while we sing. " You may have all the world but give us Jesus."

Mr. E.J. Waring said enthusiasm is a good thing and when we discuss primary education the enthusiasm is necessary, so when we discuss high school education and common school education, let us throw aside enthusiasm and take a common sense view, the speaker spoke of the republic of letters, but we are in the republic of the United States, if there is no bread and meat there, no water, we can't live. We are so constituted that individuals differ, take 100 individuals. Some could go through the alphabet, some common schools, some the high school, some academical, and a very limited number would reach the college. So when we rise in favor of the college we must not say every boy and girl must seek collegiate education--they do not want it, they do not need it. Eloquently did Prof. Miller say that in times of action we need men not of the college, but in the halls of congress, we need college men. Our people must be taught right. Tell them that where there is a member of the family with good health and desires the college to let him go, but if another boy thinks the grammar school is sufficient to let him go there. Mr. President the strongest proof of the intellectual quality of the race is shown in the colleges where blacks and whites go together, and show the whites what they can do. I have followed this with detail. Here in Baltimore a colored man took the prize, in Yale colored man took $100 prize. Peter H. Clark's daughter did the same, there are many places where this work is done that we do not know of, it's thrown us into the arena with gladiators and they have come out of the contest with renown, long live these colleges of co education.

Prof. Miller was given three minutes to close, said: one suggestion against Waring who said in republic of letters there was no air, but no springs like the springs of intelligence no air like the air of intelligence, let the boy with moderate brains learn theology and the better brains go to colleges 001515and take professions. Many men in ministry haven't sufficient brains to make a good shoemaker, but there are good men in the ministry and colleges were at first made for them. We must wait till we make men who are the equals of the whites, neither are our poets or philosophers respected in Europe or America. One hundred years ago an Englishman, said, America had not produced a poet, said we must exist as long as England before she made a Shakespeare, as France before she produced a Racine, or as Greece before she made a Socrates.

Prof. Grisham, of Kansas City, Mo., said, I take the position that we must not suspend judgement, it is not a question of suspending judgment but looking at the conditions. Greece surpasses modern Europe, because the conditions are not the same, so Americans are behind Europeans, but in America we have the ability. Who did not feel ashamed of America at the Exposition last year? What has America been doing? Been engaged in money making. When America has learned to sit still then she will produce art, and the poor Negro has just found his brain. Philadelphia is honoring a Negro painter by putting Negro art in her gallerie:.

Dr. Johnson, editor Christian Recorder, said, I have no burden to deliver. I am interested in this subject, don't feel just satisfied in differing in view with speakers in the main, but my skepticism is aroused by two speakers. An insinuation against the ministry will be turned over to a professional representative of that class, if any people need race homage it is the pulpit. Our ministry needs favorable comment, I take issue with conservatism in college matters that we must remain supine till we reach a definite position. In opposition to that view I state without fear of criticism that the college is to the Negro to day as it has been to all other races. Colleges have done more for humanity than any other work outside of the church of God. We are indebted to them for all we have--take the Bible, the greatest blessing we enjoy. Colleges gave us the Bible, they will not have accomplished their mission till some Negro, some Afro-American can revise and reconstruct it, especially where the Negro is concerned. If you are alive to the situation you know that the Bible has been the occassion of many mistakes with reference to the race. One of the sunday school exegesists says, Negro is not conclusively the product of Ham, that the Negro has no relation with him, that should be reviewed; and where all reference to the Negro has been made. The song of Solomon, says "Look not upon me because I am black, for I'm black but comely." So in every reference to our race prejudice comes in. We can never have the true respect for the Bible until we can revise these terms of prejudice. Some Negroes must go into Philosophy and language and reform these things. All reforms have been started by college men. Luther and his co-adjutors were men of great learning--this is true of the church. Methodism is indebted to Wesley, Whitfield to Oxford. I look forward to the time when much of the skepticism must be vanished before the light that is to come, these men will come, we have much to encourage us, Some of us are in the dark when making unwarranted statements. Don't know what we are doing in science, art and letters, this meeting is no doubt a surprise. I am encouraged by the colleges to see our short comings--they are only the beginning of better times.

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Motion of Dr. Waring endorsed branch bill to distributeunclaimed bounty, referred to committee.

Letter from I.G. Penn on gathering statistics read and approved by vote of Association.

D.B. Williams discussed paper of Miss Chase, "Educational Science" was as well established as medicine, law, theology, and mathematics, but science of education embraces all the means necessary to make a good man and woman--We assure that man has a soul sensibility, with chosen powers, put these facts together, and used, one power to adopt these faculties to one another--Makes harmony in body and soul.

Dr. J.H. Brown said the brain is the seat of thought and any system of education not in accord with this view is a failure, without regard to phrenology. Phrenology says brain has organs peculiar to themselves. We speak of faculties, but what is a faculty? They don't name any faculty, to teach. We must know this. I can't feel anything in my cranium but I know the thought is going on. We don't think with our lives, lungs or heart.-- The point with education is the brain accompanied organs? Teaching should be based on the seat of the power of thought.

Rev. Grandison could not assent to the doctrine that certain bumps controled the will and the soul. He thought it absurd and men who followed Fowler and Gill were advocates of this doctrine.

AFTERNOON SESSION.

Opened with prayer by Rev. Harvey Johnson.

Report of committee on Time and Place of meeting, adopted.

The committee prefers the meeting place at London, Eng., and we recommend the appointment of a committee of fifteen persons, who are contagiously located, with powers to act and if the place be not agreed upon, the committee shall have power to make arrangements, and call the meeting at another place.

Very Respectfully Submitted,J.H.N. WARING, C.N. GRANDISON,H.T. JOHNSON, C.L COLEMAN,Committee.N.B. GROOMS, Secretary,

On motion of Dr. J.H. Johnson, Association asked members of the Association to write their names on paper and hand it in to the Secretary.

I. Garland Penn read paper on Statistics--(see paper second, chapter) Time was extended by motion of W.W. Yates. Motion of thanks to Prof. I. Garland Penn for the paper offered by Dr. J.H. Johnson and carried.

Dr. Grandison suggested that the matter of reference to the M.E. would strike out the compliments to the South.

Dr. J.H. Johnson said he thought the paper very good, but the paper was odius in referring to the North's discriminating against colored teachers.

Mr. Penn said he had no intention of discriminating between the sections.

R.E. Toomey defended Mr. Penn's paper, said the kind of courtesy in Penn's paper was the kind to win the South, he thought the South ought to be encouraged, the North has done well and as the South grows better we must encourage her.

001717

Dr. Grandison said he didn't want to contend, but the matter was objectionable to him, said South put negroes in the schools because of objections to social equality, and made a thrust at the North for putting whites at the head of Negro schools.

Motion to close discussion failed. Motion of Mr. E.J. Waring to appoint committee of three to report next a.m. for considering the paper and eliminating objection. Carried.

Dr. J. II. Waring, Supervising Principal Public Schools, Washington, D.C., read paper. Subject, "New Departure in Primary School Work." (See chapter No. 2.)

Mr. Jno. T. Morris, President Baltimore School Board, came forward and spoke, said he regretted not being at the opening session, but it would have given him no more pleasure than to be here now. He was present this a.m. and enjoyed the discussion and papers. At our meeting in Chattauqua were six standard young men and women. They all go there to get knowledge from the great men there.

I found white and colored seeking for knowledge and all going down to learn of the professors. There were many from Chicago, Boston and other places. If I had been here at the opening I should have taken pleasure in giving you a warm welcome.

This work is an elegant work accomplishing as much as any of the learned professions. I trust you will work hard to make the best of it. I confess that some harsh things were said at the opening of your session, and think those who undertook to malign those in the government make a mistake, to say the least. There are no politics in the Board of Education in the city of Baltimore. The teachers are appointed in this city without regard to religion or politics. I regret that some have said bad things about the school board of Baltimore. You are not responsible for what some one not a member says. I have seen an opening here in education. The same privileges are given to both races. There are those here who know that in the contest between white and colored teachers we would not always get competent men. I know there is such a sentiment. We were compelled to appoint white teachers because we had no others. It is not a question of politics, but a question of fitness. I am proud of Douglass, who, in his address to the graduating class, said nothing about politics, but advised us on things good for us in education. I offered a resolution protesting against recommending teachers on political grounds. I recall that some one has remarked if I recall correctly what I read in morning papers, that there had been no effort for building on part of the school board. This is not true. Before I went away I selected two school sites together with our mayor. I know of the good work of the high schools, and just as fast as we can we will give these places to the colored applicants.

W.W. Yates asked if employment is limited to home talent. Answer. That examinations are open to the world.

E.J. Waring asked if the Werner statute didn't read "in all schools hereafter to be established?" Yes, said Mr. Morris; I don't look on it as in Venice, but to see men as they are. I can prove that a member of the board said that Negroes were not competent. Mr. Morris has not denied this.

I say now if you will change the law from the high school down through, you will have no trouble finding teachers. If the school board will reppeal this law to read on and after now you will get numbers of teachers.

Resolution by Mr. Waring on mixed schools referred to Committee on Resolutions, Prof. Kelly Miller, Mrs. A.H.R. Miller, Rev. C.N. Grandison.

001818

WEDNESDAY, JULY 25, 1894.--MORNING SESSION.Opened with prayer by Rev. , of Sharp Street M.E. Church, where meeting was held.

Committee on Officers reported as follows: (See chapter No. 2.)

Mayor F.C. Latrobe and Bishop A.W. Wayman elected honorary members of the Association.

The question of whether or not the Association should hold its next session in London, was then discussed.

Dr. James H.N. Waring made pertinent remarks in regard to going abroad for the purpose of getting the work of the Association before the English speaking people. London was proposed. Dr. Waring spoke of the importance of securing a given number who might be able to go. The probable cost he said would be about $200 a piece.

Rev. Dr. Grandison substituted the word commission which would give power to act so that if after careful canvass it should be impracticable to go to London, it might then appoint some place in the United States. Fifty persons were named as the lowest number, and it was hoped by the committee that 100 persons would attend the meeting in London. The purpose of going to London was emphatically stated by Dr. Grandison to show to the people of the world that our cause is just in contending for equal rights of citizenship.

Rev. Dr. Thomas urged the necessity of going abroad for the purpose of appealing to the lands of the earth where color and prejudice is unknown.

Prof. Gregory, President of the Association, related an interview he had held with two English gentlemen who gave him great encouragement to hold meetings of the Association in London. These gentlemen assured him if arrangements could be made to send best material he could make openings for meetings beginning at London.

Doctor, Grandison said, I think time is ripe for making impression upon the English people. We know that England has contributed much money for education of colored people. I konw of no substantial proof of our appreciation of their gifts. Very few educated men have gone abroad. If we go abroad and show those people what we are doing in our high schools, colleges and grammar schools, it would help us and it would be a happy thing to us, if sufficient number go they are certain to see and know what all are if we all go to London. I know that the going there will do us all much good; on the other hand these is an expense account. It will take at least $200. No one who expects to go can do so for less than $200. $200 will be needed to settle the point. It will take at least $200. Some one has said it wont take so much, but the point is if we want to go, the sense of this body is needed. We want to know how many people will go.

Dr. Grandison favored going to London, thought it would settle the race question in America to have our difficulties discussed in Great London. Several members expressed the same idea.

President Gregory said he had communicated with several leading Englishmen, and one Mr. Leach was very much interested and guaranteed accommodation for fifty delegates.

Motion by Mr. Penn that resolution be adopted. Motion seconded by R.E. Toomey, who favored the resolution.

Motion by Mr. Grandison that regular order be dispensed with, voted down and regular programme taken up.

Paper by Miss E.A. Chase, Washington, D.C. Subject, "History and Science of Teaching." (See chapter No. 2.)

Miss Mary E. Britton, Lexington, Ky., opened the discussion with a paper. (See chapter No. 2.)

001919

EVENING SESSION.Meeting opened with prayer by Dr. L.J. Coppin.

Report of committee on "Address to the Public." (See reports of committees.) Mr. Kelly Miller objected to that part of report referring to Baltimore schools. Prof. D.B. Williams read a paper, "Vital Doctrines to be Inculcated Among the People by Colored Educators." (See chapter No. 2.)

Dr. Grandison commended paper except in one place, i.e. where ruling element of American people treat me as a patriot it is time for me to talk patriotism. All America teaches me to hate her. White man has flag that has beat me and mine, a flag bedewed by tears of sorrow, a flag that refuses to give compensation. Tell me I must bow to that flag when I can't teach my children, nor ride in first-class places. A German anarchist can be accommodated, an Italian or one who can't speak English coming in steerage passage and a borrowed suit of clothes can be accommodated in preference to Douglass and Murray and great Negroes who stand well!

Mr. Brown expressed surprise at Rev. Grandison's remarks. We have same right as any other man to be patriotic. We shed first blood here by Attucks.

Prof. E.E. Smith approved the paper in emphasizing nobility of toil. Some think that education raises them above work. The paper was against that. Work is honorable. Some boys go to school expecting to come back and live without work. Some of them come back and wear $10 bonnets on a two dollar head.

Mr. Kelly Miller asked if the gentleman would accept a place on the streets of Baltimore. Mr. Smith said if he was in Baltimore without a friend or any money that he would accept a place on the streets to get money to go home. (Applause.)

Mr. Yates said Negro always responded for duty and why need to fawn over a few efforts for us. The Constitution was a compromise. Crispus Attucks was not a Negro, but an Indian and white man mixed.

Mr. Miller said better send these men back to the grass-hopper State when they come here to teach us. Grandison was not a socialist, but an anarchist. Mr. Grandison said he was not an anarchist, but disliked the oppression of the flag. Is not the Constitution responsible for this treatment, and the Supreme Court for the Jim Crow car law? Compromise necessary to adjust these differences--American government gives him all his privileges--if not for flag he would be in Africa eating cocoanuts, said Miller.

Professor D.B. Williams said he was sorry to have to defend the paper; sorry Rev. Grandison did not hold dear these principles in contrast to socialism and anarchism. Penn advocated patriotism, and that was why I loved him. He was sorry Rev. Grandison would not honor the country. We need not be told about blood hounds and the lash. There are new things and new principles now in vogue. On vote not one in twenty would agree not to honor the country. Grandison helped issue by talking about slavery, and dodged the question of teaching Negroes to love their country.

Paper by Rev. S.R. Hughes for Mr. Bowen. (See chapter No. 2.) Discussed by Rev. J.L. Thomas, said men made a mistake by putting ministry in the rear, we need educated ministry.

Mr. Grandison thought he ought to defend the ministry against the assaults of Mr. Kelly Miller last evening. Said to say that God called poor men was to say God did not know what he was doing. Bishop of Canterberry led the crusade for magna charta and ministers were in the forefront of many battles. When the teachers have done what ministers have then they can talk. Close up churches and he would not give a bagatelle for life in Baltimore.

Mr. Kelly Miller said the gentleman's argument was sound (sarcasm) but he has spoken much, and we hope to be benefitted by his silence.

002020

Much is made of my saying moderate men need study theology. I believe that good men should study ministry. In old times we had good men without equipment, but now we have no excuse to enter the ministry without preparation. No man will defend the ministry quicker than I. Some accuse us of being voluble and flippant. In language of Homer I would say that he (Grandison) is flippant and glib of tongue.

Prof. R.R. Wright. Prof. J.H. Johnston and Mrs. F.J. Coppin appointed committee to visit exhibit in colored high school of Baltimore.

EVENING SESSION, JULY 26, 1894.

(The morning and afternoon session of this day were given to the Author's Association.)

Madison Street Presbyterian Church. Session opened with prayer by Rev. Moore, of Liberia, Africa. Music by the choir. Communication from Mr. Benj. Weaver presenting gavel containing 30 pieces of wood. Resolution by Prof. Yates, who said no better time could be sought to present gavel as there was evidence of a need for it: Resolution adopted.

Committee on resolutions containing address to public reported. (See report.)

Rev. Alexander thought we had no right to lay down a color line principle, no color should be introduced into education. It was a threat yesterday that the brethren would act on the resolution to-night, and coming after charges made on school board it was out of place.

Mr. E.J. Waring rose to question of personal privilege concerning charges against Mr. Werner and Mr. Morris. He read Mr. Werner's words, then read ancient files of same and got a paper containing language of Mr. Werner.

Motion to take up unfinished business after regular order was lost. Programme taken up and Prof. B.O. Bird, Princess Anne, Md., read a paper. Subject. "What the Preparatory School is Expected to Accomplish." (See chapter No. 2.)

Mrs. Fannie Jackson Coppin was then introduced and spoke on the subject of industrial education. She stated that America had borrowed her ideas of industrial schools from Europe. Men of America had thought about this plan but couldn't see how the work-shops could be brought into the school room, and it was not till the Prussian System was seen did the Philadelphia schools take up the work. Models were brought from St. Petersburg such as could be seen in the high schools of Baltimore. The American workshops are filled with imported workmen because America has so few industrial schools. It is easier to get a colored boy into a lawyer's office than into a blacksmith shop. Education of the present day teaches what to see and what not to see. When we get enough colored men of trades we can control and the unions will admit colored men when they find it necessary.

Motion by J.H. Brown to give vote of thanks to Mrs. Coppin. Seconded by Prof. E.E. Smith. Carried.

Mr. Toomey said industrial education was the bone and sinew of the paper. Prof. E.E. Smith said the address was complete. Mr. Kelly Miller said that inasmuch as the subject of industrial education was out of order he moved that the discussion be closed and taken up the day following. Motion prevailed.

Rev. Alexander said he was opposed to the resolution to make public the Baltimore school question. He had floor by consent of President Resolution caters to sentiment and instructed the people that they must act with that sentiment. I don't think we ought to do so. I have the credit of getting colored teachers in school, we must not go to England and say to them that we are yielding to sentiment. If we pass the resolution it will be construed as favoring the opposite position in this city. I don't want any reputation and don't want to be a partner in any such sentiment. We have no right to invite you here and have you pass such 002121a resolution as we must fight hereafter, but the king has said it must go, (meaning Waring) and I oppose it.

Mr. Kelly Miller spoke in opposition, said resolution had no reference to Baltimore.

J.H. Brown put himself on record for the resolution, said yesterday he fought it but as it was general now he was for it; he wanted colored teachers in Baltimore. Resolution reaches all the country.

E.J. Waring said he was no king, but a plain citizen of Baltimore, and would get a crown above if he followed Alexander. He thought resolutions alright; said he thought gentlemen didn't mean it.

E.A. Johnson offered amendment that word "public" be placed before the word "school." Amendment carried unanimously.

W.W. Yates said resolution caters to public sentiment, and he objected. Said too much compromise caused the civil war.

Mr. Brown said he fought for colored teachers, but said last part of resolution reflected on this body in saying after twenty-five or thirty years we want to draw color line after working against it. Resolution says we don't want mixed schools, when we have them in Pennsylvania and other places. Colored teachers in mixed schools are teaching in Harrisburg and West Chester.

Lawyer Hawkins said he opposed the resolution and thought we ought to have the best teachers without regard to color. Some places employ people all season because they are colored.

Rev. Thomas said white race was not so anxious to get to us as we to them; thought the resolution good.

Prof. Lockeman said he thought we were making question narrow; favored first resolution but opposed the second, but didn't want school maintained for teachers. We are contending for privileges, but must be consistent.

Mr. Miller said we must be broad, as the ultimatum would be doing away with all color, and we must be consistent. The resolution was double-barreled and we would get as much without resolutions as with them.

Rev. Hughes said there was separation enough; separate cars, hotels, &, and now ask for separate schools. We don't want colored teachers with no brains. If white man can teach me the heavens I will not set under an ignorant Negro; in all give me the best scholar. Resolution should be modified anyhow. In some places preference makes mixed schools as in states allowing it. Must not be governed by sentiment, as sentiment of South made us ride in Jim Crow cars, and Baltimore sentiment refuses us accommodation and yet we must in these resolutions yield to sentiment. I am opposed to the resolution. Motion to table by Hughes. Meeting adjourned without further action on the resolution.

FRIDAY, JULY 27, 1894-MORNING SESSION.Meeting opened with prayer by Elder Jno. W. Brown.

Committee, through Prof. J.H. Johnston, submitted report of Committee on address to the public. (See Chapter No. 2.) President thought that the part of the address referring to colored teachers in colored schools should be left out. Rev. Grandison said he thought we were inconsistent in allowing this clause to stand, as a resolution was not adopted last night, meaning the same thing. Prof. Toomey thought the clause ought to stand. Address to public adopted with the clause excluded.

Committee on Examination of Exhibit reported through Prof. J.H. Johnston. Report adopted. President stated that Howard University had appropriated $100.00 to make exhibit, and he hoped other schools would help hereafter.

Prof. Toomey reported on paper of Statistician. (See Chapter No. 2.)

Resolution asking for colored teachers in Public Schools, as last matter considered 002222on adjournment the night before was called for by C.N. Grandison, who asked how many whites wanted Negroes to teach their children. None of them wanted a Negro to teach his child. The spirit he would inculcate would be to fix Negro's place in society. Have mixed schools and your girls, though educated, would be forced out of school. Miss A.H.R. Miller said she was in favor of competent teachers, irrespective of color. Moved that sentiment of convention be expressed in favor of mixing schools throughout the U.S. by E.J. Waring. He said he wanted to know what teachers wanted. to see if they were afraid of mixing schools and churches. Prof. D.B. Williams said it would be foolish to advocate mixed schools in Virginia--He and others would lose their places. He favored colored teachers for colored schools. Rev. Alexander said there was no desire to do schools any good, but to settle who was on top in Baltimore's fight, it was so understood by the people of Baltimore, and offered a substitute for the whole by referring the whole thing to the Board of Managers. Motion to lay on table was carried. On motion it was referred to a committee, consisting of J.H. Johnston, Bishop Wayman, Dr. Grandison, Prof. R.R. Wright, and Mrs. F.E. Harper. Bishop Wayman said honorary members could not serve on the committee. President thought they could in this body, and carried later. (See Chapter II.)

Resolution was introduced by Rev. Alexander on lynch law. Mr. Hawkins asked that Miss wells be endorsed, as she was the foremost exponent of opposition to this lynch law, and was doing much against this evil. Dr. Harvey Johnson said he did not know where we were at. Said a week ago he heard a resolution discussed here to endorse Miss Wells, and could not see how the resolution could be opposed now. President ruled Rev. H. Johnson out of order, as resolution was withdrawn at this point.

Resolution by I.G. Penn endorsing idea of separate exhibit at Atlanta, Ga., referred to Messrs. Smith, Penn, and Miss Britton, committee.

Mr. W.A. Hunton read paper in place of D. Webster Davis who could not be present to give his paper. Subject: Young Men's Christian Association as a Factor in Education. (See Chapter No. 2). Rev. W.A. Alexander said the paper deserved much attention. Young men engaged in this work are among the best; the Associations were doing an excellent work. He went in a restaurant in Baltimore and on examination found it was a bar-room. He was taken out by a Y.M.C.A. man to a dining room of this society. Every little city has all sorts of places but christian places. I say, in the name of good and everything good, we ought to put ourselves into this work. Rev. Brown said he was early associated with Mr. Hunton, and that we had plenty of ladies but they could not find good husbands on account of the condition of young men--due to bad institutions. It our best men don't come together we will lack all the best virtues in our people continually. God intended that we should have pleasure, we are made so and we must have it, we go into study and spread out our souls, we go to the baseball field to stretch our limbs, we enjoy all these things as christians. Mrs. F.E.W. Harper said Christian Associations should have lessons on Physiology and everything necessary to build up strong characters. God didn't make two things--whiskey and sin, made many things she wouldn't touch with a pair of tongs, made serpents but she wouldn't put a rattle snake around her neck. She favors women being admitted to Y.M.C.A.'s good women are as worthy of Associations certainly as bad ones. Dr. J.H. Brown said powers of mind were worthy of highest consideration, he had lived in the realms of christianity, he thought there were several realms, moral, intellectual, physical, we are verging onto the complex in differentiation of thought. The Y.M.C.A. Association was doing a good work, but if men and women were so bad as to go into these bad places he would go after them. Morality and religion are not the same. (Mrs. Harper said can you have one without the other?) Reply, Yes. Rev. Grandison asked if he made a distinction between religion and ethics. Said he thought both distinct. Rev. Grandison said, If a man conformed to ethics would he be a christian? Answer, Yes. Mr. Brown objected to statement in paper that 60 per cent. of the convention had some education. Said if it could not stand 002323on a higher plane, the Y.M.C.A. was no good. He favored the Y.M.C. Associations. On motion discussion closed with remarks of Mr. Hunton, who wrote a paper to conform to 20 minutes. Said Y.M.C.A. has an underlying feature, personal work. Regular order called for.

Paper by Prof. E.A. Johnson, who asked to be excused from reading paper, owing to lateness of the hour. Dr. E.E. Smith said that Prof. Johnson should not be excused, as he knew he had something rich. Mrs. Harper asked for the paper. Miss Washington asked that the paper be read. On motion the paper was read. (See Chapter No. 2.) Paper discussed. W.W. Yates, Kansas City, Mo., said Baneroft said slavery was not divine and we should not feel slavery as a badge of contempt as all races have been slaves. All men given same condition will arise with similar culture. Prof. Johnson gave facts and figures that can't be disputed. Slavery did imbrute our nature and both races were dragged down in slavery, the slave race especially. If not the bad influence of slavery by what authority do we see so many colors? Man who says my mother was not virtuous goes down. Mrs. Sheldon went to Africa, went to and met all the Negroes of the world, and came back alright. (Great applause.) Slavery influenced language; don't object, as the white man has got some of the Negro melody of language. You can tell with your eyes shut whether Mississippi or Massachusetts is talking, because a southerner's language is modified by contact with the Negro. "All history is a lie" says Hume, and so iar as he is concerned all is a lie about the Negro, and it would be hard to prove that the Negro exists except as a menial. White history says all great Negroes are enforced with Saxon blood. Ingalls says that the greatest man in the world (Douglass) was enforced by his Saxon blood. PreAdamites say that the Negro has no relation with Ham, simply an inferior creature, way back, way back, to Huxley's missing link, but it is incontrovertible that he is a pre-Adamite and therefore did not fall. It is questionable whether he can fall. Mr. Winchell says it may be possible for those pre-Adamites to get to heaven. Chinese, Esquimaux, Negroes, Australians, pre-Adamites, what have they done? They govern larger population than all the world, and besides they have governed longer than any other countries. Furnished gunpowder, printing, and everything worthy of perpetuality, and if Pre-Adamites can do this they amount to something. Winchell, as to Negro, himself, says Negro has accomplish nothing except Fred Douglass. He is expected by by reason of his Saxon blood. Mingo tribe in Africa is moral, virtuous and brave, and says it is a serious question whether they are Negroes, and if they are, they are exceptions. One exception invalidates the whole. Let us come home. The A.M.E. Church is manned by Negro brain, virtue and forethought. If the Negro is incapable of managing his own affairs, here is a Negro organization with credit and honor, managed by Negroes. We should have Negro art in our homes--referred to pictures of Allen and Payne on either side of pulpit. Schools should be decorated with such men as Blyden, Douglass, Price and others, rather than with a pale face that knows not how it got it, but it has it. Don't teach Negro to hate a white man, if he was Chinese he'd be proud of it. If Indian, if white man or if Negro he is proud of it. We must spur our race to properly teach itself. The white child looks into the text books, what does he see-something that corresponds with himself; but the Negro sees no such thing, but bad representations as in Puck. Colored mothers buy blue eyed dolls for their children; she is not to blame, for she thinks it absurd to see anything looking like itself. Chinese buy Chinese dolls. Often sees right black child with right white baby, (doll baby I mean.) Read paper which he said was a logical consequence of his remarks. See chapter No. 2.

Resolution by W. Ashbie Hawkins on Miss Wells. Adopted, committee reported on Atlanta Exposition. Adopted.

Motion by Rev. C.N. Grandison that the committee on rules be appointed to meet next year. E.E. Smith, D.B. Williams, C.N. Grandison committee on rules appointed. Chairman was granted privilege of appointing committee on management and going to London through press. Motion by Rev. S.R. Hughes to appoint railroad secretary to fix rates of transportation. Rev. S.R. Hughes appointed. Motion to adjourn put and carried.

CHAPTER II

REPORTS, RESOLUTIONS, &.REPORT OF COMMITTEE ON PAPER OF PROF. I. GARLAND PENN, STATISTICIAN.To the American Association of Education of Colored Youth:

We, the undersigned, beg leave to report and say that we have striven conscientiously to perform the duty assigned us, in consequence of which we recommend that the innuendo or matters touching upon the personal affairs of the M.E. Church be expunged, and that the otherwise excellent report of the statistician remain intact.Respectfully submitted,C.N. GRANDISON, Chairman.I. GARLAND PENN.R.E. TOOMEY, Secretary.ADDRESS TO THE PUBLIC.To the American Association of Educators of Colored Youth:

Your committee submit the following report upon the "Address to the Public:"

The evident tendency of our age is toward greater union and co-operation of all individuals having a common interest and aim in life. We, therefore, are pleased to announce to the public that the first five years of life of this Association have been successful years, and the exchange of views upon educational topics has resulted in mutual good to all its members. The Association has grown from a small committee of the alumni of Howard University to a vast and powerful organization having representative teachers from every section of our country. We wish to keep clearly before the mind of the public our objects and hopes.

Our aims are broad: namely the harmony of action and advancement of interests of all those engaged in the education of colored youth. We wish to express our gratification at the progress of all educational institutions during the past year. Although it has been a year of great hardships and business depressions, yet all of our schools show a steady growth and full attendance. There are now in round numbers 1,500,000 pupils in our colored public schools, taught by 25,000 colored teachers of recognized ability.

There are 1,000 colored youths in our colleges, and they are found in every first-class college or university in America. Many of these as well as numerous white college students, are taught by colored professors. There are about 1,200 students in our professional schools, of whom the greater part are theological students, a smaller number medical, and a still smaller number law students.

The greatest advance of the year has been in the increased recognition of the demands of the colored children of the South for public school facilities. Last year over $10,000,000 was appropriated from State treasuries. We would not forget to emphasize our confidence in the higher training of our people, now carried on, not only in the twenty-one colleges established for their especial benefit, but in all the best colleges and universities in our land. The rapid increase of facilities for lower or primary training results in a greater demand for advanced knowledge, as it should.

002525

There is no immediate danger of over-crowding the higher walks of the literary life of our race, and we would welcome every opportunity for higher education offered to colored students. There is at present a demand for well trained colored men in nearly every department of activity, but especially to teach in our own colleges. In this connection the American Association disclaims any desire to push colored men to the front in colleges or other places of trust and honor, simply because they are colored, but because they are qualified, and we challenge contradiction to the statement that there can now be found perfectly well qualified teachers for all of the colored primary schools and for most of the higher positions in the universities and professional schools.* We believe that not enough attention is given to kindergarten methods and schools by colored teachers, and we recommend the establishment of free kindergartens in connection with our public school system in all large cities as well as in villages where it is practicable. There is a danger, which we recognize, of young men and women who choose the profession of teaching, desiring to start at the top, and they must frequently come down. Now not enough of our race see the necessity of beginning with the babe in education and learning the best methods of instructing very small children.

There is a crying need for funds in the hands of trustworthy men to start kindergarten schools among the colored children, especially in the crowded cities, where the home-life of the child is not what we could wish.

We, therefore, emphasize the great needs of the colored children for increased facilities in every department of education, and solicit from the public that hearty support which the cause so much needs just now.

And finally, we wish to remind the colored people generally that their educational advancement lies with themselves. That we are now acquiring wealth in many sections of the country, and the added resources bring with it added responsibility for the support of colored schools. In spite of these advances, there are yet over a million children of school age unprovided for. We also would call attention to the great lack of skilled laborers among the colored population. This has resulted from the prejudice against the colored mechanic, and a failure of many workmen to get work at their trade, also to the fact that colored apprentices are almost unknown. Our industrial schools are largely supplying the lack, but not fast enough, and we bespeak from the public a more hearty support of those institutions that train the hand and the head together.

Many people believe that the colored people have an unusual talent for music; and it cannot be denied that the peculiar melodies of the uneducated Negro have been found very pleasing and taking. It has been brought to our notice, however, that many parents conceiving their children to be endowed with an extraordinary amount of this general vocal talent, make it an excuse for curtailing their literary studies. This is deplorable! No science requires broader culture, or finer intellectual grasp, not only to interpret but to understand it, than music. The musician should, therefore, have all the systematic and rigorous training the literary schools afford.

We recommend to teachers everywhere that they cultivate singing in their schools--intelligent singing--that they attempt to awaken in the breasts of their pupils more than a mere sensuous enjoyment of music, which, outside of Christianity, is the most refining influence in the civilized world; and that above all, they cultivate in them a desire for thoughtfulness. Dr. Dvorak has called the attention of the entire musical world to us and to the possibilities of our music. In our plantation melodies, he sees the only hope of an American school of music; and why should not the American Meyerbeer be of African descent?

There have been but few large givers from among the colored men of wealth, but the poorer people, through the channels of their denominations, have given quite liberally for educational purposes. We wish therefore, to appeal to the more wealthy colored men to found scholarships, to endow professorships, and to start institutions of learning in some branch that will make for them monuments more lasting than brass. The most honored names among the Anglo-Saxons are 002626those who have done most for their fellow men. So it will be among us.RICHARD FOSTER, Chairman,S.R. HUGHES,H.T. JOHNSON,J.H. JOHNSTON.

REPORT OF COMMITTEE ON EDUCATIONAL EXHIBIT.

The committee reports with much gratification the exhibit of the colored manual training school of Baltimore, established Sept. 5, 1892; considering that this school has only been in operation two years and considering the difficulty of establishing industrial work we think the exhibit very creditable to pupils and teachers. Carpentry, wood carving, smithing, drawing and wheel-wrighting form an admirable basis for a training that is of the utmost importance to the colored youth of the country. It is of the highest importance that the academic studies should be pursued at the same time as the manual training. The papers in arithmetic, algebra, geometry, physics, physiology, and geography show creditable advancement in these studies.

That a business course is especially necessary for the success of our youth who do not get this training as many others do growing up in banks, stores and railroad offices. The committee notes with pleasure the exhibit of the high school in double-entry book-keeping.

The neat and legible penmanship of the eighth grade and high school. We found much else that was praiseworthy in the work of the high school, but time does not permit us to mention each study.

The work of Lincoln High School, of Kansas City, shows commendable progress in elementary drawing. The papers in chemistry, physics, zoology and physiology in clearness of statement and in accurate delineation are very commendable. Plain and solid geometry and algebra through quadratics can be spoken of in the highest terms. The Latin and German are not behind the others. The committee is glad to see that political economy is studied in the Lincoln High School as well as in the Baltimore High School.

In the country where the youth of to-day are to be the voters of the next, it is highly important that they should become acquainted with those principles regulating commercial intercourses which they may have to decide upon in the legislation of the country at any time. How many of those now engaged in arranging a tariff for the country ever studied these questions in school or college? The rights of labor and capital, too, ought to be taken by every student in a manual school, he would then be prepared to judge intelligently when these questions meet him in the work-shop or labor union.

We are glad to see that map drawing is taken in connection with history, also that especial attention has been given to the history of our own country in the high school of Baltimore.

The committee was aided very much in the investigation of the work of the primary departments by a written statement of the plan of teaching pursued. We were then able to determine how far the children had succeeded in getting the training which the teacher sought to give. Papers in spelling, language, arithmetic, and geography show very careful and creditable work on the part of the pupils. It is impossible to look critically at every paper, but a cursory investigation of them in many different subjects has not disclosed a single misspelled word nor a single blotted paper. Patience and painstaking in a high degree must have been exercised by all teachers, but especially by the primary teachers.

Any exhibit of primary work would be incomplete without the specimens of sewing, drawing and paper folding, because these show especially the training 002727which the hand and the eye have received, and so far as we have been enabled to investigate the work in these studies it is like that in the higher classes, very satisfactory.

Princess Anne makes a very creditable display of her pupils in the work of carpentry, smithing, shoemaking, and other leather work. We understand that Princess Anne also teaches the important branch of scientific agriculture. We hope that the success already attained may encourage her to bring on some specimens of farm products another year. The scientific farmer is a blessing to the country and far more apt to gain independence of character than the hangers-on in the cities.

HOWARD UNIVERSITY.

Howard University takes the lead in the variety of her exhibits in manual training and scientific departments. The exhibit in mathematical and mechanical drawings are creditable, and is as it ought to be from objects. The specimens of elementary work in carpentry are creditable. Quite a good specimen of a steamship by one of its ambitious students gives good promise of a future ship builder. Useful and practical work in the tin shop is noticed. Printing, perhaps the greatest of all arts, is conspicuous by its specimens of printed music which any of our music stores would consider well done. The specimens of sewing, art needle work and dress-making all done by hand are of the most finished character, reflecting credit upon the students and their teachers. We note with pleasure some fine specimens of photography in which the college grounds and buildings are exhibited. Quite a selection of well bound books represent the book bindery department.

The committee feels deprived of the privilege in not having the time to speak specifically of the display which Howard makes of its facilities for teaching science, as shown in the chemical and natural history division. Surely Howard University is a well rounded institution. She shows excellence from her work shops through her whole curriculum, to her doctors of medicine and interpreters of law. If the committee has omitted to give praise where praise is due it is simply from a want of time. The whole exhibit is of the most encouraging character from the primary department to the highest, and give fine promise of what will yet be accomplished as time advances and opportunities increase.

The thanks of the committee are due for the courteous assistance of Messrs. Samuel Morsell and J.F. Gregory.Respectfully submitted,F.J. COPPIN,R.R. WRIGHT,J.H. JOHNSTON.Adopted.

REPORT OF THE COMMITTEE ON SCHOOLS.

We, your committee on schools, beg leave to report as follows:1st. Resolved, That it is the sense of this Association that where there are separate colored public schools, in the appointment of teachers for such schools the preference should be given to efficient colored teachers.

2d. That where there are mixed schools there should be no discrimination in the appointment of teachers for such schools solely on the ground of color, and that all applicants should be tried by the same rules and judged by the same standards.J.H. JOHNSTON,A.W. WAYMAN,FRANCES E.W. HARPER,C.N. GRANDISON.Adopted.

RESOLUTION ON MISS IDA B. WELLS.

Resolved. That the American Association of Educators of Colored Youth have heard with great pleasure of the noble work that has been done in England by Miss Ida B. Wells in the interest of humanity and right, and that we most heartily endorse and commend the righteous cause so nobly represented by her to the influence and sympathy of all good citizens everywhere.

Resolved. That we condemn the efforts of the Southern press, and of certain individuals, white and black, to destroy the effect of her work by traducing her character, as a cowardly and unworthy attack upon a virtuous, high-minded woman by those who cannot answer her arguments.W. ASHBIE HAWKINS.Adopted.

RESOLUTION ON ATLANTA EXPOSITION.

Whereas there is to be held in the city of Atlanta a National Exposition, in 1895, and whereas some of the leading newspapers of the country, North and South, endorse the idea of the appointment of colored commissioners looking to a creditable exhibit from the colored people of the United States.

Resolved. That we endorse the idea and urge such appointment, assuring the managers of the exposition that such appointment means a creditable exhibit worthy of the progress of the race at the exposition.Submitted,I. GARLAND PENN.

We recommend the passage of the Resolution.(Signed) E.E. SMITH,MARY E. BRITTON,I.G. PENN.Adopted.

RESOLUTION ON LYNCH LAW.

Whereas lynch law and other methods of mob violence, as now practiced in the United States, are a disgrace and a menace to our American system of government, therefore,

Resolved. That we, the American Association of Educators of Colored Youth, deplore and condemn this state of things, and pledge ourselves to do what we can to crystalize a public sentiment which shall enforce civil law and protect the lives and property of all classes of citizens.W.M. ALEXANDER.Adopted.

RESOLUTION ASKING AID IN GATHERING STATISTICS BYI.G. PENN.BALTIMORE, MD., July 24, 1894.Whereas the gathering of statistics relating to the educational progress of the Negro race is an important feature of this Association,

Whereas it is desired that such statistics as may emanate from this Association be correct in every detail,

Whereas the correctness of such figures depends largely upon the promptness with which replies are made to queries sent out by our statistical representative, therefore,

Resolved, That corresponding secretaries of associations and societies, auditors of states, superintendents of states, superintendents of cities and counties, presidents, 002929principals and secretaries of institutions of learning be and are hereby kindly urged to give response to the inquiries of our statistical representative as the necessities demand, giving him as near as possible any and all information in their power bearing on the statistical information desired by this Association.

Resolved, That we request corresponding presidents of colleges to forward our representative catalogues and documents such as will give information annually on the educational progress of the race.

Resolved, That a committee be appointed to determine the kind and character of statistics which shall be collected and collated for this Association that our representative may have an intelligent idea of the information desired at his hands.I. GARLAND PENN.Adopted.

RESOLUTION OF THANKS TO REV. BENJ. WEAVER FOR GAVEL.

Resolved, That the American Association of Educators of Colored Youth accept with high appreciation the handsome gavel presented to the Association by Mr. Benjamin Weaver, Baltimore, Md., and most heartily thank him for this practical illustration of Negro handicraft.

Adopted.

RESOLUTIONS OF THANKS.

Whereas the local arrangements for the Baltimore session of the American Association of Educators of Colored Youth, were not only complete but generous beyond anything we could reasonably hope for, and

Whereas in carrying out their plans the people of Baltimore have eclipsed all record not only by the heartiness of their welcome, but also by the extent and liberality of their hospitalities, Therefore be it

Resolved, That the members of the Association feel taxed to find language in which properly to express their sense of gratitude for the cordial acts of kindness of which they have been the constant recipients during their stay in the "Monumental City," which with equal justice and propriety might be termed the city of hospitalities. We are deeply grateful to two gentlemen, His Honor, Mayor Latrobe, and the venerable president of the board of education who, in their official capacity, as chief executive of the city and leader of its educational work gave us not only the hearty welcome to this beautiful city, but also encouragement and inspiration in our undertakings. We are grateful to the clergy for throwing open the doors of the sanctuary for our deliberations, and then overwhelming us with attentions which made our stay comfortable and delightful. We are grateful to the press, especially the American, the Sun and Herald for careful and faithful reports of the doings of the Association. We are also profoundly grateful to the citizens of Baltimore for the special hospitalities of their homes and their manifestations of deep interest in all our proceedings.

Resolved, That while our general and special favors have come from so many sources as to forbid calling all by name, we carry with us to our homes grateful recollections of the Rev. Harvey Johnson, of the North Street Baptist Church, Rev. Carroll, of the Sharp Stret M.E. Church, of Dr. Wm. Weaver, of the Madison Street Presbyterian Church, and Rev. Becket, of the Bethel A.M.E. Church. Nor would we forget the committees that so royally refreshed us each evening when we had become exhausted by the heat of debate.

We are specially and particularly grateful to the Young People's Baptist Union whose officers gave us such kindly attention: Miss Mamie Neal, president; Miss Mildred Gilbert, vice-president; Mr. Walter Thornton, secretary; Mr. Joseph Oliver, assistant secretary.

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We carry with us the most delightful recollection of the refreshment committee of the Sharp Street Church: Mrs. Frances Johnson, chairman; Mrs. Naomi Wright, Mrs. Laura Garrett, Mrs. Anna Johnson, Mrs. Catherine Brooks, Mrs. Nicholas Matthews.

Nor can we forget the deeds, though unfamiliar with the names, of the members of Madison Street Church choir, who, after discoursing their sweet music, entertained us so beautifully at the close of our third day's work.

We have only the heartiest praises for the work of the local committee of arrangements which not only saw to it that we were well housed, well fed, and well entertained, but also prepared a printed folder showing us how to get to the many places of historic and general interest in this great city. This committee deserves to go down in history as the model for all similar committees hereafter to be appointed. Local Committee of Arrangements: Mrs. N.B. Groomes, Mr. J.H. Camper, Miss A.M. Butler, Miss F.E. Matthews, Rev. N.M. Carroll, Rev. W.H. Weaver, D.D. Rev. J.W. Beckett, D.D., Rev. Harvey Johnson, D.D., Mr. J.H. Smith, W.T. Carr, Jr. M.D., Mr. J.H. Butler, E.J. Waring, Esq., Geo. B. Murphy, Chairman.

Resolved. That in consideration of the manifold acts of kindness showered upon us on every hand, we leave the city of Baltimore with mingled feelings of grateful regret, hoping that our friends here have found us not unworthy the great effort they made in our behalf.(Signed) W.W. YATES,Adopted.In behalf of the entire Association.

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CHARLOTTE, N.C., July 23, 1894.Prof. F.M. Gregory, President American Association Educators Colored Youth, Baltimore, Md.

DEAR SIR: With special regret I have to inform you that I will not be able to attend this meeting of the Association. I had hoped otherwise and that I might have the honor and the pleasure to be present and participate in the proceedings, and confer with the best representatives of the best interests of our people in this country. But pressing and immediate demands here in connection with the enlargement of the facilities of Biddle University, will take no denial, and so I must consent to remain away from this meeting to which I have looked with pleasant anticipations.

This Association is engaged in a noble work and this meeting is being held in the midst of a noble and sympathizing people. I trust that heaven's richest blessings may crown the deliberations.Very truly yours,D.J. SANDERS.

BALTIMORE, MD, July 24,1894.The president, officers, members and friends of this Association are respectfully invited to visit Browning's Drug Store, corner Druid Hill Avenue and St. Mary street, during their stay in the city.JOHN W. BROWING. PHAR. D.,Proprietor.

N.B.--Be it known that this is the only drug store owned and controlled by a colored pharmacist in the city.

JEFFERSON CITY, Mo., July 24, 1894.To Prof. F.M. Gregory, care G.B. Murphy, 1336 N. Cary, Baltimore.My duties here make it impossible for me to come.I.E. PAGE

CINCINNATI, O., July 24, 1894.Prof. James M. Gregory, Baltimore, Md.

MY DEAR SIR: I regret exceedingly that I am not to be with you on Friday, to present my paper on Industrial Education. There is a bare possibility that I may yet arrive before 2 o'clock Friday. If not you will please find enclosed a paper which I trust will be of some practical benefit to the Association. Please present my compliments to the Association, with my earnest prayer that great good may come to our common work as the result of deliberation. Just now we are in the midst of great anxiety financially, and in the midst of closing our financial year, and planning for the year to come.Sincerely yours,J.C. HARTZELL.

IS A KNOWLEDGE OF PSYCHOLOGY NECESSARY TO SUCCESSFUL TEACHING?

MISS ANNA R.H. MILLER, HIGH SCHOOL, EASTON, MD.From the days of the Ptolemies until the present much time has been used, much money has been spent, many experiments have been made in the study of the structure of the parts of the human body, their uses, and how the health of these parts should be preserved. William Harvey, the English physician, spent years of ceaseless toil that he might give to the world an authentic statement as to the circulation of the blood. Plato, Galileo, Van Helmont, and Sylons have presented to the world the vegetative in the plant, the vegetative and sensitive in the animal, but in man an additional intelligent, reasoning spirit, purer and nobler than the others. We are proud to recognize the investigations that have been made and the truths that have been established; facts that have been deduced by observation, illustration and experiment of the vital phenomena--of the human body, its organs and their functions. We, too, recognize the importance of adhering strictly to the laws governing the health of those committed to our charge. Aside from the organs that go to make up the human body, the nervous system with its wonderful routine of work, man has a mind. Says Sir Hamilton: "By the mind we mean that which acts, thinks, wills and desires." The human mind acts, as it were, by separate faculties, yet these faculties are without doubt intimately associated.

The mind comprehends the will, the sensibility and the intellect. The education of the intellect is the province or range of province in the development of the faculties of the child. This cannot be done unless the teacher understands the operations of the intellect, its mode and growth from infancy to mature age; the processes by which its powers may be guided, stimulated and improved. The intellect comprises different faculties which cannot be cultivated nor strengthened by the teacher without a sufficient knowledge of their respective spheres of action, their modes of operation, and the objects upon which they are specially exercised. The acquisitive faculties, including consciousness and sense-perception. The representative faculties, including conception, association, memory and imagination. The elaborative faculties, including comparison, abstraction, generalization, judgment and reason. We obtain a knowledge of material things by means of the senses, and ideas at first spring from sensations which appear to be the primitive stimulus of activity in the whole animal kingdom. We cannot fail to admit that the health of many have been injured because teachers are ignorant of the development of the higher mental functions. Cramming students for examinations, forcing pupils to make a grade, demanding a short time for an unreasonable amount of work, forcing on the functions of the brain in advance of the vital organs, endangers the whole organism and has wrecked many constitutions. Again, children are often kept back and classed among dullards, because the process of of generalization is much slower in some children than in some others, and therefore it is necessary and essential that teachers should have some knowledge as to how to deal with the faculties of the child in their natural order. 'Tis true the brain grows stronger by exercise, and within certain limits it is perfectly safe to carry on (progressively) necessary stimulation.

The unkempt hair, the slovenly attire, the ungainly figure of Pestalozzi become lost when we think of the purposes of the man. His whole life was dedicated to the study of the intellectual, moral and physical growth of the child, and the result of his labors has given to the world of education and teachers an advancement in the art of teaching that Froebel nor Herbert can lessen. His maxim, "Activity is the law of childhood," shows clearly that he comprehended the fact that there is a connection between physiological and psychological training--between body 003333and mind.

How far this union extends remains to be studied and shown. Dr. Fisher says, "A true psychology is an indispensible pre-requisite of a rational and ucation" It is not only necessary to understand the nature of the child, use edcultivation of its intellectual faculties, but the order in which they naturally develop during school life. There would be more success in the art of teaching, the various sciences would be better understood if teachers knew more of the principles of psychology. How often indeed do we hear young men and young women who have recently graduated express a dislike to certain sciences simply on the grounds of not understanding them. This in my judgment is unfair. How can they, or what right have they to dislike a science simply because it has not been properly taught them? Not more than twenty students in one hundred really like geometry, and the reason to me is clear, it is because teachers fail to call that faculty into requisition upon which geometry acts, and this indeed seems to me to be clearly the reason why they are made to dislike other sciences. Instruction must be individual, and every child has an independent mind differing one from another in its process of development.

Psychology tells us what are the general characters of mind and points out the best way of dealing with it in general features and broad outlines I do not mean to say that psychology can acquaint us with the manifold diversities of intelligence and disposition, or suggest the right modifications of our educational processes to suit them. We educators and teachers will always need to supplement our general study of mind by a careful observation of the individual mind, which we are called upon to deal with so as to properly vary and adapt our methods of teaching and disciplining.

HEREDITY AND ENVIRONMENT.

BY G.N. GRISHAM, PRINCIPAL HIGH SCHOOL, KANSAS CITY, MO.The study of man, though first in importance, is last in the order of our culture. Sir William Hamilton has said, "In the universe there is nothing great but man; in man there is nothing great but mind." There are two classes of forces dominating mind; one is post-natal, the other pre-natal. One of them involves the present, the other is a summary of all the past of the race in two individual lives. A thorough knowledge of these forces would completely revolutionize the world by supplying to mankind practical wisdom to counteract blunders of which the child and the state have been victims for thousands of years. As yet scientific research has brought to light little that is definite, but that little is valuable. Charlatantry runs ahead of science, adopts its terminology and speaks in its name, justifying follies and condemning acts both right and reasonable. To-day there are scholars in both England and America who advocate in the name of heredity notions which advanced thinkers in Germany and France laugh at, because they know there is no warrant for them within the limits of discovered truth. A study of this subject is highly important, not only as an offset to long-repeated errors, but also as a positive aid to parents, teachers, and that increasingly large class of men who undertake the task of urging humanity to higher planes.

Environment has two phases, the social and the physical.

Physical environment includes the natural surroundings or geographical position of the individual, involving food, climate, soil, and the general aspects of nature. No great man was ever born on the equator or in the regions of extreme cold. Civilization is strictly the product of temperate climes. The 39th parallel stretches over the lands in which have arisen all the sciences, all the arts, all the industries, all the great religions, all the great men and great nationalities by which human history has been materially influenced. Social environment is the force of contract of man with man in accidental or pre-arranged relationships. It involves all the institutions, public or private, political or educational, for the betterment 003434of the individual in states of health or disease, home, school, church, society, government.

The power of enviroment may be best seen in the contagion of criminal classes, in the absence of home influence, and in the transformative power of thoroughly organized culture centers; as schools and colleges. A mere elementary study of statistics brings into bold contrast the relative influence of city and country upon the moral life of the individual. It has been estimated that in Paris there are 50,000 people who wake in the morning with no notion of how or where they will obtain their breakfast, if at all. In New York, the splendid metropolis of the New World, there are 285,000 who are either helpless paupers or else have become discouraged and make no effort to maintain existence by honest efforts. Three-fourths of our prison population is born and bred in cities. While only 47 per cent. of the laborers in the republic are in the country, 57 per cent. of our successful men are born on the farm or in the villages. The city boy is less likely to achieve success and more likely to go to jail. Dr. Crafts, observing this significant fact, said, "Young men, if you wish to succeed, get yourselves born in the country."

The force of environment is so far-reaching that some philosophers have been inclined to regard it the only force tending to develop the individual. Buckle says, "Progress is one not of internal power but of external advantage." The child born in a civilized land is not likely as such to be superior to one born among barbarians, and the difference between the acts of the two children, will be caused, so far as we know, solely by the pressure of external circumstances, by which I mean the surrounding opinions, knowledge, associations--in a word the entire mental atmosphere in which the two children are respectively nurtured. This idea arose from the general acceptance of Locke's notions about innate ideas and his famous tabula rasa. Buckle flatly denies the possibility of inheriting vices, virtues, or talents. Helvetius says, "All men are born equal and with equal faculties; education alone produces differences between them." This was said before the days of physiological psychology. But it is no farther wrong than many deductions from the studies of Ribot and Galton.

It is urged against the supporters of the doctrine of heredity, (1) that they place man on a level with brutes; (2) that their position required the heightening of human faculty; (3) that the facts on which their theories rest might be equally well used to support the opposite conclusion.

Now, if the facts can be shown to stand against the doctrine of heredity, there is no grounds for further argument. But the difficulty is shifted. Those who would undertake to explain the individual by environment alone, shutting out the only other influence we can conceive, have much to explain. How do they account for the almost uniform fact of physical resemblance, and the very significant fact that when there is in case of parent and child the closest physical resemblance, there is to be found likewise the keenest moral and mental resemblance? If color, features, stature, tend to persist in a given line of human beings, why may not this extend to the nervous system in both its higher and lower arrangements? If weak lungs may be transmitted, why not a weak brain? Besides, what is environment worth unless you have something to environ? If to begin with there is no difference in individuals, why should there be such great differences under similar influences? We grant the plasticity of being that is turned over to the moulding power of circumstances; but how are we to explain the persistence of individualty in all stages, stages, and phases of life?

As for the heightening of human faculty, why may not it take place? In order to establish it we should expect no result from comparing one race with another, nor should we expect to find men of succeeding ages uniformly greater than their fellow countrymen of bygone days. How would we tell when the proposition is proved or disproved? How can we measure the amount of brain power or the quantity of moral force at work to-day in England or France? Placing man in the animal series where he belongs is not such a frightful act. We must place 003535him there to understand him. We are primarily animals and whenever one is more than that it should be counted as so much clear gain. He who examines the embryos of a few vertebrates and notes the gill arches formed as if for fishes, and observes in the early life history the striking resemblances which the after conditions hide, can but be impressed with the fact that man is after all an animal; that the law of universal causation is operating here; that the life of the individual is but a prolongation of that of his ancestors; and that we are repeating in ourselves the experiences of our kind, our race, our families. "The law of generation," says Ribot, "governs everything that lives--the plants as well as animals." There are two great laws of heredity, one bearing directly on the transmission of characteristics, the other concerned with the conditions under which maximum excellence takes place or marked deterioration arises. As Ribot puts it, "The law of heredity is always realized, and yet it is never realized." Ordinary observation readily detects direct inheritance from parent to child, but under some conditions slumbering characteristics of earlier ancestors reassert themselves with all their pristine vigor.

The final argument in this case is an appeal to the facts. A scientific theory is never justifiable unless it explains all the facts that come under it. There may be apparent exceptions, as when water ascends the vacuum tube in spite of the law of gravitation; but it becomes necessary to show that the law still acts. The operations of nature are not as simple as laboratory experiments. A number of forces act simultaneously; some are know, some, wholly unsuspected, bring about unexpected results. Pages might be filled with the evidence of heredity of physical traits, instincts, mental characteristics, moral bias and will power. When young Pitt made his first speech in the House of Commons, in 1781, a distinguished analyst said of him, "He was not merely a chip of the old block, but the old block itself." The phrase was not new, and similar observations had been made a thousand times before. Who has not noticed that the individuals of some families are short-lived, while those of other families without any special care attain wonderful length of years? Men in the famous Turgot family seldom passed their 59th year. At fifty the great financier, while in splendid health, remarked that it was about time for him to put his affairs in order. Shortly afterwards he died. In the Colburn family sexdigitism was traced through four generations. The notorious Jukes family, of New York state furnished society with 76 criminals, who committed 115 offences. Of all the marriageable women in it 52 per cent. were of the demirep order. Despine mentions three brothers, sons of one Jean Chretien, whose children were an awful brood of thieves and murderers. Nero, that vicious product of Roman decadence, had a beast for a mother and a brute for a father. Ahenobarbus when he heard that his son was born said it promised ill for the state.

If you look for intellect springing from the parent stock behold the Bach family, which for eight generations furnished Europe with melody. Twenty-eight members of that family became eminent musicians. Titian's family produced nine painters of merit. Mozart's father, sister and son were musicians. Macauley's grand-father was an eloquent preacher, and his father a brilliant writer. Is it strange that he was a master of style, and that he never wrote a line which might not be read to his mother and sister? Darwin and Mill both had distinguished fathers. Hannibal Hasdrubal and Hamilcar were brilliant military leaders of the same blood. Charles Fox, the orator, was distiguished in the third generation of lineal statesmen. Along with these might be mentioned the Ptolemies of Egypt, and the Medicis of modern Italy. These are but a few cases taken from a vast number. We freely admit that there are many cases which seem to contradict the law. Ribot selects fifty eminent poets and is able to show that only twenty had parents whose powers were above the average. Besides, it is a well known fact that genius of the highest order often bursts out at unexpected points in the heavens and shines there in splendor. Finally it sets, but does not rise. Shakespeare, Kant, Arkwright, Newton, stand alone. They leave none to bear 003636their names or transmit their powers. The son of Tacitus was an idiot. Upper classes die out and can be saved from decay only by re-enforcemant from the plebian element. Royal families grow monstrously ugly and imbecile, if not crazy. The children of the deaf and dumb do not share the parental infirmity.

Does heredity fail at this point? By no means. There are points of exhaustion as well as points of maximum strength. As the conditions change there must be corresponding changes in results. Uniform action of laws always implies unchanging conditions. A proper understanding of the following fundamental statement by Mercier might remove difficulties: "There are," says he, "certain limits on the one hand of similarity and on the other of dissimilarity between two individuals, between which limits only can the union of those individuals be fertile; and in proportion as these limits are approached the offspring deteriorates." This law has direct bearing on the relative ages of couples and the intermarriage of kindred. It has been wrongly applied to the intermingling races a subject concerning which many statements have been urged with far more passion than accuracy. Even when the correct principle was in hand a false estimate of facts has made deductions worthless. In discussing the so-called lower races we are always in danger of underrating the great mass of powers which the total experience of the race has developed. Men are not as far apart as their material and social condition would indicate. The savage may be taken from his native haunts and placed under the influence of civilization where, if favorably conditioned, he will comprehend the life, think the thought, and adjust himself to the demands of his new situation. Dr. Johnson once said, "Much may be made of a Scotchman if you catch him young." This applies equally to any human being. The primal difficulty in lifting individuals of given races and classes is not the force of heredity but the stubborness of custom and the inertia of the mass. People talk of stationary races, but individuals are never stationary save under conditions that do not alter. It is only the rare man of any race that rises above his surrendings.

Differences of opinion easily arise in regard to the relative influence of heredity and environment upon the individual. Both are very powerful forces and never cease to act.

Galton seems to think heredity needs the most attention. He says, "On whatever side the matter may be viewed nature seems superior in its persistence to the forces of nurture that oppose this persistence; and if we want human stock to grow better through voluntary effort, we must undertake to improve parental and ancestral influences yet more than we try to better the influence of education." If with this observation of a careful student we connect the statement of a profound philosopher, we may see that we have two forces of wondrous power and reach. Leibnitz once said that if he were given charge of education he could transform Europe in a century. Society is particularly intersted in the influence of bad environment and unwise marriages in the production of crime, imbecility, vice, and insanity. There are numberless cases of diseased bodies, diseased minds, and diseased characters thrown upon society by this powerful agency. Heredity is not final. It admits of resistance. Its worst work is done when it results in structural modification of the organism producing the insane the monomaniac and the homicidal paranoiac. Science does us a great service when it points out the soil from which such undesirable growths are likely to spring. Here environment is least effective. Fortunately for society the most ordinary effect of poor heredity is the production of poorly balanced powers and tendencies. It is pre-eminently the work of the home and the school to labor for that fine adjustment which makes the best social unit. The constant aim should be to suppress bad characteristics, provide adequate execise for the weaker powers, and prevent the formation of habits tending to maintain the bad natural bias. This can not be done by making classifications which totally overlook the individual. The methods of the educator should not be more clumsy than those of the average gymnasium director.

In order to know the kind of individual we are dealing with, it may not be necessary to call for a carefully detailed pedigree of the child entering school; it may 003737not be practicable for the young woman to call for family statistics bearing on mental soundness and longevity before deciding for or against the humble youth that offers his tender appeal for loving consideration; it may not be possible in the face of modern sympathies and tastes to adopt the old Spartan method of guaranteeing soundness by legal regulation. But it may be possible so to educate humanity as to avoid at least a portion of the awful legacy of misery and ruin which may come upon society in the name of nature.

Warning and encouragement are found in the reflection that while bad environment unimproved comes back on society as inherited evil of fourfold power, any improvement in the environment of one generation modifies the condition that will act upon the next generation as a hereditary influence. Besides, the individual has the power to react upon both influences. Proper training under conditions that re-enforce the moral nature may throw all the energy of a strong individual against his weaknesses. Every man is to an extent moulded into conformity with the circumstances of his social life. If reformative influences begin before the will loses control of habit and action becomes automatic, no one can predict all the splendid results which a still plastic nature may yield. Some men are a great deal better than their inheritance; some are worse than the magnificent impulses that stream down through the pure blood of a honorable parentage; while others, as if urged on by the inexorable force of fate march under the guidance of miserable ancestral characteristic and prove themselves very demons in human form.

We are to understand the laws of nature not for the purpose of submitting tamely to the disastrous results of their operation, but for the purpose of attaining the highest good. Balloons career upwards in spite of the law of gravitation. Ships sail in the teeth of the wind, and yet by it. The ends of civilization will be attained according, as by wise institutions and laws men are successfully enlisted in the noble struggle against themselves toward the high ideals which the ethical imagination in the best moments of the race has pictured to mankind.

THE EDUCATION OF COLORED YOUTH IN BALTIMORE PRIOR TO THE INAUGRATION OF THE PUBLIC SCHOOL SYSTEM

BY W. ASHBIE HAWKINS, LL.B., OF THE BALTIMORE BARLadies and Gentlemen: When I accepted the honor of addressing this distinguished body upon the topic announced on your program. I had no conception of the work it meant, nor had I thought, that in the prosecution of that work, I would find so little to aid and assist me. Our ancestors do not seem to have had much regard for the preservation of matters of historic interest, especially so on the subject under consideration, as my researches resulted in little that was satisfactory to me, or that would be profitable to you. Fortunately there are still living many who had personal knowledge of the persons and incidents I shall mention, and who kindly gave me the benefit of their knowledge. My information being, therefore, largely oral, my paper will be suggestive rather than exhaustive.

In ante-bellum days Maryland was spoken of as a border state. It was on the highway from slavery to freedom, and many a weary soul, fleeing from the former, gave up the journey on the last stretch, and staked his fortunes with My Maryland. Its contiguity to free Pennyslvania had, doubtless, considerable to do with its large proportion of free Negroes, which is said to have been larger than that of any other state. Her statute books contained many laws making it a penalty for free Negroes from any other state to come here, but for some reason they continued to come. Many of them, by dint of their untiring industry and sterling worth, acquired considerable fortunes, surrounding themselves with many of the comforts, if not the luxuries, of life and giving their children the advantage of all 003838that those times afforded for them and their oppressed race. Brackett, in his monogram on the "Negro in Maryland," says: "The education of free Negroes and slaves was not forbidden by law in Maryland, but the black was indebted for what he got to interest of individuals, or of such societies as the Society of Friends."

AN EARLY EFFORT.As early as 1818 there were efforts made to give the youths of our race the opportunity of acquiring at least the rudiments of an education. The first teacher in this city to instruct our boys and girls is believed to have been the Rev. Daniel Coker. It is reported that having been sold into slavery, his freedom was purchased by the colored citizens of Baltimore as a testimonial of their gratitude to him for the valuable services he had rendered them. In the year 1818 an act was passed by the legislature empowering the Orphans' Court to bind out as apprentices those free black children who might be neglected or not usefully employed by their parents, provided that the courts might require as a condition in any indenture that the child should be taught to read or write, or in lieu thereof that a sum of not over $30 should be given in addition to the ordinary freedom due.

Maryland was a slave state, with many harsh and inhuman laws on her statute books, but, as we have seen, she never made it a crime to teach the slaves or the free Negroes within her borders. To this singular liberality may be attributed the many private schools which flourished here in the darkest days of slavery, and which served in many ways to make the Negro's burdens less hard to bear. While the state made no provision for the education of her colored population, it did not hesitate to tax the free blacks who had property, for the support of the common schools for the whites. Carroll, and possibly one other county, refused to do this.

Rev. William Watkins commenced teaching somewhere about the year 1835, and for many years was the principal teacher the race had in this or any other city. He is described as being a man of great natural ability, of strength of character and integrity of purpose. He was recognized as one of the best teachers of his day, regardless of color. He was thorough in his teaching, accurate in his scholarship and a great disciplinarian. A year spent in his school was all the recommendation a boy or girl of that day needed. His school had regularly enrolled from forty-five to fifty pupils. The curriculum comprised everything from the alphabet to rheotoric, natural philosophy and music. Nothing was attempted in mathematics beyond the rule of three. The charges for tuition were from $2 per quarter for the primary grades to $5 for the higher. He was assisted at various times by a number of colored teachers, most of whom had received their instruction from him. Among the number were such well-known persons as Mr. Francis E. W. Harper, the famous temperance lecturer; the Rev. George T. Watkins, a prominent divine of the A.M.E. Church and Richard. John L., Henry Watkins and others of this famous family. Of the great number of schools held by individuals, his seems to have left the most lasting impressions and have accomplished the most good for its pupils, as many of them achieved signal success in life. The Rev. Dr. James II. Johnson. the late William E. Matthews, Mrs. Adele Jackson, Mrs. Francis E.W. Harper, Mr. John Henry Butler, Mr. George W. Lester were among his pupils.

BISHOP PAYNE'S SCHOOL.Rev. Daniel A. Payne. who became afterward a bishop in his church, and the founder of the principal seat of learning--Wilberforce--was sent to this city in 1845, and made pastor of Bethel Church. In his "Recollections of Seventy Years," he gives an account of a school which he conducted in this city. I will give it in his own words: "During my labors in Baltimore, I found myself teaching. Within three months after I took charge of Bethel Church. I was requested by the wife of one of the most intelligent local preachers to take charge of the education 003939of her elder children. I felt that my duties as pastor did not permit me to be engaged as a school master, but she was so importunate that at last I consented to receive her children in my studio during the morning hours. As soon as this became known, I was besieged by other parishioners, and was finally constrained to yield to their request, so that within twelve months I found myself at the head of a school of about fifty. This school continued nearly two years beyond my pastoral term, and embraced all the English studies now taught in the best graded schools. I also added a Greek and Latin class. The influence of the daily religious exercises were manifest in that my school seldom needed the use of the rod, while many deleterious practices, common in the schools of that time, were unknown in my establishment. The incorrigible were dismissed, and law and order reigned supreme."

TAUGHT IN A WAREHOUSE.Mrs. Prudence Garner, who is still living at an advanced age, taught successfully before the war in a part of a warehouse of Mr. John Needles, near Hanover Market. Mr. Needles, who was a white man, had much to do with the maintenance of this school. Rev. John Fortie occupied about the same relation to the eastern section of the city as Watkins did the western. He is said to have been an excellent teacher. Many prominent men in East Baltimore remember, with special gratitude, the interest he manifested in them. Contemporaneous with Watkins and Fortie was another humble worker in the cause of his race's advancement, by the name of Lively. He was also a good teacher, and what it appears every teacher of that day had to be--a good disciplinarian. A marble slab on the hall in the rear of Sharp Street M.E. Church reveals the fact that a free African school was taught there in '53.

Rev. Benjamin Brown taught a private school on Hamburg street, between Leadenhall and Hanover streets, which was afterwards removed to the basement of Ebenezer A.M.E. Church, and it continued there until the organization of the Washington Conference of the Methodist Episcopal Church, in 1864, when Rev. Brown resigned, and Mr. James H. Hill assumed the principalship. The school remained there some years, when it was removed to Ridgway's Hall, afterwards called Starr Hall, Montgomery street and Plum alley. At the same time a school was conducted in the basement of John Wesley M.E. Church by the Rev. Charles Green. Mrs. Adele Jackson was teaching at the same time in Sharp Street Hall, in the rear of Sharp Street Church. Rev. William T. Carr during his pastorate at Madison Street Presbyterian Church, 1865-1868, conducted a parochial school in the basement of the church. He was assisted by Miss Louisa Spriggs, who afterwards became Mrs. Carr. At various times and places there were schools taught by Rev. P.P. Bell, Mr. William Woods, Rev. Wesley Brown, Joseph Holand, George W. Parker, Rev. Harrison H. Webb, Mrs. Ellen Woods, Rev. Hiram R. Revels, Rev. Noah Davis, Mrs. Haley. Mrs. S.J. Vodery, John C. Fortie, John D. Brooks and others whose names even have long been consigned to oblivion. Another striking testimonial of Maryland's liberality, as compared with other states, in the matter of educating the blacks is the disposition made of a petition to the legislature of '58 by thirty-two white citizens of Frederick county, asking that body to make it an offense for free blacks to teach school. It was referred to a committee which has yet to make its report. The census of 1860 shows that there were 1,355 free black children attending school in the state. The slavery agitation and the approach of the war had their effect in making the laws on this subject a little more stringent, as by the code of '60 it was declared unnecessary, in the case of orphaned free blacks, for the court to require their employers to teach them.

LITTLE KNOWN OF EARLY SYSTEMS.Of the system of instruction used in these schools, little can be said, for no authentic records are extant from which to gather the information. Of one thing 004040we are assured--the teachers of that day believed in the Scriptural injunction, "Spare the rod and ruin the child." Corporal punishment meant something then. These old teachers, many of them poorly equipped for their work, and whom we delight to call "fogies." were earnest; they had no over-weening vanity. The highest tribute I can pay them is in the words of Chaucer: "Gladly would they learn and gladly teach." They had other considerations in view than the money, and higher aspirations than to dress well. Methods of teaching were of less importance than what they taught. They had not heard of the "new education" which undertakes to administer knowledge in homeopathic doses. They made no attempt to do for a boy what he could be led to do for himself. They believed with Bayard Taylor that "strength is born of struggle." They taught that strength of intellect and nobility of character were to be acquired, not by the easy methods which some affect to-day, but by severe mental discipline, and self-sacrificing devotion to the work at hand.

THE LYCEUM AS AN EDUCATOR.As an educator, second in its influence to no other agency, was the lyceum or debating society of that day. They flourished in every part of the city, and had on their rolls of membership many men who have since distinguished themselves in business, in law in medicine and in the ministry. They offered opportunities to their members and the community for the improvement of their minds, by study, reflection and debate. One of the race's earliest representatives in Congress expressed his obligations for much of his success, to one of these institutions. The most prominent of these organizations was the famous Galbraith Lyceum, named in honor of George Galbraith, one of the early piioneers of the A.M.E. Zion Church. It flourished for many years, and had accumulated the finest library then in the possession of any colored organization. It had on its roll of members such men as Dr. James II. A. Johnson, one of the brainiest men in the A.M.E. Church. Mr. John Henry Butler, one of our wealthiest and at the same time one of our most useful citizens: J. Willis Menard, Rev. William Williams, and the Rev. II. R Revels, a prominent minister of the Methodist Church, and the first colored man to take a seat in the Senate of the United States, occupying the position once held by Jefferson Davis. Other organizations of like character which deserve mention were the King Solomon, Lone Star, and the Clinton. It is no disparagement of the work of these societies to say they were not learned, for at that time there was but little learning in the South among the whites. The questions they debated and the methods they pursued, would hardly suit us at the present day, but they served as mental stimulants for many of those whom we delight to honor to-day.AFTER THE WAR WAS OVER.

With the close of the war, the emancipation of the slave and the coming from New England of many true-hearted men and women with the spelling books in their hands, sanctified intelligence in their heads, and the love of humanity in their hearts, the Negroes jubilee had come. "The spelling book was the key to the Bible, and knowlege the talisman of power." The schools were crowded. Old and young flocked to the fountains of knowledge. No school-day too long, no night too dark for these searchers for the light. Hundred of pious, cultured and self-denying teachers--mostly ladies--entered the field. A nobler band never accepted Christian duty. The American Missionary Association, the Freedmen's Bureau, the Quakers, the New England Association and other humanitarian organizations took up this work and prosecuted it with vigor until they were assured that the state would educate her recently emancipated children. The Freemen's Bureau, under General O.O. Howard, is especially to be commended for the part it played in this work. Judge Hugh L. Bond, Messrs. John A. Needles. Joseph M. Cushing, Francis T. King and other white men in this state 004141were foremost in the efforts made to rectify the wrongs which slavery had done.

The Howard Normal School, corner Saratoga and Courtland streets, was organized in 1867, and for a number of years was the only institution in the state which made any effort to give the Negro the advantages of higher training. It was a flourishing institution, crowded with enthusiastic students, and superintended by patient, earnest and capable teachers. Many of those who are teaching in various parts of the state to-day, some of our lawyers, doctors, preachers and business men, received their training at this institution. It was the high school of that day. Students completing their studies in the numerous private schools of the city were transferred to the Normal. The tuition was $18 per year, part of which bright pupils, who intended to teach, could pay by teaching in the Model School, which had been organized for this purpose. Henry T. Hartwell, a highly educated and cultured teacher from Massachusetts, was the first principal, and on the board of trustees appeared the names of three well-known colored men--Rev. Harrison T. Webb, Mr. John W. Locks and Mr. John Henry Butler, two of whom have long since been called from works to reward. Soon after the war the leading colored men of the city, under the guidance of John Henry Butler and others, bought a building on Lexington street, which they named Douglass Institute, in honor of the sage of Anacostia. It served for twenty years as a school, as a political forum and as a center of the literary activities of the Negroes of the city of Baltimore.

Many of our leading men of to-day received all their literary training in the primary and high schools conducted at this institution. The teachers were mainly white men of culture and education, but who, by reason of their love for drink, had lost their places in the white schools. Despite their downfall, our people were glad to obtain their services. The universal testimony of those who profited by their instruction is that they did their work well, and in every way showed their gratitude to their employers. In addition to the active school work which was prosocuted by them, time and talent were found for the publication of a very creditable journal, known as the Communicator. It was edited by George T. Cook, of Massachusetts, who is said to have been a cultured scholar and able writer. When dissensions arose among the promoters of this enterprise there grew up another candidate for public favor, known as the True Communicator, edited by Rev. James H.A. Johnson. Both of these journals were worthy advocates of the rights of the race. They did us great service in moulding public sentiment in our favor and in inspiring our youths to worthy endeavors. It is lamentable that the promoters of these enterprises could not see the folly of dividing their energies, and negativing each other's influence by publishing two journals where one could more effectively have done the work. As is natural in such cases, both succumbed.

CONDITIONS IN MARYLAND.To summarize: The free colored man in Maryland had peculiar educational advantages over his brothers in other slave states. It was never a crime here, as I have shown, to teach him; indeed, one of the acts of the legislature, in the early part of the century, made it obligatory that he should be taught to read and write under certain circumstances. That many of them made use of their advantages is clearly evident when we recall the list of distinguished Negroes who grew up in Maryland under these conditions. Many slaves learned to read and write, much to the discomfiture of their owners. No records have been preserved from which to gather information concerning the system pursued in these schools. We shall have to content ourselves with judging them by their products--if, indeed, that is not the best and fairest way after all. Many of the noblest specimens of Negro manhood in Maryland, and out of it, received their early training in these schools. Too much praise cannot be given the men and women who, in the darkest days of our history, used their scant knowledge in giving their less fortunate brothers the key to much that earth holds dear to men. The Freed men's Bureau and the other 004242agencies which had been educating the Negro gave up the work to the state in 1868, in whose hands it still remains.

Our white friends in this city since the war have been very solicitous about our welfare educationally, and they have hesitated about allowing anyone but themselves to direct us in this matter. Until a few years ago every teacher in our colored public schools was white, and now a vast majority still belongs to that race, so great is their interest in us, and their fear that the work will fall into the hands of improper persons, if they should give it up. We are coming, however. Many of our teachers are worthily wearing the mantles which fell from the shoulders of Fortie, Lively and Watkins, and they are striving nobly to wipe out the disgrace of slavery and the wrongs of freedom. It is a sad commentary upon Baltimore's system of public instruction that it took the white teachers in our colored public schools twenty-five years, with all the best appliances of modern times, to produce a score of teachers, when men like Watkins, Lively and Fortie, in their lowly way, and with the crudest appliances, produced nearly every prominent minister and layman in this city for the fifty years preceding the freedom and enfranchisement of the race. They were, however, men who knew our wants, sympathized with us in our efforts, ate at our tables, worshipped in our churches, mingled with us in our social gatherings, and colored Baltimoreans will be laggards in the race till we return to our first love, till our children are taught by men like Watkins and women like Frances E.W. Harper--teachers whose souls are in their work, and who believe in the fatherhood of God and the brotherhood of man.

EDUCATIONAL STATISTICS.

BY IRVINE GARLAND PENN, STATISTICIAN, OF THE A.A. OF E.C.Y.Mr President, Members of the Association, Ladies and Gentlemen:--In the collection and collation of the statistics bearing upon the educational interests of the race we represent, I have been mindful of the important interest confided to me, also mindful of the fact that whatever imformation of this particular office, and as such from the Americian Association of Educators of Colored Youth, it should be without the realm of doubt or possibility of inaccuracy, the circumstances of such collection taken into consideration. The oft repeated expression is that figures don't lie.

The Subject which our office assigns us is therefore one of the most important which engages the attention of our body.

I have felt unequal to the responsibility which makes me speak for you as to the progress this people are making in the wide field of education. I have not been satisfied that I could give you sufficient dates and figures that would justify us in the conclusion that the American Negro is reaping the harvest white before him and gathering into the store houses of their minds that which northern and southern philanthropy presents to them free of consideration.

I have felt that our subject must directly or indirectly assert a fact that the American Negro is or is not appreciative of the help given him by the self-support which he manifests. This thought in the preparation of these statistics has been of infinite importance, for this Association commands the race to rise and in their rising, march, face front and meet the issue.

The facitities within the reach of your statistical representative are known to you. I therefore beg your indulgence. I shall present, as near as possible, the totals promising you the items in the published report of this Association if such there be. Time will not admit of details. With your permission I shall attempt to show:

1st. General statistics as to Free Schools System, Teachers and pupils.

2d. Teachers and Students of Institutions for Negro Youth of whatever kind or character.

004343

3d. The total expenditure of each Association, Society and Church for Negro education.

4th. The amount contributed by Southern States for the maintenance of Normal Schools, Colleges and Universities within their domain.

5th. The amount and name of school receiving aid from the Morrill Fund.

6th. Endowments for Negro education.

7th. Value of Denominational and State School property separately.

8th. Industrial education.

9th. Professional Training.

10th. What part of the amount expended for 93--94 by Benevolent Societies and Churches were paid by the Negro.

11th. Conclusion.

Before discussing the points we have named, we would wish to say that in some cases an approximation has been made from circumstances, figures of last year, 92-93, etc, but in each case an under estimate has been accepted. Our first item. A simple statement will suffice as to our first point. At our Wilmington meeting our report secured from the United States census, and State authorities as well, showed 1,460,447 pupils in the free school system, and 23,866 teachers. Answers to inquiries from many of the State Superintendents, and Superintendents of large city schools will justify an addition of 150,000 more for 91-92, 92-93, 93-94, which would give us an approximation for 93-94 of 1,610,447 pupils in the public schools. In 1892 we reported 5,945 Normal students in Negro institutions which report was for the year 90-91. If half that number, to say nothing of additions, remained in school until the expiration of the term 93-94, we have just so many graduates. These, with an allowance of some college graduates who engage in teaching, we'd have a probable number of teachers for 93-94 of 3,000, which would appear correct if when for each teacher this would be 50 pupils each of the 150,000 additions. Thus we should have 1,610,477 pupils, and in round numbers 27,000 teachers in the public school system.

Our second item, Teachers and Students of Institutions for Negro Youth.Teachers. Students.The American Baptist Home Mission Society2435,053The American Missionary Association38912,609The Pres. Board of Mission for Freedmen.25210.520The Freedmen's Aid & S. Education Society2256,263The Southern Presbyterian Church... 4100The Negro Ed. and Evangelization Society(Christian Church)7130The Board of Education (United Pres. Church)24428The Protestant Episcopal Commission1364,925The A.M.E. Church1425,110The A.M.E. Zion Church20550The Colored M.E. Church in America12450The Colored Baptist Church1212,429Non-Denominational and State Schools3645,366-----------Totals1,93956,933

There are three distinct points of progress with regard to these figures we wish to call attention to. First, in Normal Schools and Higher Institutions this report shows increase in teachers and students over the report made at Wilmington, of 276 teachers and 3,490 students.

Second, The report shows a total of 28.939 teachers and 1,664.380 pupils and students in Public, State, Denominational and Society schools in the United States.

Third, Of the 1,669 teachers reported for institutions of learning 1,000 is a fair estimate for the number. The argument for this approximation is to be found in the fact that the entire number of 364 teachers reported for State Schools are with 004444few exceptions Negro teachers. Out of 28 such schools 24 Presidents and Principals and Negroes. The American Baptist Home Mission Society is to be credited with the payment of a large number of Negro teachers in their schools. The A.M.E. Zion, A.M. E.,C.M.E. (with one exception), the Colored Baptists have Negro teachers almost to a man. These, with the number of Negro teachers in the employ of other Societies, will give us fully 1,000 Negro teachers, an under rather than an over estimate. Our third point, therefore, to be made is that the total 28,000 Negro teachers and 1,664.410 pupils show a total increase over the 92 report, of 3,490 Negro teachers. Let us all "Praise God from whom all blessings flow" for the increase. Let Negro youth be encouraged. Think of these figures, and of where 25 years more will bring us if we re-double our efforts to reach the highest attainments in American civilization.

Our third item, The Expenditure of each society, Association and Church for the Negro Education, Scholastic year 93-94.The American Baptist Home Mission Society.$171 856 32The American Missionary Association200 000 00The Presbyterian Board of Missions for Freedmen 150 000 00The Freedmen's Aid and Southern Education Society with buildings, etc262 344 14Southern Presbyterian Church5 800 93Negro Education and Evangelization Society (Christian Church)10 000 00Board of Education (United Pres. Church)20 000 00Protestant Episcopal Church Com15 000 00A.M.E. Church66 535 64A.M.E. Zion Church22 000 00Colored M.E. Church7 000 00Colored Baptist Church21 025 00

In nine out of the twelve Churches, Societies, etc, cited the report is substantially correct, while the approximate for the remaining is an under estimate. The total expenditure proves to be $951,562.03. This amount of 95,562.03 dollars, and $40,000, the Slater appropriation for 93-94, would give us an expenditure of $991,562.03.

Our fourth item, The amount appropriated by the Southern States for the maintenance of Normal Schools, Colleges and Universities within her domain.

On this point we are sensible of its importance. From the South I claim as a Southerner, that she is not given as much credit as is due her for the part she is playing in the evangelization and education of her black population. I stand upon this rostrum to speak for her and to assert that with all her faults and prejudices, which are not general in their character, she has the American Negro in schools supported by her tax payers, the large majority of whom you know full well to be white faces. May I add to her credit that in the expenditure of her funds to the support of these institutions, she fears not, nor does she tremble, because she knows twenty or more Negroes as Principals and President of her schools for Negro use; she further puts Negro professors and instructors in these schools.

When a benevolent society thinks it well (for good reasons I'll admit) to place a learned white man as President or Principal of a Normal School, College or University, the South thinks equally well, that a learned Negro should occupy that prsition of trust, and support him by State appropriation.

Mr. President, Ladies and Gentlemen, render unto Caesar what is good and great in him, as well as narrow and mean. No one who lives in the South and is honest, upright and ambitious can gainsay that the best blood of the South accord him business favors, but for which many times he'd sink. It may be a deviation from my subject but let me encourage the black man to thank the North and the South for their educational privileges accorded him and remember that there are Ephraims North and South who are joined to their idols of prejudice.

004545

Permit me to venture the assertion that the best elements black and white of the South perfectly understand each other. This is so in Virginia at least. I am of the impression that with proper notice lynching of anybody in Virginia under the present Gubernatorial administration is an impossibility. You will pardon the deviation and hear the figures.

Virginia furnishes school property valued at $157,000 for the education of the Negro and appropriates $25,000 for the educational support, annually, in two institutions. This $157,000 worth of property overlooking the city of Petersburg may hurt the eyes of many, but Virginia says let the magnificent structure stand, though it makes sore eyes.

Alabama, exclusive of Tuskeegee, furnishes $100,000 worth of property, and, all told, $17,000 annually for education.

Kentucky property valued at $17,000.56 and $3,000 to its support annually.

West Virginia $10,000 in property and $5,000 annually.

North Carolina property valued at $25,000 and $16,000 annually appropriated.

South Carolina annually appropriates to Claflin University, Orangeburg, the sum of $5,000 we learn, and to various smaller institutions sums amunting to $1,000, making an annual appropriation of $6,000 in round numbers.

Florida furnishes property valued at $10,000 and an annual appropriation of $3,000.

Texas property valued at $125,000 and an annual appropriation of 12,750 dollars.

Mississippi property valued at 17,000 dollars.

Georgia property valued at 50,000 dollars and an annual appropriation of 16,000. e South we say well done. To use a paraphrase of the Master, You have been faithful over these things be ruler over many similar things.

Our fifth item, The amount and name of schools receiving aid from the Morrill Fund.

It has been our anxiety, as your statistical representative, to know about how much money the Negro has been getting under the Act of Congress known as the "New Morrill Bill" which became a law August 30, 1890. We are unable to tell how much schools for Negro education have received, all told, since the passage of the Act. We will attempt so to do in our published report. The following are the appropriations and the names of schools receiving same:NAME OF INSTITUTION.APPROPRIATED.Hampton Normal and Agricultural School, Va$ 6 000State Normal and Industrial Institution, Normal, Ala8 300Branch Normal School, Arkansas, (not less)5 000Florida State Normal5 000Kentucky State Normal School2 000Princess Anne Academy, Maryland3 800Southern University, Louisiana5 000Alcorn Agricultural and Mechanical College, Mississippi10 000Shaw University, North Carolina5 000Prairie View Normal School, Texas5 000 004646West Virginia Institute5 000Lincoln Institute, Missouri1 000

Three cases are approximations and under rather than over estimates. The total amount received from this fund for Negro education in agricultural and mechanical science is 66,100 dollars. Out of a total of 192,000 dollars which we estimate was the appropriation to the twelve states where Negro institutions are found, 66,100 may be considered (we are not certain) an equal division to use the words of the Act.

Our sixth item, Edowments for Negro Education.

To the great credit of our Northern friends the education of Negro youth is being made a permanent thing. It is being built as it were upon a foundation, not sandy in its character, but rock bed. One of the wisest steps in the history of Negro education is the effort to endow Negro institutions of learning. The success with which the effort meets is remarkable as well as cheering. To say nothing of the millions expended, to say nothing of the mental and physical sacrifice of northern philanthropy, the effort found forever and ever the means to the end of bringing to the front all that is highest and best in the Negro youth, cements the friendship of the Negro and his northern friends. When we think of this feature of northern philanthropy and the effort of the South (made poor by the war and devastation) for Negro education, we think well of friends we have here, and equally well of the folly to talk of sending us anywhere but to these schools. The writer, if not born is to be a product of the future, who will write the history of this great effort for permanency in our educational economy, and high on its pages with Gammon and others will be the name of him as the representative of all that's great, good and powerful in us.DANIEL A. PAYNE.

His best and greatest effort was enacted in the noon-tide of his life when he left his entire estate to develop an endowment for Wilberforce University. Pardon this diversion and I will proceed to give the figures at our command.NAME OF INSTITUTION AMOUNT.Richmond Theo. Seminary, African Baptist H.M. Society.$ 62 925 00Gammon Theo Seminary, Freedman's Aid and So. Edu. Society. 500 000 00Biddle University, Pres. Board of Missions for Freedmen 1 500 00(with an unanimous decision of the General Assembly at Washingtonto make the endowment of this University 300 000, besides anadditional 100 000 for buildings. etc.)Howard University, Theological Department.... 40 000 00St. Augustine's School, Prot. Episcopal 30 000 00Storer College, probable 10 000 00Scotia Seminary. Pres. Board of Missions for Freedmen... 3 500 00Talledega College, Am. Missionary Association. endowmentsand scholarships... 135 854 33Morgan College, Baltimore, in care of Freedmen's and SouthernEducational Society. 22 000 00Swift Memorial Institute, in care of the Pres. Board of Missionsfor Freedmen..550 00The Hampton Normal and Agricultural School, endowment andscholarships.. 367 635 38Benedict College in care of the American Bapt. H. M. Society 48 155 11Roger Williams University under the A.B.H.M. Society.... 2 195 00Shaw University, A.B.H.M. Society.. 30 288 02Wayland Seminary under the A.B.H.M. Society.. 17 790 33Straight University under the A.B.H.M. Society.... 2 000Tuskeegee Normal and Industrial Institute.... 15 000 004747

Fisk University under the A.M.A.; Clark University Central Tenn. College, and other schools are doubtless similarly endowed. The total endowment for these figures appear to be....1 689 393 17

This amount actually reported and credited to specific schools with large amount held by societies not accredited to schools would approximate in all probability two million and half dollars. Add to this one million, eight hundred and ninety four dollars and twenty-five cents.

(The Daniel Hand Fund held by the A.M.A. and the John F. Slater fund of 1,222,907.48 dollars and we have the magnificient sum of 4,723,801.73 dollars, fast approaching five million dollars for permanent Negro education. Who says Amen?

Our seventh item, The value of denominational and state school property for Negro education. Without comment let us give these bright figures.SOCIETYPROP. VALUATION.The American Miss. Association$ 780 000The American Baptist H. Society....557 000The Pres. Board of M. for F...550 000The Freedmen's Aid and So. Ed. Society.. 1 100 000The South. Pres. Church..40 000The Board of Negro and Ev. Society (Christian Ch.)6 000The B. of Ed. (Un. Pres. Ch.).160 000Protestant Episcopal Com.125 000The A.M.E. Board of Education.574 215The A.M.E.Z. Board of Education....125 000The C.M.E. Board of Education.35 000The Colored Baptist Church.... 1 192 550Miscellaneous schools not under the care of any society orchurch and not reported in other estimates.. 1 448 000The Southern States.657 030 56The total value of property in use for the education ofNegro Youth in the land is... 7 349 795 56Our Eight Item,

INDUSTRIAL EDUCATION.This phrase of Negro education is one of the most important of the hour. Notwithstanding criticisms in some quarters, as to the great stress laid by our educators and benefactors upon it, it remains true all the same, that this phrase of education is rapidly bringing the race to the front as intelligent and skilled workmen. It is a fact undeniable that the Negro, but a few years emerged from chattel slavery, is totally unable to cope with the workmen of this and foreign countries. If unable to cope, the weak must give place to the strong.

Industrial Education with us must be the foundation for the existence and maintenance of professional practice. It is therefore the happiest thought in the history of Negro education to train the Negro's hands in keeping with his head. To make him skilled in the things indispensable to nations weal, is to make his existence permanent, and that under favorable circumstances. Departments for Industrial training are to be found an adjunct of almost every school in the land for Negro Youth. No man can visit these schools without beholding, with admiration the magnificient progress the Negro Youth are making in these departments. The carpenter, brickmason, shoemaker, seamstress, of slavery time must give place to carpenter, brickmason, shoemaker of our schools, while the printer and machinist and tailor are products of freedom and industrial training only. Along with endowment and expenditure, industrial training points with emphasis to the stability of our institutions. The lamented Dr. Simmons spoke the truth when he went forth sounding the tocsin of "Industrial agitation," viz.: that "Industrial training will set in motion ten thousand wheels." We can't 004848behold the work in this line at Hampton, Tuskeegee, Clark, Claflin, Central Tennessee, Eckstein Norton, State Normal and Industrial School of Normal Alabama, and from shop to shop and door to door, see the magnificent work turned out by Negro students without a feeling of intense admiration for the continued agitation of industrial training. What are the figures? We shall give the industrial students as a whole, promising to give the figures of each trade in our published report. In our report of 1892, at Wilmington, 2,104 students were reported taking the industries. This was a very low estimate. Out of 53,933 students in state, denominational and non-denominational institutions over one-fourth of them or 15,000 in round numbers are required to pursue some phrase of industrial training. This would appear and doubtless is considerably less than the real number when it is remembered that in our large cities the industries form a part of the public school training. In our published report we shall give the facts bearing on the number in each industry and the number turned out of our schools as skilled tradesmen.

Our ninth item.

THE PROFESSIONS.We are glad to be able to report the progress in this learned field. The American Negro has a peculiar thirst to pursue one or the other of the professions. We are also glad to report that with the stress now laid upon teaching, it is fast becoming what it is and should be, a profession. We shall, therefore, take particular pride in classing it among the professions in our summary. As minister, teacher, physician, lawyer, pharmacist, dentist, he is winning laurels and making progress. Reported in school last year the following. Theological, 970; Normal pupils preparing for teachers, 3.000 (heard from). When all returns are in it will approximate 400 for doctors. Of pharmacy 56, for doctors of dentistry 22, for bachelors of law 100. This year 105 physicians (the few white students at Howard excluded) were graduated from our schools, and thirty-five lawyers. Our published report will show the entire number of pupils graduated from each of our schools in the several professions of law, medicine, pharmacy, dentistry, and theology.

Our tenth item. What part of the amount expended for Negro education has he paid himself? In our report of 1892, at Washington, I made the mistake of putting the amounts raised by the distinctively race churches with those paid in by black members of other churches which made the record better for the blacks of mixed membership on the question of racial educational support. The fact is that the distinctive race churches should have all the credit for the great work they are doing educationally. The A.M.E. Church should have credit for entire self-support, amounting to $66.335.64; the A.M.E.Z. Church for a $22,000; the C.M.E. Church for a probable $5,000 out of the expenditure of $7,000, which gives the M.E. Church, South, the credit of $2,000. The Negro paid in tuition at the A.M.E. all told $38,000. The report shows $48,800.91 in round figures. Using the payment of $2,174.40 into the treasury for benevolent purposes and deducting the tuition of some white schools, which is small, we figure that $38,000 is about the amount the Negro paid out of an expenditure of $200,000. The A.B.H.M. Society reports the $13,202 was reported to them as money paid out by the Negro himself to teachers in the 15 schools managed by Negro trustees. This amount with tuition $26,239.32 would give an approximation of $39,441.34 within a few hundred dollars of forty thousand. The Negro in the Presbyterian Church, North, contributed to educational support last year $32,707.99. The Negro in the M.E. Church contributed not over $20,000 last year by collections. By tuition and miscellaneous gifts they will doubtless have to their credit $30.000. making a total of $50,000 of the $262,344.14 which has been expended on them educationally. The contribution of $20,000 by 16 conferences averaging a little above $1,200 per conference is about $6 1/2 for every Negro member of the church, and yet some Negroes have left the church, more are to go we learn, and some few will forever 004949grumble. It is a deviation, but I am compelled to say that it makes the big man small when he argues that the Negroes in the M.E. Church ought to leave the church because one man isn't elevated when such elevation would be no direct benefit to the masses. No one gainsays that the lavishment annually of nearly twenty times as much upon the Negro as he gives educationally is not benefitting the masses and likewise entitles Bishop Foster's view on this question to thoughtful consideration. The Southern Presbyterian Church reports no contributions for Negro membership, nor does the United Presbyterian Church.

The Board of N. Evang. and Ed. of Christian Church reports a contribution of $450 by Negroes out of an expenditure of $10,000. The Negro communicants pay in tution and contribution about $8,000 to the Protestant Epis. Com. The Negro Baptists report an expenditure of $21,025 outside of the A.B.H.M. Society. This with the $40,000 credited to the A.B.H.M. Society will give the Negro Baptists $61,025. In state schools the Negro pays tuition, board, etc., to the amount of (approximated) $140,000, and in miscellaneous schools $100,000 in round numbers. Adding these we have a total amount paid by the Negro in various ways for his education in state denominational and non-denominational schools of $523,718.63. In a book we are to issue on this and kindred subjects, we promise total approximations with reference to expenditures of states, societies and denominations and amounts raised by Negroes during the history of our schools.

CONCLUSION.In conclusion what does our report attempt to show?

1st. We first show that for the scholastic year '93-'94, that 27,000 teachers and 1,601,447 pupils were enrolled in the Public Free School System.

2d. That such estimate for '93-'94 shows an increase over our '92 report at Wilmington, of 3,134 teachers and 150,000 pupils.

3d. That these are enrolled in state, denominational and non-denominational institutions of learning 1.939 professors, instructors and teachers, of which 1,000 are Negroes, and 53,933 students, making a total enrollment in schools of every kind 28,939 teachers and 1,634,380 pupils.

4th. That estimate of teachers and pupils of state denominational and non-denominational institutions of learning shows an increase over our 92 report of 356 Negro teachers and 153,490 students.

5th. That the increase of the total number of teachers, pupils and students of every kind in every school is 3,490 teachers and 153,490 pupils and students.

6th. Our report attempts to show that $991,562.03 was expended by societies, associations and churches for the education of Negro youth during year '93-'94; an increase over our '92 report of $156,915,62.

7th. That the South has furnished property valued at $664,030.56 for the highest education of Negro youth, and appropriations annually of $138,750.

8th. Our report shows that out of a possible $192,000 of the Morrill Fund to 12 Southern states Negro institutions receive $66,100.

9th. That the endowment held by institutions for the permanent enlightenment of the Negro is at low calculation two million and half dollars. Further than this with the Slater and Daniel Hand Funds approximates five million dollars held in trust for Negro education.

10th. Our report attempts further to show the value of all property, state, denominational and non-denominational to be $7,349.799.36.

11th. That there are at least 10,780 pupils taking the industries in our schools.

12th. Our report will show further that 1,540 Negroes are pursuing the professions of theology, medicine, law, pharmacy and dentistry and that there were 105 graduates in medicine and 35 graduates in law for scholastic year '93-'94. The increase of 656 over report of '92 is marvelous.

13th. Our report will also show that the Negro has contributed to his own education during '93-'94 the sum of $509,718.63. The total expenditure seems to be 005050$991.562.03. It will be seen that the Negro in paying $509,718.63 he has paid fully half his schooling for '93-'94.

Negro legacies--an evidence of the abiding interest the Negro has in his own educational welfare is shown by the disposition of Negroes to leave their estates for such purposes at their death. While this is not as general as it might be yet it is a foreshadowing of what the future will show in this direction. The American Missionary, organ of the American Missionary Association reports in its June number legacies from a Mr. Lafon, of New Orleans, of $3,000 to Straight University; of Mrs. Lucinda Bedford, $1,000 to Fisk University; and of Margaret Phillips, $469.92 to the Association for educational purposes. The legacies of Bishop Daniel A. Payne of $20,000, and T.M.D. Ward, of a like amount to institutions of their church is significant of greater things for the future educational welfare of their churches. Many others will doubtless follow their examples and thus write names indelibly upon the hearts and minds of their people. I wish also to add in this connection, that there are one hundred presidents and principals of institutions of learning in the South, a fact that is greatly to the credit of the race. There is a disposition manifested by the powers that be to elevate Negroes to these positions of responsibility and trust. The facts mentioned in this report have been carefully collated. If in any case doubt arises as to the correctness of our figures we feel equal to the task of proving the accuracy of our report. We have not gone into the detail which facts in our possession would allow, lest we should unduly tax your patience. Feeling that the facts here given will serve to encourage all in this struggle for the education and uplifting of the Negro masses, in behalf of you, Mr. President and members, I cheerfully submit the report for the scholastic year '93-'94.

INDUSTRIAL EDUCATION.BY REV. J.C. HARTZELL, CINCINNATI, OHIO.Industrial education has come to be regarded by all whose opinions are worth considering as an essential factor in any well-organized system of education. Man is a dual unit, being intellectual or spiritual and physical. He lives in two worlds. In one, intellectual and spiritual forces control, and in the other physical conditions environ his every step. Any system of education which fails to recognize either of these great facts must fail in preparing man for success in any walk of life. The ancient Jews required every boy to learn some useful trade, and the history of the world shows that the nations which have been the most practical in teaching their young how to meet the industrial necessities of life, have been the most permanent and influential. In later years, France has led the world in industrial education. This was demonstrated at the Centennial Exposition, in Philadelphia, and the report of the Commissioner from Germany as to what he saw of the work of France in this respect at that Exposition, was the beginning of the industrial revolution now going forward in the schools of that nation. Within the last few years America has made wonderful progress in the matter of manual training. The details of the results already achieved may be studied in the last Report of the United States Commissioner of Education.

We need not, therefore, argue the necessity, the importance, or the great value of industrial education. The leaders of educational thought and plans throughout the world are practically a unit on these points.

The bearing of this phase of education upon the present and future condition of the Negro population of this country is recognized by every friend of humanity. The Negro laborer with only rare exceptions, is an unskilled laborer; and, until this condition is changed and a large percent, becomes skilled in labor so as to command work and higher wages and thus become a recognized factor in the productions 005151of ingenuity, there is but little hope for much improvement. The Negro has special disadvantages. This fact cannot be too often stated in the hearing of the American public.

Another fact which has been amply demonstrated is that the Negro's only chance for a thorough and practical education is in the schools which have been established practically for him. We say that as a matter of principle this ought not to be so, but it is, and we have to choose between battling for an abstract principle or accepting the facilities which can be supplied in schools for him, and so prepare him for the best style of labor as that he shall, individually at first, and collectively at last, triumph over racial prejudice wherever it may impede his progress to industrial success. The public schools, either North or South, have as yet done nothing for the industrial training of the Negro. Some few of the Southern states have made a fair beginning in their Agricultural Colleges, and it is to be most earnestly hoped that these plants will be rapidly enlarged. Up to this time, with only a few exceptions, the most successful industrial Training Schools for Negroes have been in institutions founded and maintained almost wholly through the benevolence of the great Church organizations of the North. In South Carolina the Agricultural College has been located adjoining the campus of Claflin University, and that Agricultural College has been superintended by the president. Tuskeegee, Tugaloo, Central Tennessee College, at Nashville, Tenn., with the co-operation of the John F. Slater Fund are making good beginnings.

The practical question now is as to method. We have the people who need this education. We have but a few centers where they can be educated. The chief question now is a practical one, and upon this I know of no better way than to present statements from the Superintendents of Manual Training Schools at Clark University, Atlanta, Ga., and Claflin University, Orangeburg, S.C. These two men, the former an expert mechanical engineer, from Maine, and the latter a graduate of the school where he now teaches, have given years of careful and patient study as to methods, and I believe that for the proportion of facilities they have had, their results have been remarkable. Other centers have no doubt done equally well and perhaps better, but it seemed to me that the presentation of practical plans and results would be of much more benefit to this company of educators, than to dwell at length upon theories and possibilities.

I first present the statement of Prof. A.D. Houghton, Superintendent of Industries, Clark University, Atlanta, Ga.

The Industrial Department of Clark University is designed to furnish a thorough course in Manual Training, and at the same time to teach the principles of a good trade.

In designing our work five years ago we took into account the needs of the people patronizing our school, and it is our purpose to keep the work so as to supply the demand of the present, always bending to the changes in condition as they come. With but occasionally an exception the students who come to us are over sixteen years of age, but low in scholarship, and a large majority come but for a short time, but with the idea of bettering their condition. The school elevates and advances them to better ideas of living and independence, but as they are low in grade, does not provide for better support. The field for our Industrial Department is then, to co-operate with the school by means of manual training, and at the same time to teach something that will put them in position for better support.

The Industrial Department is divided into different departments, all of which are working for one end, and all examples are in common. For practical examples we take the carriage, or vehicles of different kinds together with the harness which draws them, and in their manufacture we have the blacksmith, wood, paint, harness and training shops. The students on entering the school are placed in one of these shops. They are first taught the use of tools by means of plane and simple joint making, exactness, neatness, and proportioning the chief aims. From the beginning he is taught to express himself, and to read the expressions of the 005252teacher by the use of sketches. After certain proficiency is acquired, the principles governing, and the uses of these joints, is applied in the construction of some plain, serviceable vehicle in common use. Each student has a set of tools by himself wholly, and so far as the individual is concerned, the shop is for his special use, and he works out his own problems alone. In the construction of the vehicle, the student makes his drawings, then the production: here for the first time he begins to understand the meaning of angles and their complements, the different curves, and how to produce them, and the meaning of the principles he has heard in the class room. The next step is a more difficult job, taking in more difficult problems, and continuing thus until the subject is mastered.

In all the shops the students are working on vehicles, the wood shop begins the job, the blacksmith finishes the construction, the painter then does his part, and the trimmer and harness maker completes the finishing part of the work; by their means a common interest is felt among the students. From the beginning in the shops one-fifth of the time is given to experiments and lectures before all the students in the shops as one class, on the strength of materials under different conditions, kinds of materials and their uses, designs for giving greatest strengths from an economical point; power friction, and their application. All work is then based on these experiments or their results.

After a student has completed the work in any one of these shops or even after one term's work, he has an intelligent knowledge of a trade by which he is able to become an intelligent workman, or if he continues in the school work, he has received a course of manual training not excelled by any methods, and the trade he has learned is sure to be of service to him in the future.

Students from our schools are in great demand all over the country, not as mere wage workers, but as teachers, engineers, foremen in construction crews, and places of responsibility, and they are found to fill these places admirably. As examples: A student who had about half completed his work in the wood shop secured a school to teach in a small district in South Georgia, last year, it soon became known in the neighborhood, that he was a carriage maker, and full of resources in cases of emergencies, his judgment was sought after, and he made many a dollar in his leisure time, as well as many friends. This year that whole section applied to Clark University for its teachers.

One of our students had charge of putting in a large steam heating plant in Texas last winter, a place where prejudice is high, at the completion of his work he was offered a permanent position by one of the leading firms, in the same capacity and a good salary. These cases are numerous, and many of our students are filling positions of responsibility: two are in business for themselves, and successful, several more are opening. With these results, which is largely due to their industrial training, in connection with the literary work, we feel that our methods are no longer an experiment, but a reality.

The state institutions of the country as well as many private schools are giving college education in mechanical engineering, civil engineering, agriculture, chemistry, and such courses as are intended to fit for the active pursuits upon which, our present civilization so much depends, and to which the attention of the country is being called at the present time. The Negroes are not permitted to share in this education, and with but few exceptions, they are receiving absolutely no education in these lines. There are institutions designed for this work in the Southern states, supported by state money, but these institutions are not permitted to employ any teachers in the schools, except Negroes; this provision at once spoils the results of the schools, because there are no educated Negroes in these lines, who are first-grade teachers and there will not be any more for some years to come. A qualified teacher must not only have a college education, but years of experience in the profession, to make a successful teacher in any of the above named departments. These institutions, therefore, are not and cannot, do high-grade work, and as a matter of fact, they are simply training schools, and doing less in many instances than the high schools, or the common schools of the North. 005353We cannot expect any relief in the direction of higher education in these most important courses of study referred to. Is the Negro to be barred out of active pursuits in life in this country, or is he to become a contributor? If he is expected to enter any of these lines he must receive as good an education as other people, to be able to compete with them.

It seems to me that the Church schools must fill what the states have failed to do. Now is the time, and right means and methods adopted now, will fill a great gap left in the educational institutions for the Negro. Clark University has made a good beginning by putting a mechanical engineering course in its curricula, which is as good as the best in the country. This course, although of but three years standing, is receiving a great deal of attention.

The Manual Training Schools at Claflin University are under the superintendancy of Prof. R.Charles Bates. He is himself a graduate of the institution. These schools include the following subjects:

Architectural and Mechanical Drawing, Masonry, Wood-working, Iron-working, House-painting and decorating, Milling, Laundrying, Sewing, Cooking, Millinery, Stenography and Typewriting, Type-setting and Printing.

The course of study are designed to give students a thorough and practical knowledge of the theory and principles underlying the subjects, and as well, actual practice in handling tools and materials. To combine these principles by aid of tools and subjects materials, wood, iron, etc., into objects and things which develop and train skilled labor; thus placing students on a plane of familiarity with drawings and their relationship to tangible things, as well as to be able to interpret and undertake the execution of subjects delineated by drawings; so that, whether it be in wood-work, iron-work, masonry, or others, the familiarity and knowledge of drawings, materials and tools, the student will unhestitatingly feel ready to undertake, and successfully complete the enterprise.

The courses of study in each of the aforementioned departments are in progressive series, beginning with simple exercises and few tools, passing by easy stages to the difficult and complex. For instruction each class is provided with a "Blue Print" drawing of the exercise for that lesson, also, drawing instruments, paper, &. Each student prepares a drawing in duplicate of that exercise--45 minutes. Then students and instructor pass in review the work of each other student, giving particular attention to correctness of delineation and cleanliness of detail, 75 minutes then to execution, tools and material provided.

The instructor usually performs the exercise in the presence of the class, pointing out distinctive methods for each step, what next, etc., as well as the manner in which the tools perform their functions best; the students subsequently following out the lines as indicated and finally all assemble to compare and examine each other's work.

Each department is thoroughly equipped with the latest and best tools, and these housed in well-lighted and ventilated, steam-heated buildings. The buildings are built and kept in thorough repair by the students, also the machinery plant, consisting of two 85 horse-power boilers, 3 engines, aggregating 85-horse-power. The machinery, shafting, engines and boilers were set, and are operated by the students, under the direction of the general superintendent. The plant is valued at $75,000.00, and is of the highest grade in every particular.

The students are marked for proficiency in the use and care of tools, and for skill and dexterity in manipulation; also, for conduct and personal appearance while at work. The scale or unit of graduation is 100 per cent, for perfect work, and lower per cents as the special piece will, in the judgment of the instructor, merit. The general or term mark includes the care and handling of machinery in operation, and the care and management of engines and boilers, two students being assigned from each class; thus a rotation is effected by which each student is made familiar with the working of engines and boilers and their maintenance.

Especial attention is given to order and system and so each department is supplied with overalls, caps, aprons, etc., and lockers provided for each, where his 005454coat and hat are secure while at work. The tools are likewise provided for, each having a number and place; the student is individually responsible for any and all tools belonging to his cabinet while he is in possession of the keys. The keys are given out and returned each time a class reports.

It is thought by the faculty and trustees that the year now past (scholastic year of 1893-4) has been the best in the history of the college, both as to quantity and quality of work performed. Among the prominent things done is the erection of a four-story brick structure, 80x63, with towers 90 feet high. The wood-work in its entirety was, and will be done in the shop, which includes window-frames, sash, doors, mouldings, etc. The classes in masonry are to be specially commended for their earnestness and for the thorough and workman-like manner in which the work was accomplished. Also the class in iron work, for iron cresting, anchors, tower-bolts, etc. It is intended to continue the work at the fall opening. Also, to begin the erection of another building, all of which is from plans made by the general superintendent, (who is a graduate of the college). It is intended to heat this building which, when completed will have a frontage of 200 feet, entirely by steam, and it is to be provided with the best and latest approved sanitary fittings, closets, baths, etc. The painting and decorating department have painted and glazed the sash, window frames and other ornamental parts of the structure.

The iron-working department has made for the agricultural department wagons, plows, drays, also machine tool work in iron and steel for the manual training departments.

None of this building work interferes with the regular periods for class instruction in drawing and practice work. By a harmonious adjustment of hours or periods, this is effected, thus giving paramount importance to the fact, i.e., that the plant and instructors are provided for educational purposes and must have as a singleness of purpose the turning out of a product in the person of a thoroughly educated brain and skilled hand, trained to think, to learn to investigate, to learn how and why.

The departments of Laundrying, Cooking, Millinery and Dressmaking are distinctively for girls. They have made wonderful advances over previous years. Competent instructors are at the head of each and the work is pre-eminently practical and profitable; fitting them to assume those duties which our nineteenth century civilization imposes and requires, and as well giving them new opportunities in the world of business.

Students completing the course in the Manual Training Departments are given a certificate to that effect which states their proficiency in the departments from which they have graduated.

Students are admitted to the Manual Training Departments and graded by their standing in the literary courses. Each student must for three years pursue the full industrial course, which includes all of the mechanical industries, and on the fourth year, by election that one for which his experience and training best fits him.

The Department of Architecture is a part of the regular college curriculum and is for the Freshman and Sophomore years. Here thew draw plans, elevations, details, work in colors, shades and shadows, and receive lectures on architectural subjects, work out problems in the strength of timber, iron rods, in trusses, thrust of arches and strength of piers.

The department has a large and growing collection of building materials and plates of architectural subjects in civil, domestic and ecclesiastical architecture. Also plates of the "Orders of Architecture" and text books relating to special kinds of ornamentation. The text book used in this department is the product of the brain and hand of the professor in charge, which is a graduate of the college.

Many students have gone out from the Manual Training Departments who are filling positions of honor and trust with credit to themselves and their Alma Mater. Reports received from inquires show that they are meeting with marked success in their chosen lines.

005555

One W.W. Cooke is expected to fill the position of instructor in wood-working and general superintendent of the Manual Training Department of the "Georgia State Industrial College," located at Savannah, Ga.

Two others, one as first assistant in the iron-working department, and the other in a similar position in the wood-working department of Claflin University. Another is a mason and builder in the town of Society Hill, S. C., and reported while in attendance at the last commencement, a flourishing supply of work and a profitable remuneration. Another is a machine wood-worker, (turning and scroll-sawing) in the city of Florence, S.C. At Darlington, S.C., one has built up a large business as a painter and decorator, while many as carpenters, painters, blacksmiths, masons, are employed throughout the South, all realizing that educated labor alone is skilled labor, in the highest meaning of the word, and as educated, skilled workmen they command and receive a greater recognition for their services, as well as emphasizing the "Dignity of Labor."

THE NEW DEPARTURE IN PRIMARY SCHOOL WORK.BY J.H.N. WARING, M.D.The student of the history of education has observed the great differences between the educational systems of antiquity and those of the present day, and he has been interested to note the distinguishing characteristics of the great educational theories that have been promulgated at different periods in the history of the world.

According to the tenets of the old Hebrew Theocracy their education while it embraced the study of some language, and of some mathematics found its principal field of operation in its industrial features, for with the Hebrews every male child, whether rich or poor, was required to learn a trade.

The Greeks crystalized their educational theories into ideas of "the good and the beautiful." They found their models in education ab extra taught their children to love the beautiful in sculpture and painting, in poetry and song. Socrates, in many respects the greatest of Greek teachers, only precipitated his own destruction, when, in contravention of all well-established antecedent educational doctrines, he announced his theory that education must be founded upon principles ab intra; that man has an immortal soul; the proper knowledge of which is alone the first great educational concept; that "know thyself" is the educational slogan that shall open the way to the highest intellectual development. The theories of Socrates revolutionized the world of educational thought and afford us of to-day the keystone to the arch of the magnificent educational structure which we have reared.

Roman education like Roman life was ever a practical thing. Nothing had educational value in Rome that did not prepare for the arena, the forum or the battlefield. Things practical, citizens, orators, soldiers, these were the products of the Roman schools.

The Spartans, an exception in this respect to the Greek family, made the whole end and aim of their teaching the production of soldiers, gladiators, fighters. There was no aestheticism in Sparta. They cared nothing for goodness, except as they saw it exemplified in their rigorous physical culture, and for beauty only as it shown in their flashing spears, in their glittering shields and in their thundering chariots.

The gentle Teutons loved their homes, cultivated the domestic virtues and so taught their children. They produced few great soldiers, wrote few great lyrics, 005656they built few great temples, nor did their race distinguish themselves in many of the lines of intellectual development. Love of home, love of liberty, the spirit of royalty, were the great aims in the education of the young Teutons.

Probably Greece and Rome contributed more to influence educational growth and transmitted more to posterity than did any of the nations of antiquity, and under the varying circumstances surrounding them, the Greeks and Romans produced some of the world's most meritorious literary productions and its masterpieces in sculpture and painting. These great works were for many centuries lost to the world, and when during the Renaissance they werere claimed, all the school systemsof the world became at once systems for the study of Greek and Latin.

So firmly did the classical idea become intrenched at this time in educational thought and plan, that it has stood almost to the present day as the great desideratum in education. For centuries Greek and Latin dominated school and college curricula. They shut out history to some extent, and astronomy, geology, chemistry, physics or the kindred sciences and no places whatever, or such insignificant ones as not to justify their mention as subjects of serious study. The man who could not read, write and speak in Greek and Latin was not educated.

There is not the least doubt that the study of the Greek made men nobler, inspired and developed in them the purest thoughts and purposes, filled them with grander sentiments, furnished them loftier ideals and animated them with holier ambitions. Nor can we successfully dispute the fact that the Latin developed the practical side of character, made clearer reasoners and fitted its students for the sterner realities of life.

Up to this time, however, the methods of teaching were almost wholly didactic. Whole pages of Hebrew and Greek and Latin were assigned to be learned by heart. It was not considered necessary to cultivate the individuality of the pupil, nor to arouse his self-activity. Pages of words were assigned to be learned to explain pages of other words. It mattered not whether these words made any appeal to the physical senses, or whether they represented any ideas, or were the signs of anything tangible to the pupil's comprehension. The pupil's knowledge was measured by words. The world had not yet subscribed to the doctrine that mental development is the object of school teaching. Psychology was an unknown art in the teacher's work. The ancient pedagogue was a mere dispenser of words. He was in no sense, as he should be, the maker and moulder of character, neither was he expected to recognize the individual elements of child mentality and to guide and direct each to its proper development. These ancient schools and these ancient school masters, and I am sorry to admit that there are still to be found some school teachers cast in this same old mould, were mere mechanisms. Memorizing was the key to success under this didactic teaching and the educational value of these schools was slight. What torture it must have been to the eager enthusiast, burning with a zeal for work and thirsting for knowledge to be bound down to such schools! Truly these schools were places "where pebbles are polished but diamonds are dimmed."

The true idea of education involves the proper training of the child so as to fit him with all the powers and attributes for the enjoyment of life here and hereafter. His body is so trained that it yields ready obedience to his will and performs easily and with pleasure the tasks imposed upon it; his intellect is so developed that all its faculties are equal in strength and are always ready for the work in hand; his mind is a storehouse of Nature's fundamental truths and her great physical laws; his whole being is full of life and fired with enthusiasm and his passions are obediently subject to an energetic will; he learns to appreciate beauty in nature and art, to love the good and the pure, to hate vice and wickedness and to respect others even as he loves himself.

It becomes, therefore, the teacher's duty to study for and secure the development, the equable development, of all the faculties of the child's mind and of his soul; there must be no pouring in of knowledge by measure by the hour, no training of intellectual acrobats, no imparting of knowledge as we frequently hear, but 005757a development of the mental faculties along such lines and according to such method as best subserve our efforts to accomplish the grand result of building character.

The perfect school aims at and accomplishes these results. Herbart, the great German philosopher, describes the perfect school in the following language:

"The good school is everywhere the same, whether it be moderately large as the grammar school, or far-reaching as the high school and college, or as small and narrow as the elementary and village school. It always nourishes the same interests; it always leads to thinking as well as observation; it always points to the beautiful in the world and the sublime above it; it always awakens sympathetic participation for domestic or civil weal or woe. Therefore, because it does this without omitting anything about it; because it does it uniformly without giving one thing the preference over the other--therefore it is a good school. The sole difference lies in the means which it employs."

We of the modern school brush aside the rubbish of the old ideas in education, we put behind us the old school, with its yard-stick teacher, with its memorizing and reciting, and substitute for them the more reasonable theories and practices of the new education, requiring the evolution of new school methods.

If it were possible to mark out the lines along which the teacher's efforts should be directed to secure the best results for his pupils and to establish for his community a good school, what seems to me at once the simplest and most comprehensive and psychologically correct may be summed up by directing the teacher to thoroughly develop in his pupil correct habits of observation, reflection and expression or as Froebel puts it the teacher must teach by "the putting of experience and action in the place of books and abstract thinking." If a teacher would faithfully and intelligently strive to secure the best results in this great school trinity, I believe there would be fewer critics of our school systems, fewer pedagogical pessimists, fewer educational agnostics.

It is a fact that goes without saying that in this world thousands and thousands of people have lived and died who "having eyes see not, and having ears hear not." The beauties of Nature's panoramas, in their thousand varying hues, spread out everywhere before them; the matchless skill of the Creator displayed in the hills and valleys, the brooks and streams, the little flowers and giant monarchs of the forest; the physical laws governing propagation and growth, heat and light, sound and motion are all lost to them. Their interest and enthusiasm are not aroused at sight of the wonders revealed by the study of the anatomy of the butterfly, the bee or the little ant, and the violent windstorm, the fall of rain or the flurry of snow, creates no desire to seek out their causes. These people have not been taught to see. Their education has been merely a receptive process. There has been no self-activity required in the acquisition of their knowledge. It has simply been poured into them and the limit of their ability to do so is dependent upon the quantity they have received.

The cultivation of his powers of observation is the very first step in the education of the child. From his cradle he has been in direct contact with Nature. His physical sense have been the avenues by which has come all the knowledge he has acquired in his little storehouse, and when he comes to school, as he does with this little store of knowlege gained entirely by observation, it is our duty to take up the work where we found it and lead him by more systematic steps than any he has yet trod along carefully chosen paths to a higher, better and more perfect development. We must open his little eyes to the wonders of Nature, teach him to discriminate, to compare and contrast, to combine, to analyze, to reproduce, to generalize, to reason, to judge. Finally as the necessary adjunct of this pyschologically correct process of educating the child, we must put within his reach the words and sentences by which he may express his acquired knowledge clearly, correctly, exactly. This done, we have given the child an impetus in healthful mental growth that must be an inestimable benefit to him in his after life.

Science teaching in elementary schools, the "New Departure in Primary School Work," a hundred years ago would have been regarded as the most irrational of 005858schemes, but it is now an established fact in many of our cities, and I venture the prediction that before this generation of teachers has passed away it will be the distinguishing characteristic of this educational epoch. Depending for its proper study upon the powers of observation, it affords the skillful teacher the very best possible means for developing the child's mental powers.

In our schools at Washington we teach in our first eight grades the elements of botany, zoology, entomology, physiology, geology and physics. The object of this work is not to teach botany per se, or zoology per se, nor to make entomologists, or scientists in any branch of scientific study. We do not care if our children have no technical knowledge of these subjects. But if we succeed in opening their eyes and making them alive to the thousands of interesting and instructive things in Nature's workship, if we can send them through the world observing, discriminating, reflecting boys and girls and can cultivate their ability to express elegantly that which they have seen and heard, we feel that we have largely accomplished our mission as teachers. After all, our study of plants and animals, of soils and the forces of nature only furnishes us with the instruments for developing the uses of language, affording a wide and inexhaustible field for developing in the children the power of exact and beautiful expression, the power to make the many delicate shades of discrimination which are possible to our language, enlarging and enriching their vocabularies and giving them in general terms the ability to tell what they see.

Our course in botany covers a period of four years and begins with the study of seeds.

In the first year the children are taught to name and describe the common seeds, such as corn, beans, rice, wheat, oats, etc. They make little gardens in their schools and watch from day to day the processes of the germination of the seeds which they have planted. They are led to see that heat, moisture and light are necessary to their growth. The children are taught to describe what they have seen, to compare, to contrast and invent stories. In every possible way these observation lessons are made the means of developing the children's powers of expression.

The plant which grows in their little gardens is then studied with reference to its parts, its root, stem and leaves. The uses of each part are taught by observation.

Leaves are studied with reference to their names, shape, color and venation. Collections of the various kinds studied are made, which the children press and preserve for future use. They are taught to draw and color them with water colors.

The size, shape and color of flowers are learned by the study in detail of from six to twelve common flowers. The children are led to discover the two cups of each flower and their formation. The different parts, as they are studied, are drawn and appropriately colored.

A few well known fruits are studied, the children being made to see the parts of each and their uses.

This work in the first grade furnishes a rich opportunity for the development of language. During its progress special attention is paid to the child's speech. He is made to use the language idioms properly. The plurals of nouns, pronouns and verbs are taught him. He is made to make and write descriptions, comparisons, contrasts, and to invent and reproduce brief narrations. Thus early we begin to give him that discriminating sense in the use of language which is so necessary in the making of good composition. There is no telling him, no pouring in, no imparting; he simply speaks and writes that which he knows, and knows absolutely because he has discovered it for himself.

The second year calls for a little more advanced study along the same lines. The child is stronger and able to see more and understand better what he sees. He has seen the seed germinate and can now locate in the seed the part in which each part of the plant finds its origin. The classes of roots with their similarities and differences are more readily discovered and understood. Thus far there is 005959little or no use of technical terms. The child is simply made to see. He tells in his own way, made grammatically correct by his teacher, the results of his own observation.

In the third grade the child is led to observe the apex, margin, base, blade, footstalk and stipules of leaves. He learns that leaves are parallel-veined, net-veined, feather-veined and palinately-veined, and that they are simple and compound. He now learns the corolla, carlyx, stamens, pistils, petals and sepals of flowers.

In the fourth year he is able to make a more careful and comprehensive study of the work as outlined in the three preceding grades.

It is important to note that in this work each pupil is supplied with at least one specimen of the plant which is being studied. Stories about leaves are read and reproduced, when leaves are studied and little songs are sung. This same practice is followed in the study of flowers, roots, stems and fruits, everything is done to arouse and maintain the enthusiasm and interest of the pupil in this work.

The study of animals is pursued with the same purpose to make intelligent observers and to cultivate the power or correct expression. The animals themselves, where practicable, are brought into the school- rooms, and in the first grade, the duck, hen, robin, cat, dog, squirrel, rabbit, mouse and other common animals are studied with reference to their parts, habits and uses. The children are made to see the adaptability of the different parts of each animal to their uses and environments.

The second grade child is strong enough to classify the birds he studies into swimmers, waders and scratchers and to understand more in detail about them. Frequent visits to the museum and to the Zoological Park and the reading of many beautiful stories are used to intensify the interest.

The third year pupil studies the gnawing animals. Specimens of these animals are secured if possible and studied in class. A wide field for comparison and contrast, as well as description, is hereby presented, and this is the golden opportunity for the inculcation by the teacher of the taste for reading good literature.

In the fourth year the child is able to study the subject a little more technically. He studies the cat as a type of a class, and reads about others of the same species. He studies the bear and visits the Zoological Park to broaden his knowledge. So he is able to take up other types and the judicious teacher can awaken in his pupil a literary habit that shall go far towards solving one of the vexatious questions connected with school teaching.

In the insect work the first grade pupil studies the common housefly, the butterfly, and the grass-hopper. Collections of these insects are made and each pupil studies from his own specimen. Our schools are furnished with a microscope, and I have made for my own schools microscopical slides showing the structure of the eyes, wings and feet of the insects studied. The microscope is also used in all the other branches of this science work, for which I have made appropriate slides.

The same general plan is followed in this work that I have sought to outline in the plant and animal work. We have the same object and we use largely the same means, believing that interest aroused and self-activity encouraged, with intelligent guidance from the teacher, correct habits of observation and expression will be surely formed.

The grass-hopper, bee, butterfly and moth in the second year, and the paper wasp, mud wasp, caterpillar, butterfly, silk-worm and silk-moth in the fourth year furnish subjects for insect work.

Pursuing the study of animals to its legitimate conclusion we take up, in the upper grades the subject of physiology. This study has long had a place in school curricula. We study it however, more with reference to the hygienic side of the subject, than for the purpose of gaining a knowledge of bones and tissues.

Never have I engaged in a more beautiful school work, one that created greater interest among teachers, aroused more enthusiasm among the children and produced more satisfactory results, than does our work in geology. We commence this work in the fourth grade with the study of soils. The children are taken out into country and made to discover the composition of soil by actual contact with 006060it. They are led to see the forces of Nature that cause the decay of the rocks, the influence which the underlying rock in any neighborhood has upon the fertility of the soil and to discover the different kinds of soil and their respective values. Many speciments are secured on these trips and the pupils of each school make a cabinet to show the results of their investigation and study. They are led to see the influence upon the form and composition of the earth's crust that is exerted by the wind and the water, frost and ice. They can be made to understand why ploughing is necessary. They visit the country and see hills and valleys and after observing the effects of the wind and waters in forming miniature hills and mountains, valleys, plains and peninsulas in their own back yards or some neighboring field, they can understand how on a large scale are formed the great mountain chains, the vast plains and the other land formations on the earth's surface. Having discovered the effects of the different forces of Nature upon rocks, they can, reasoning from the concrete to the abstract, come to know the primeval condition of the earth's crust.

They visit springs and experiment on their sand boards to discover how they are formed. They discover the origin of rivers, the causes of the current in the slopes of the river-bed, the reasons for its windings in its course to the sea, the cause of its rapidity, its color, uses, etc. From this actual observation of springs, creeks and rivers in their own neighborhood they are carried, again reasoning from the concrete to the abstract, to the great springs and geysers of this country and of the world, to the world's great river systems and are led to bring out all the collateral facts in regard to them.

This work begun thus simply in the fourth grade, is continued through the succeeding grades until in the eighth the pupils take up the study of geology proper, and are led to comprehend as the result of observation study, the main facts in regard to the formation and changes in the earth's crust, and to recognize and name at sight the most important elements in its composition.

In our third and seventh years we take up the study of physics. We train the pupils in the third grade to discover the physical properties of air and water. The children are led by simple and easy experiments to see the effects of heat and cold on air and to discover air-currents and their causes. Experimentally also they learn of the presence of the vapor in the air, the sources of this vapor and the many different forms in which it appears. Dew, frost, clouds, rain, hail, snow, sleet, fog and mist are easily understood after the pupils, acting under the direction of the teacher, have experimentally studied the effects of heat and cold upon air and water.

The pupils of the seventh grade learn by experimentation the properties of matter, the effects of heat and the principles governing the nature and transmission of sound.

Supplementary to all this science-work the teacher provides interesting stories to be read bearing upon the subject under study. The children make many compositions, some descriptions, some narrations, some comparisons. These are read in school, affording amusement for the school and giving encouragement and confidence to the writers. The teacher prepares lessons and has them read by the pupils from hektograph copies. The children are required to learn and recite prose selections and short poems, whose subjects are taken from this science work. Songs about the things studied are taught and when the children are studying the fly, they can recite the little poem about the spider and the fly and can sing "Baby bye here's a fly."

Following as nearly as we can discern it the great method laid down by our Mother Nature we aim to lead our children along her devious but intensely interesting paths by the best means calculated to arouse their self-activity, to cultivate their individuality, to awaken their interest and enthusiasm and to secure the legitimate results of good school work.

I have endeavored to give a short epitome of the work in science- teaching in primary schools as we are doing it in Washington. I have endeavored to show you the scientific, psychological foundation upon which this teaching rests, pointing 006161out the processes in the development of the child-mind, and what I believe to be the best means of securing that development. I have shown you how in obtaining the results of good teaching in the development of good and true manhood and womanhood, and in the cultivation of a strong mental power, that we have secured what we believe to be the best results from our elementary science-teaching.

I believe in and recommend primary science-teaching in all primary schools, because it opens the eyes of the children. It leads them to scan more closely the great open book of Nature. Where before they saw neither form nor utility, now, as a result of this training, they beheld beauty and an entrancing workshop of wonderful and exquisite handicraft. The vast riches of Nature enrapture them and awaken the desire, and oftentimes the industrious effort, to appropriate to their own uses her varied and unlimited resources. Pupils with an inventive genius, or the scientific proclivity, are stimulated to greater and greater efforts to reach higher and higher planes of scientific knowledge. This kind of training cultivates the taste of the child, enlightens his judgment, enabling him to correctly estimate the value of what he sees and feels and hears. It instills good habits of mind, leads to independent thinking and a wiser choice in reading; it arouses self-activity and makes the pupil self- reliant; it creates a new interest and enthusiasm on the part of the teacher as well as in the pupil, and school is no longer a place of drudgery; it makes mechanical teaching impossible, and destroys the unscientific uniformity in the methods of work, that keeps the school in a rut; and finally it establishes and cultivates what is pedagogically known as unity in observation, thought and action, and its tendency is always to lead the mind of the pupil up toward the Creator of all things Himself.

HISTORY AND SCIENCE OF TEACHING.MISS M.E. BRITTON, LEXINGTON, KY.Since it has been my experience to hear expressions conceived by conflicting minds as to the import of the word "discussion," I, before entering upon the subject as assigned by the committee on program of this august association, deem it prudent to state briefly the idea formed in my mind.

Discussion in the connection here used denotes merely the investigation of a subject to elicit truth; and it can be profitably conducted independent of the views expressed by the previous speaker. Under the above definition I endeavor to direct the subject.

In a literal sense, history is a record of past occurrences; likewise, science means simply knowledge. Although each part of the compound subject can be expanded and treated separately as a distinct topic, yet they are so closely allied by nature that for convenience and brevity no violence is committed in the merging of the two into one.

Since teaching is the act of exhibiting or communicating so as to impress on the mind the knowledge of that of which the person was before ignorant, there are necessarily many diversified divisions of conveying such instruction. In the school of nature and of art, by home training and social contact, through newspapers and books, from the pulpit and the rostrum, and by means of the stage with its varieties and by our travels we learn much; and, each avenue being an important factor in the acquisition of knowledge, each alone would afford ample material for discussions under the above heading and definitions.

The earlier forms of education were among the Chinese, the Indian, the Egyptian and the Jews. Little is known about any of them except the Jews. Upon good authority we affirm that the Greeks were the first to teach education as a science. A full account both of their ordinary practice and of the ideal schemes 006262sketched by Plato and Aristotle has been handed down to us. The main subjects of education among the Greeks, until the time of Alexander, were music and gymnastics. Next to music comes the art of drawing, which encourages and develops a sense of a beautiful. Music, grammar, rhetoric, philosophy, arithmetic, geometry and astronomy were in the Greek curriculum, but there was no special teaching of languages nor of history. The earliest teaching was by myths, and not much was taught till the seventh year of age. Boys went to school in the early morning and a second time atter breakfast. They were accompanied through the streets by a faithful servant who had charge of their moral supervision. There were occasional holidays, and the hot time of the year was given up to vacation. Their methods of instruction were very similar to ours, and both the Greeks and the Romans regarded six hours a day as the proper limit of study.

A writer of merit tells us that Cato was the first Roman writer on education, and that although his treatise has been lost its contents may be inferred from other sources. Such inference is that Cato valued the reputation of a good husband and father above that of a good senator, a pagan example that is worthy of imitation, as a principle, for the education of the 19th century. He kept strict discipline in his house, and his sons were brought up in the rude activity of out-door life. At the same time he taught them the great deeds of their country's history, and he preserved with the strictest purity the reverence which is due to the young. He recommended country life as the parent of brave soldiers and sturdy citizens. Cato opposed with all his might the new Greek learning, and saw in it the coming destruction of the State.

Very different are the principles of Cicero, who stands as the first of the union of Greek and Roman thought and learning. Cicero took care that his sons should practice, not only philosophy but eloquence, under Greek masters. He cared little for natural science, and was supremely ignorant of it; but he followed his Greek masters in regarding politics as the queen of sciences, that to which all others tended.

The latin fathers, Tertullian, Cyprian, Jerome and Augustine, would have nothing to do with the heathen writers, a new education, they said, must be formed of a purely christian character to supply christian wants.

To the age of the fathers succeeded the age of the school-men, and to the period in which they flourished the education of the middle ages belongs. The discipline in these schools was very harsh, and rough, and the rod was the only means of persuasion. The natural results were that the pupils grew up unruly and ill-behaved. The principal effect which the school-men had on education was to determine the form in which instruction should begin. They, however, had a considerable indirect influence in arousing a dissatisfaction with dogmas which were incapable of proof, and in preparing the way for the reformation. Their movements terminated in a reformation in religion and in learning.

Erasmus, Luther and Melancton were votaries of the new education, but it is said that the man who systematized the curriculum of humanistic education was John Sturm. The ground work of the whole system was language; hence their ideal education, being the study of words, was deceptive. Bacon organized a new method of interrogating nature; he formed a sketch of the sciences, showing exactly what point of advance each of them had reached in his own day, and in this he showed his enlightenment by arranging pedagogies, or the science of education as a department of psychology. The secret which he discovered encouraged men to interpret nature, and to learn her secrets by careful inquiry and experience.

Comenius, a reformer of the realistic education says "man can only become man by education." He establishes four classes of schools: (1) The mother's school in every house; (2) The national school in every town; (3) The gymnasium in every town; (4) The university in every country or large province. Comenius laid such stress on the importance of a carefully arranged programme that in Hungary he received pupils only once a year. The object of the Realists and Humanists was to make the scholar and the man of learning. We should therefore expect to find a third branch of education, one whose object was to form the whole man, and 006363which, although it did not neglect either letters or sciences, was inclined to believe that these might be learned without interfering with the free growth of man's nature. This branch is called by the name of Naturalists. It is so called because they set before themselves as the chief good the development of the entire nature, and not merely the intellect or any part of it.

Montaign is entirely a naturalist and is outspoken. One of his longest essays is entitled "On the Education of Children." "The object of education," says Montaign, "is to form man, not to breed a grammarian or a logician, but a complete gentleman." He recommends travelling, physical exercise, elegant manners and history. Says Montaign, "After having taught what will make man more wise and good, he may then be entertained with the elements of logic, physics, geometry and rhetoric and the science which he shall then himself most incline to, his judgment being beforehand formed and fit to choose, he will quickly make his own."

Browning says, "The systematizing of the Jesuits and of their curriculum, for which Ranke praises them, was borrowed from John Sturm, and marred in the stealing. If Sturm is responsible for the predominance of a narrow classical education in our higher schools, the Jesuits are responsible for giving that education a more frivolous and more effeminate turn."

Herbert is regarded as the founder of modern pedagogics. In the list of German philosophers he is classed as the founder of modern German psychology, and is said to have been the first to see that a national system of education must be founded on a true psychology, and, indeed, that it is impossible to form a scheme of education complete in all its branches until we have arrived at a certain knowledge of the true basis of ethics and psychology.

The method which begins by educating the senses, and which through them works on the intellect, must be considered as derived from the teaching of Pestalozzi. Poor and without learning he tried to reform the science of the world. His education was limited to the common branches only, but his influence extends to the higher branches, and is very potent and far reaching. The kindergarten of Froebel is only the particular development of a portion of the general scheme of Pestalozzi. The great discovery made by Froebel of means to employ the spontaneous activities of children, has given a cast to all primary school exercises. Joy, life, liberty and a development of the constructive and inventive genius, are noticeable features of the primary school.

Every reform that has ever been inaugurated has had its advocates as well as its opponents. When the discoveries of Pestalozzi reached America, there was doubt and hesitancy as to their acceptance, and it was said, "There can be no advance upon what we already have." The latent power, however, that lay in the new ideas was seen by a number of eastern gentlemen, among whom was Horace Mann, and they went forth as apostles of the new faith. Immediately upon the election of Mr. Mann, in 1837, to the position of secretary of the Board of Education of Mass, began the wide sweeping reform of which those here assembled are exponents.

Having given you a short sketch of the history and science of teaching as culled from the ideals of earthly models, we will now turn our attention to the history and science of teaching as recorded in the Bible. The former contains errors attributed to human prejudice and pride, while the latter has been preserved in its purity, by the hand of God, through all the ages. From the Bible we get the history of the patriarchs and prophets and other holy men of old. We learn how they struggled through discouragements like our own, how they fell under temptations as we have fallen, and yet took heart again and conquered, through the grace of God. The Lord Himself directed the education of Israel. God had commanded the Hebrews to teach their children His requirements, and to make them acquainted with all His dealings with their fathers. He taught them how to train their children so that they might avoid the idolatry and wickedness of the heathen nations. Deut. xi; 18-19. Obedience was to be awarded with a blessing and disobedience was to receive a curse. Deut. xi; 26-28.

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Education not only effects, to a great degree, the life of a student in this world, but its influence extends beyond, and will be continued in the life to come. We will now consider the object of life so that we may more intelligently arrive at a solution of the proper methods to be employed in the full and perfect development of man. The first students, Adam and Eve, received instruction from the "Wondrous works of Him who is perfect in knowledge." The laws and operations of nature, which have engaged the study of man for more than six thousand years, were opened to their minds by the Infinite Framer and Upholder of them all. So long as Adam and Eve remained loyal to the law, their capacity to know, to enjoy and to love would continually increase. They would be constantly gaining new treasures of knowledge, discovering fresh springs of happiness, and obtaining clearer and yet clearer conceptions of the immeasurable, unfailing love and wisdom of God. The lesson to be learned is that true happiness is not found in the indulgence of pride and luxury, but in the communion with God through his created works.

Our first parents, though created innocent and holy, were not placed beyond the possibility of wrong-doing. God made them free moral agents, with full liberty to yield or withhold obedience. We know the result of their choice. Their disobedience marred and well nigh obliterated the image of God in man. After the fall man was allowed a life of probation that he might, through Christ, be restored to the state of perfection in which he had been created.

The true object of education then, is to restore the image of God in the soul. The great work of life is character building, and the law of God is a reflection of his character, from which we are to copy. A knowledge of God is the foundation of all true education. He who created man has provided for his development in body, and in mind and soul, hence real success in education depends upon the fidelity with which we carry out the Creator's plan. Through obedience to God we secure his approval, eternal life, and the joys of the redeemed.

Says the apostle Paul, "All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness, that the man of God may be perfect, thoroughly furnished unto all good works." We must go then to the Bible, the word of God, for proper instruction. It is the most instructive history which men possess. There we learn of the past, how to improve the present, and how to secure future life.

All true science is in harmony with the word of God, and all false principles, false reasoning and sophistries, are the works of Satan. Knowledge and science must be vitalized by the spirit of God, in order to serve the noblest purposes of man. The science that teaches that man was evolved, by slow degrees of development, from the lower animals or vegetable life is not in teaching with the inspired words, because God said, "Let us make man in our image after our likeness: and let him have dominion over all the earth." "So God created man in his own image." "For he spake and it was; he commanded, and it stood fast." Therefore if we desire to attain the highest purpose of our being, we must accept the word of God in preference to false science.

The theory advanced, through supposed scientific research, of an indefinite period of time for the creation of the world is but another device of Satan to lead men from the truth. Such teaching is erroneous, because we find, in turning to the first chapter of Genesis, that the day was literal from beginning, and was composed of the morning and the evening then as now. In the same chapter we find that the sun was made to rule the day.

In our inquiry for truth, must we accept the reasoning of pagans and skeptics that decides upon the immoratality of the soul when the Bible tells us that God alone hath immortality of the soul when the Bible tells us that God alone hath immortality? (I Tim. vi: 15,16.) Man must seek for immortality. (Rom. ii: 6,7.) It is the gift of God through Christ. II Tim. 1:10; Matt. vii:13,14; xix:16,17: John iii:15,16,36; v:39, 40; vi:40,47,54,68; xvii:2; xx:31; Rom. v:21; vi:23; viii:13; II Cor. ii:16; II Tim. i:1; Titus i:2; I John iv:9; v:11; Jude 21.

The words of God to men, which should receive our first attention, are neglected 006561for the utterances of human wisdom. It is a weakness of the human family to put trust in the customs and traditions of the world. Those who have a thirst for knowledge need not drink of the fountains polluted by human prejudice and human pride when they are invited to become humble learners in the school of Christ. There we find the hidden treasure of truth that has long been buried beneath the rubbish of error, human tradition and opinions of men. Jer. xvii: 5-8, 13, 14.

We find men teaching the conversion of the world and a temporal millenium. A large majority of mankind accepts the teaching, but such doctrine does not accord with the guide by which we are to steer aright. The Savior did not promise his ministers that all should believe their word. Matt. x: 25; John xv: 19, 20; Acts xv: 14.

Contrary to the conversion theory, a great spiritual declention among professing christians is spoken of in Matt. xxiv: 11-13; I Tim. iv: 1,2; II Tim. iii: 1-5; iv: 3, 4. Again, in II Tim. iii: 1-9; iv: 3,4; I Tim. iv: 1, 2; Matt. xxiv: 11-14; Luke xviii: 8, the last days are described as perilous, not glorious. A spirit of covetousness, and heaping up of earthly riches is what we may expect in the latter days. Luke xxi: 34-36; II Tim. iii: 2; Jas. v: 1-5.

Amid the many errors of human tradition, the greatest ignorance that now curses the human race is in regard to the binding chains of the law of God. Christ said, "If ye would enter life keep the commandments," showing that obedience to the law of God is the condition upon which we get eternal life. The record of God's dealing with men teaches us that it is His will for us to do just as He tells us. We find a breach in the law of God, and profane history traces it to its origin, the Roman Church. The Church has, through the ages, handed down to us the pagan idol, Sunday, as a substitution for the Sabbath, a day named by God, sanctified by Him and instituted as a memorial of His creative power. The supposed protestant Christian Church accepts this human institution, and is not satisfied in maintaining within herself her false conceptions of God's law; but she, like Rome in the dark ages, has united with the State to force the consciences of men to accept the teachings of the Church. The Bible teaches that the religion of Jesus Christ is not a religion of force. Christ Himself said, "I am come a light into the world, that whosoever believeth on me should not abide in darkness. And if any man hear my words and believe not, I judge him not; for I came not to judge the world, but to save the world. He that rejecteth me and receiveth not my words hath one that judgeth him; the word that I have spoken, the same shall judge him in the last day." John xii; 46-48.

The professed protestants of this age teach that we must obey the government in matters of conscience; but it is souls like Luther, Crammer, Ridley, Hooper, and thousands of noble men who were martyrs for the truth's sake, who are the true protestants. They stood as faithful sentinels of truth, declaring that Protestantism is incapable of union with Romanism, but must be as far separated from the principles of the papacy as the east is from the west. Protestantism has imbibed the spirit of Romanism by setting up a doctrine of theocracy, and has therby become apostate. Eze. xxi: 25-27; xvii: 1-21. Luke i: 31-33. Christ said, "My kingdom is not of this world." Therefore every theory of an earthly theocracy is a false one. Every pretension to it is false, and only works destruction to the nation. The state of affairs in the government today is due to disobedience to God. The union of Church and State is not only unconstitutional, but is also in direct opposition to the teachings of Christ. Jesus taught that government should not interfere with matters purely religious. When city, state or national governments make laws effecting religion and attempt to enforce them, it becomes our duty with Peter and John, Paul and Silas, Daniel and the three Hebrew children, and the martyrs in all ages, to answer in the words of inspiration, "We ought to obey God rather than men." Acts v: 29.

We cannot assume an attitude of apparent indifference in this matter, for a choice is imperative. We must obey either God or government. If we go with church and government we shall receive the plagues that God is going to send upon them, 006662and if we stand by the principles taught in the scriptures we shall be persecuted by the government. Rev. xiii: 11-17; xiv: 6-12. Since we cannot avoid the consequences one way or the other we should choose wisely. Christ's charge to the Apostles was as follows: "Be not afraid of them that kill the body, and after that have no more that they can do. But I forewarn you whom ye shall fear. Fear him which after he hath killed hath power to cast into hell; yea, I say unto you fear him." Luke xii: 4,5.

Now, dear friends and co-laborers in the work of education, it may doubtless seem to some of you, that I have digressed from my subject, but I claim that I have presented truth in scope of my definitions, and therefore I have no apology to offer for my course. Teaching is a continuous act and we, as educators, are supposed to keep up with the procession of progress. The truths that I have presented from sacred records pertain not simply to our spiritual welfare, but they effect, to a great degree, our present life.

The subject of religious liberty is the issue of the day, and it is a duty we owe to ourselves, to the State, and to the nation to be well informed on matters concerning right government. We are not good American citizens unless we are loyal to the constitution, and we can more fully appreciate the importance of strict adherence to its principles when we keep before our minds the necessity for toleration to be embodied in its construction.

Prophetic students of thepresent age, compare the legislations of the national government for the past two or three years to the prophesies of Revelations, the xiii and xiv chapters, and thereby place the United States Government in prophecy. I have endeavored to bring before your minds truths that will call your attention to these matters for further investigation, and I have also presented the principle by which we may always distinguish error from truth. Ponder these things well, and, as conscientious seekers after truth, let us imbibe all the instruction accessible, from whatever source and by whomsover presented.

SOME VITAL DOCTRINES TO BE INCULCATED BY COLORED AMERICAN EDUCATORS.BY DANIEL B. WILLIAMS, A.M., PH. D.,Dean of the Collegiate Department, Professor of Ancient Languages, and Instructor in Pedagogy and Oratory.Members of the American Association of Educators of Colored Youth:

Owing to an invitation from the officers of the Association, I am present with you with the hope that I may present a few suggestions as a foundation for more mature thought and action. I desire to call your attention for a few moments to "Some Vital Doctrines to be Inculcated by Colored American Educators."

The writer does not assume that these identical doctrines have not been taught. In fact he is fully aware that many, if not all of you do teach them: his intention is to call your attention to the thought that more stress should be laid upon them than we have been accustomed to give them.I--OUR HOME LIFE. "Mid pleasures and palaces though we may roam, Be it ever so humble, there's no place like home. "--Payne.The family is the nucleus of civilization. The peace and good order of a community is largely dependent on the condition of families. Englishmen, Germans, and 006763Americans--the noblest and greatest representatives of the white race--cherish and cultivate a lofty standard for the family. The progressive colored people of our country are actuated by similar purposes in regard to family purity. That we have made praiseworthy advances in family virtues cannot be seriously questioned. We can proudly point to thousands of well regulated Christian families. Notwithstanding this pleasant fact, we fully realize that we can make great improvement in our general home life. Our people must be taught that family-life can not be properly developed by living in the uncouth, ill-ventilated one-room log cabin. Plans must be devised by which the onerous mortgage system may be avoided, and thus increase their chances for land ownership. All lovers of the race should honor Booker T. Washington for the great good which has been accomplished along this line through his untiring efforts.

All true progress is from within. The noblest and purest of men said, "Ye must be born again." To produce a noble Christian family, the husband and wife should be true Christians. If the husband is shiftless and indolent, the wife will be dissatisfied. If he is given to strong drink or loves other places more than home, she is rendered unhappy. If he is cruel to her or fails to make necessary provision for home, she is more or less wretched. So, too, when the wife fails to attend to her home duties, the husband becomes dissatisfied. When she proves herself faithless and untrue, he loses interest in home. Thus the condition of a family is largely dependent on the doings of both. There are some writers on social science who maintain that the wife exerts, on the whole, a greater influence in making home happy or unhappy than the husband; but I am convinced that it is very difficult, except in a few special cases, to decide whether the husband or wife excerts the greater influence in shaping the destiny of home-life. The sensible advice of the inspired apostle should be duly regarded by every husband and wife. He says: "Husbands, love your wives even as Christ also loved the church. Wives, submit yourselves unto your own husbands as unto the Lord." The sublime doctrines contained in the fifth chapter of Ephesians, beginning with the twenty-second verse, should be practiced by all Christian fathers and mothers, husbands and wives.

II.--THE EDUCATION OF OUR CHILDREN AND YOUTH. "School-houses are republican line of ortifications." -- Horace Mann.

Bishop Atticus G. Haygood declares an interesting fact when he says, "The most unique and altogether wonderful chapter in the history of education is that which tells the story of education of the Negroes of the South since 1865." Yes, it sounds like a romance when we are told that though colored people had no school advantages for their children prior to 1865, save a very few where a few free-born colored youth might attend, there are now about 25,000 colored teachers and about 1,520,000 pupils attending our schools, that we have about forty-two normal schools, twenty-five colleges and universities, twenty-four theological schools, five law schools, and four medical institutions. It is safe to state that not less than 15,000 students attend these higher institutions. Though we have done well through the benefactions of Northern beneficence and state appropriations, the pressing needs of the race demand a more healthy sentiment respecting education. Allowing me to call your attention to some duties which we should discharge along this line.

Firstly, our first duty in education consists in seeking to secure a more universal elementary education. The report of the Superintendent of Public Instruction shows that about 58.2 of the white school population is enrolled and about 44.8 per cent of the colored. There are about 55 out of every 100 of our children, who are old enough to attend school, not attending the public schools. Making allowance for a few who receive private instruction, it is safe to say that fully 45 out of every 100 are growing up in comparative ignorance. More than one million children are unprovided with school accommodations. Every school should aim to secure a common school education for every boy and girl. Our teachers and preachers, 006864too, should exert their influence in creating a sentiment favorable to common school culture.

Secondly, we should put more stress on industrial education. According to the best statistics I could gather, there are among us about twenty-five industrial schools having about 2,200 students. But a very much larger number of our boys and girls should be taught the principles of industrial education. They should be thus taught for two reasons. (1). Such and education renders them more moral. When persons have trades, they are more apt to secure continued work. Their very industry ofttimes prevents them from crime. (2). They are thus better enabled to earn livelihood. Unskilled labor is poorly paid. Skilled labor demands higher wages. In educating our boys, they should be taught different trades. Our girls should be taught all household duties.

The idea that ordinary labor is dishonorable is too prevalent among a large number of our people. Many young men and women are growing up with the erroneous notion that laboring outside of certain callings is not a proper thing to be done. Thus many become ship-wrecks on the sea of life. Too many persons cast a stigma on those whose circumstances compel them to toil in the kitchen, on the beach, in the chamber, and on the street. Girl s and boys, men and women who honestly work for their livelihood deserve to be praised. The doctrine, that all honest labor is honorable, should be constantly enforced. We must more earnestly teach that God has stamped labor with the dignity of his approval in the command. "Thou shalt eat bread in the sweat of thy brow." Character not occupation should be the test of respectability. We must teach the doctrine that fine dress, bombastic show, and dislike of work are sure precursors of shame and want. All honor to all honest laborers in all fields of human toil!

"Honor and shame from no condition rise; Act well your part--there all the honor lies."HIGHER EDUCATION.

Thirdly, we should aim to keep before the public mind a proper and just appreciation of higher education. Owing to absolute necessity, the great mass of both races must be laborers, and hence cannot achieve the results of such a culture; nevertheless we must be careful to give to professional training, experience, and observation their appropriate place in race building. Our unparalleled progress since 1865, is largely due to the development of higher education among us. Our advancement along the lines of politics, business, invention, education, journalism, morality, religion, and general literature is much indebted to this great force. In dentistry, we can boast of about 50 graduates, in pharmacy of about 80. Our graduates of law schools together with those who have taken private courses number about 325. Colored and white medical schools together have sent forth about 850 graduates while the theological schools of the country have given us about twelve hundred. It is certainly safe to state that about one-third of our 25,000 teachers have attended normal and high schools and colleges. We should remember that a number exceeding the number of graduates attended these various schools, and were forced to leave before graduating. Certainly, we may contemplate with satisfaction the existence of about 150 institutions of a higher grade. In this computation, include normal schools. The rich fruitage from these grand beacon lights of power furnish abundant reason why they should be supported by all lovers of humanity. Rev. J.E. Rankin, in an address made before the Second Mohonk Conference on the Negro Question, held at Lake Mohonk, Ulster county, N.Y., June 3, 4 and 5, 1891, said: "And I say that any theory of educating the Afro-American which does not throw open the golden gates of the highest culture will fail on the ethical and spiritual side." With this sentiment we all agree.

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III.--CHRISTIAN TRAINING.While we should advocate the necessity of elementary, industrial, and higher education, we should include in it Christian training. A mere intellectual training devoid of true moral culture may prove more hurtful than beneficial to mankind. The history of education reveals the striking fact that men and women may become fine scholars and yet unscruplously violate the ordinary principles of decency. Criminal statistics show that a large number of our worst criminals must be ranked among educated people. A due regard to the Ten Commandments and the principles of Christianity is the only safeguard against the evils of a mere intellectual education. In this connection, allow me to state that we should put greater stress upon the necessity of an educated ministry. Our lamented friend, Dr J.C. Price, was not far from the truth when he said that out of ten thousand colored preachers in this country, perhaps, only two thousand had any training intellectually.

Rev. A.L. Phillips, in an address at the Mohnok Conference referred to, said: "If you examine the untrained colored preacher, you will find he is deficient. He has a most undefined conception of meum and tuum, (mine and yours.) He gets things mixed in his mind, and the consequence is, hings become mixed in his possession, and there is a slight misunderstanding as to what is yours; he always knows what is his." However diverse may be our opinions, I think we all agree that everything possible should be done to improve the condition of the great mass of our preachers.

IV.--OUR BUSINESS INTERESTS AND RACE JOURNALS.We should seek to arouse public sentiment in favor of supporting our business interests, race journals, race books, and in fact, all enterprises calculated to improve our condition. This duty should be constantly kept before the people. The charge that colored people as a mass do not give a proper support to our struggling enterprises has too often proven true. This lack of assistance may be accounted for in some measure from the fact that managers of some of our race enterprises have partially destroyed the confidence of the people in such enterprises through ignorance or dishonesty or both. When joint stock companies attempt to build an industry, officers and stockholders should be perfectly honest with each other, and only persons of ability and experience should be selected to control.

We should be careful not to teach the erroneous idea that we should not deal with our white fellow citizens in matters of business or in support of certain journals issued by them. We are but a portion of the great American people, and we are mutually dependant upon each other. The colored people should aim not to draw a distinct color line, and keep themselves in perfect harmony with that Constitution which recognizes no man by the color of his skin or the curl of his hair. In many places, it is impossible for our leaders of commercial, newspaper, and other enterprises to supply needed articles of merchandise or matter or to do the work desired. Things being equal, we should be inspired with a sense of obligation to our struggling industries.

The laudable progress which we have made along these lines since 1865, should encourage us to more zealously uphold our enterprises. It is within the limit of fact to say that 150 cloth covered books and more than 500 pamphlets have been produced by the brain and energy of our people, and to-day we own and edit about 210 journals and four or five magazines. In every town, city and country of the South, the colored people possess thousands of homes ranging from the log cabin or frame house of one room to commodious, comfortable brick structures. They own and successfully manage book, shoe, and clothing stores, coal and wood yards, wholesale establishments, book agencies, relief associations, and real estate agencies. They have organized and direct with credit insurance companies, building associations, and banking institutions. It is claimed that during last year about 0070665,000 young men and women were enrolled in the industrial departments of our schools. The Patent Office, at Washington, shows that about one hundred patents for useful inventions have been granted by the government to colored Americans. By labor and economy, the race has accumulated in realty about $3,000,000. How true are the words of Samuel Laring: "Productive industry is the only capital which enriches a people, and spreads national well-being and prosperity."

V.--PRESERVATION OF HEALTH.We should aim to impart such teaching concerning the general laws of health and sanitation that, in a few years, the death rate among colored people will be no greater than among white. Mr. John C. Dancey stated in his last July number of his Quartely, the following: "In New Orleans, the death rate of each year for 1,000 inhabitants was, white, 54.41; colored, 36.61; Baltimore, white, 22.61; colored, 36.41; Washington, white, 19.97; colored, 38.22. It will be observed that in these three leading cities the rate of death among the race ranges from about 2 to 1 to 3 to 2, or an average of 14.48 more colored deaths in every thousand inhabitants than whites."

Dr. W.S. Montgomery, of Washington, read a paper entitled "Relative Mortality of the Colored Race, before the American Association of Education of Colored Youth, in Atlanta, Ga., on December 30 or 31, 1890. In that paper, he said:

"The tables of mortality almost all show about one white to two colored deaths per 1000. This great disparity is brought about by the unprecedented number of deaths among colored infants as will be evident when that class is under consideration. The census of 1880 reports that the deaths among white adults and colored adults are nearly equal throughout the regions of the South. Acute diseases of the respiratory organs, including bronchitis, pneumonia, and congestion of the lungs produce 18 per cent, of the deaths among colored children under 5 years of age and 9 per cent, of white; and for total deaths of white 3.1 to total deaths of colored 9.2. Consumption produces less than 11.28 per cent, of total white mortality and more than 16 per cent, of colored." But there are some diseases to which colored American children are not as susceptible as white children. In speaking on this point, Dr. Montgomery says: "Acute contagions, zymotic diseases; such as small pox, measles, scarlet fever, and diphtheria, causes 12 per cent, of deaths of white children under five years of age and only about 5 per cent, of colored of the same age."

It is generally admitted that this greater mortality among colored people is due to causes which may be offset by study and care. This mortality is not to be accounted for on the hypothesis of any inherent weakness, but to the following wellestablished facts: (1) They live in over-crowded alleys and rooms of thickly settled cities. (2) They are in the majority of cases ignorant of the laws of hygiene. (3) They are, in many cases, discouraged by those who debar them from the avenues of human toil and deprive them of those God-given rights which are the heritage of every man. (4) It is partially caused by an erroneous religious belief which too many hold that God has marked off a certain number of days, weeks, months, and years for every human being to live irrespective of his or her obedience or disobedience to physical laws. Such people often refuse to take medicine and ignore all advice of doctors when then they are sick, relying upon the idea that they cannot help themselves and no one can help them. Hence teachers, preachers, physicians, and parents should seek so inspire the young with a knowledge of a regard for nature's laws and teach the people generally all matters pertaining to living, light, heat, air, food, and drink, on which health and happiness largely depend.

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VI.--FRIENDLY RELATIONS WITH OUR WHITE FELLOW CITIZENS. "Let us have peace." -- Gen. U.S. Grant.

"If it be possible, as much as lieth in you: live peaceably with all men." -- St. Paul.

Slavery is past and gone from our shores forever. The leading men of the South rejoice that it is a thing of bygone days. Freedom has put upon us new duties and rights and materially altered the relations of the races. The sacred responsibilities of freedom demand that the white and colored people of the South should live in peace and harmony. The colored American should cultivate friendly thoughts, feelings, purposes toward the Anglo-Saxon, and the Anglo-Saxon should do likewise toward him.

The colored people are but a fraction of this great nation. The white people of the country are greater in number, wealth, and intelligence. They govern the nation and the individual states. In the solution of the problems which confront us, they are a great factor. If the great mass of them oppose our progress, we cannot reasonably hope to become a truly prosperous people even if we should perform fairly well the duties which have been mentioned. We have many reasons for believing, however, that, as we advance in intelligence, industry, morality, and religion, they will become more and more friendly to us. Indeed, that illustrious Christianity which has ever been a potent force in Anglo-Saxon civilization will, no doubt, influence the great mass of them to give us greater opportunities and larger privileges as the mass of the race evinces a greater capacity for citizenship.

It must be attributed to the good sense and general good feeling of the white people of the South for the colored people that the school fund have advocated that white schools should be supported by the taxes paid by white people and colored schools by those paid by colored people, yet the leading men of the South have opposed it up to this date. We know full well that the taxes which we pay for school purposes would not support our schools as they are at present. A good proportion of our school funds is paid out of the taxes of our fellow-citizens. They realize that ignorance is a menace to a well-ordered state, and that the colored American for two hundred and seventy-five years has added to the wealth of the nation. Let us appreciate their generosity, and give them credit for good and laudable motives.

VII.--OUR DUTY TO CULTIVATE LOFTY PATRIOSM.We should cultivate a strong love for our country and the respective states in which we live. We should more deeply realize that we are American citizens, clothed with the rights and responsibilities of citizenship. In order that we may most effectively cultivate patriotism, our children should be taught the history and constitutions of the United States and of the states in which they reside. They should study the genius and practical operations of our state and national governments, and should be encouraged to read such papers and magazines as are calculated to inform them in regard to the great questions which demand the attention of the American people at large and of their own states. Great care should also be taken that they may know the honorable part which the race has played in helping to make our country the foremost on the globe.

WE WILL NOT LEAVE OUR COUNTRY.There are some wise-acres who predict that the great majority of the colored people, if not the whole of them, will ultimately leave the United States. They prophesy with much confidence that we shall go to Africa, Mexico, Brazil, or the islands of the Pacific. The occasion does not justify me in stating the many good reasons why the majority of the colored people do not entertain any such idea. I simply remark for the enlightenment of those who hold this erroneous opinion 007268that we never intend as a body to leave our native land. No doubt, a few will go to Africa in the future, as in the past; it is not impossible or improbable that some may go to other foreign climes; but the world may rest assured that the great majority of us will remain in this country. Is it reasonable to expect that a people be willing under ordinary conditions to leave their native country for another which is far inferior to it in almost all the elements of civilization? And if those people have aided in securing its independence, and in time of peace, greatly admitted to its wealth and prosperity, would it not require very bitter persecutions to force them to leave? These things and more may be said concerning the colored people of our country. Our virgin soil has often been drenched with the sacred good of our patriotic dead, and it preserves in its hallowed breast the bleached ones of our fathers and mothers; and, when our spirits will have departed to the God who gave them, our bodies will repose in silent graves dug in the same sacred soil. No, we will not leave Columbia. "To thee, O country great and free,With trusting hearts we cling:Our voices, tuned by joyous love,Thy power and praises sing;Upon thy mighty, faithful heartWe lay our burdens down;Thou art the only friend who feelsTheir weight without a frown."In conclusion, I wish to ask the question, Does any lover of the race doubt the wisdom of inculcating these doctrines? Will not more and better Christian homes, had improvement along the lines of health and longevity, and a more wisely adjusted elementary, industrial, and higher education permeated with Christianity old respectablilty and influence to the race? Will not these grand forces sustained by a cordial friendship between the races and an unquestion devotion to our country and several states enables us to progress more rapidly in all the elements of Christian civilization? I am sure that you all agree with me that such vital doctrines inspiring people can produce none other than beneficial results.

Thanking you, ladies and gentlemen, for your respectful attention and generous approval, I sincerely hope that what has been said will prove beneficial to you all. My chief motive in addressing you is to direct your attention to such ideas as are calculated to assist you in more successfully solving the problems which are designed to confront us for some time to come. If I have succeeded in doing this, I have been abundantly remunerated for the time and labor expended in your behalf.

EDUCATION.

BY REV. S.R. HUGHES.

[In the absence of Dr. J.W.E. Bowen, Rev. S.R. Hughes, pastor of the [Asary?] M.E. Church, Annapolis, Md., read the following paper.]

If it be left to the theologians to tell whence we came and to the evolutionists whither we are to go, we have still the comforting fact that we are here and to stay. We are here to neither cringe nor cower, because of obstacles, but to meet gravely our unfavorable environment and with brain and muscle blaze out the way for our race and unborn progeny. In order to reach this end we need to harness our chariot the mightiest force accessible, among which is the development of intellectual man. Chance has deprived us of many things, such as wealth, educated 007369ancestry, and in some cases kind and fostering parentage, but God who sits upon the circle of the heavens marshalling the forces of nature has not been unmindful of us. He has not withheld from us the capacity of determining our lot, for he has given us intellect, and year through his providence brings more favorable opportunites for the unfolding of this faculty, intellect. A Negro with intellect, absuad! Not so. His noble forehead, his bright and piercing eye, his articulate expression, his sparkling and inquiring countenance proclaim that intellect is there, and whenever opportunity has been offered him, genius, wit, eloquence, and valor have flashed out upon the world. Yes, intellect is there whose waters bubble and gush out from their native fountain, in spite of the frozen incrustations around the surface, intellect is there, such a soared in the philosophy of a Newton, in the verse of a Milton, or burst forth in the eloquenee of a Demosthenes. Who can say that the future of the race may not be gloriously interwoven with that of the world? We plead not for sympathy, but fair play in the race of nations. This, justice demands. Let him be careful who would thwart the path of justice. If God crowns a people with mind, with intellect, capable of the broadest and loftiest conceptions, with exquisite loveliness and gushing tenderness, with a moral nature warm in its operations, savoring after infinity and eternity; if God crowns with these endowments, let man be careful! Yea, let him be wary how he would check their aspirations or stifle their development. We hail with gladness the drawing of a better day, when the demon of race prejudice shall be chained, the mind now fettered shall be set free, when the doors of every institution shall swing open to all men, and the highest university shall be as free as the common school, and both free as the air we breathe and the water that slakes our thirst; a day when education shall be universal, and the masses now writhing in the bogs of ignorance and superstition shall be raised to the terra firma of intelligence and truth. We urge not that eutopian scheme of education which aims at converting the great mass of manking into philosophers, poets, orators and statesmen, but a practical education, not unfitting one for labor, not merely to smoothe and whiten the hand, but to give nerve and power to the hand, not regarding so much the outside polish as the mental strength. Let the masses be so educated that habits of reading, reflection and independent thought may be formed; educated with direct reference to the manly vocations of life, with a view to the responsibilities that may devolve upon them individually. This means the development of the individuality of each so that he may recognize himself disintergrated from the masses with personal responsibilities and aspirations. It means further, the suppression of that false idea that a man is the continuation of his grandfather, that the habits, social condition and mode of life of grandfather should be imbibed and fostered by him. We need expansion of individual life. God has given us, along with intellect, this conscious indivduality, and our nature demands its unfolding. We care not where it is manifest, whether it be at the plow or in the pulpit, in the factory or the forum, the shop of the merchant or the hall of science, the end in view is the development of the man, conscious of his own individuality, entering the boundless realm of thought, conscious of the dignity of his character, not as the slave of creation, but creation's lord; not as the echo or shadow of another, but as himself, boldly laying hold upon the sceptre of Nature's boundless domain.

A man thus educated will stand forth the slave of no despot, the tool of no demagogue, but a temple in himself, complete, beautiful, strong--the home of heavenly harmonies, the centre of glorious impulses, broad as the world, enduring as time, realizing the true unfolding of that boundless aspiration which the God of Nature has placed in the breast of every man.

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WHAT THE PREPARATORY SCHOOL IS EXPECTED TO ACCOMPLISH IN EDUCATION.BY PROF. B. O. BIRD.Since the preparatory school promises the ground work upon which the physical, intellectual, and moral superstructure is to be erected, it is highly important that the greatest care should be exercised in the selection of teachers and facilities, and the means and methods employed in the course of instruction. At no period should the education of the child be more carefully looked after than right at the beginning of the process. There may be some question as to when the child's education begins and where it ends, but for convenience we shall consider the education as beginning when the child has been placed under a regular course of training. And again it is not only highly important that the preparatory school be fully equipped because it furnishes the ground work for a more extended education, but because it furnishes the only training that the majority of our people receive for the battle of life. Only a very small percentage of those who receive some preparatory training are able to push their way through college or university, hence the preparatory course should be broad, thorough, comprehensive, and fully in keeping with the spirit of the times. It is a very common saying that almost anybody may teach beginners, especially to "read, write and cipher," and if we mean no more than a little mechanical drill, the saying to some extent bears the semblance of truth, but on the other hand, if only those are styled teachers who have studied the nature of the body and mind, and have learned how to apply their art so as to result most satisfactorily in the physical and mental developments of the child's powers, then that common saying loses much of its force, and we think it safe to conclude that teaching is both a science and an art, and ought to be prepared for just as medicine, law, or any other science. Ordinarily in the sciences the practice comes after preparation, but in teaching it too frequently happens that preparation comes, it if come at all, after several years of discouraging practice. The all important concern of many who expect to engage in the training of children, is not how much they know about teaching, but whether they can pass the required examination. Too many teachers, not only in preparatory schools, but some times in colleges, make the serious mistake of thinking that it is what they do for the student that educates him. The child under the direction and stimulus of the well balanced teacher educates himself. It is what he can be encouraged to do for himself and not what is done for him, that results in educating him. It is generally conceded that the earliest impressions made upon the mind are the most lasting, and if this may be safely granted the importance of correct and thorough preparatory training for the child is not only readily apparent, but highly necessary. In the agricultural world careful preparation of the soil for the crop to be grown, and careful cultivation of the plant during its days of tenderness and growth, are indispensible in order that satisfactory results may follow. The same principle is also true in the department of architecture, the foundation is not least among the considerations of the builders, especially where the building is to be large and substantial, symmetrical and beautiful, and withstand fierce storms and the ravages of time, great care must be exercised in laying a deep, broad and substantial foundation.

Says Payne: "Whatever may be done in the case of those children who are somewhat advanced in their career, and who have, to some extent at least learnt how to learn, it is most of all important that in the beginning of instruction, and with a view to gain the most fruitful results from that instruction, the earliest 007571teacher should be an adept in the science and art of education. We should do as Jesuits did in their famous schools, who, when they found a teacher showing real skill and knowledge in the teaching of higher classes, promoted him to the charge of the lowest. There was a wise insight into human nature in this. Whether the child shall love or hate knowledge--whether his fundamental notions of things shall be clear or cloudy--whether he shall advance in his course as an intelligent being or a mere machine--whether he shall at last leave school stuffed with crude, undigested groblets of knowledge, or possessed of knowledge assimilated by his own digestion, and therefore a source of mental health and strength--whether he shall be lean, atrophied, weak, destitute of the power of self-government and self-direction, or strong, robust, and independent in thought and action, depends almost altogether on the manner in which his earliest instruction is conducted, and this again on the teacher's acquaintance with the science and art of education."

The earlier the student learns to pay the price of genuine success-- that is untiring and faithful study in the most economical directions--in other words hard labor--the better his chances will be in the struggle of life. Just here lies a broad field for preparatory operation, the basis of which must serve as the foundation either in practical life, or in collegiate or university training. It is here that habits of study, observation, discrimination, comparison, promptness, politeness, truthfulness, taste, refinement. &, are to be formed. All wrong habits are to be corrected, and hence it will require the work of more than a mere novice to direct it successfully. The occasional complaint of examiners, of the inability of college graduates to read, write, and spell faultlessly, in many cases may be traced to the very slovenly and imperfect way they were allowed to do their preparatory work. While we find no fault with the number, we do with the kind of several institutions for the training of colored people, styled colleges and universities. So little preparation is required for admission, that by the time the student gets a smattering of the classics, there is danger of his imagining that he has no further use for English. If much of the work done in some of our so-called colleges, could be done in preparatory schools as such, the results would be much more satisfactory, not only in economy of time and means, but in lasting benefit to the student.

The importance of early correct training is to be seen in the fact that habits once formed are extremely difficult to change. The crook in the sturdy oak is little less difficult to straighten than the habit that has been fixed by persistent exercise in the wrong direction. There are some with whom the adage obtains, "Bad beginnings make good endings," but the opportunities for mistakes and failures are so ample, that we prefer that other adage, "Well begun, half done." Habit is the result of repeated action, and if the preparatory school accomplishes no more than to inspire the youth to seek earnestly and repeatedly after truth in all its fullness, it has made easy to the path to be trodden and the success to be attained, in later life.

The subject under consideration may be easily constructed into asking indirectly just how much ground should be covered in the preparatory course, and while we do not presume to prescribe a course that may not be greatly modified to suit time, place and circumstances, yet it seems reasonable to expect that by the time the student hopes to enter college proper, he should have mastered in English reading, writing, spelling, arithmetic, grammar, composition, United States History, English History, Geography, Elementary Algebra, (including logarithms), Plane Geometry, English Literature, the study of representative authors, (the composition to be based partly on this, and partly on the Historic reading); in Latin, the ability to read, construe, and translate into idiomatic English, say, Caesar's Gallic War and Cicero's Orations against Catiline, Virgil's Eneid; in Greek read the Anabasis and Hiad, construe and turn them into exact English; and withal have a knowledge of some useful and profitable trade.

Just now there is a great deal being said about trades for colored people, for which we are very grateful, other things being equal, but we have no sympathy nor patience with the idea that all the Negro needs is to learn to read, write and 007672ciper a little and a tradi. It must not stop there. If while a colored boy or girl is being educated he or she may be taught a trade as a means of furnishing a living, in case the inclination runs that way; if the trades form a part of our education as a means for developing our physical powers; if trades in our schools result in encouraging habits of industry, thrift, and self-help; if by such a course our youth are taught the importance of earning their bread by the sweat of their own brows; if by such a course of training, children can be taught that a fair day's wages mean a fair day's work, that they are to give an equivalent for what they get; if the trades are urged with the hope that the habits and inclinations for work, are to follow the individual whether he engages as artist or artisan, whether in the ministry, law, medicine, teaching, or what not, then the trades should be made a very necessary part of education, not alone for the Negro but for any race or nationality. It should be the aim and purpose of the preparatory school to aid the youth in every honorable and practicable way, to get out of life.

And now whatever blunders we may have made either in thought or expression, we have had constantly in mind and at heart the good of the children at large, and would that they receive from our hands as teachers, such instruction as will result in the development of their physical, intellectual and moral powers, thus fitting them to fight successfully life's battle and for becoming earnest, thoughtful, and conscientious citizens, prepared to enjoy all that awaits them in the future. Believing as we do that it is useless to know much unless we live much according to what we know, we recommend that if teachers expect models of purity and virtue in those that they would save, they must teach by example as well as by precept.

THE YOUNG MEN'S CHRISTIAN ASSOCIATION AN EDUCATIONAL FACTORBY W.A. HUNTON.A few weeks ago there convened in London, England--the great metropolis of the world--some two thousand men of twenty-two distinct nationalities, and speaking seventeen distinct languages, representatives of one great movement--the Young Men's Christian Association. It was the World's Conference of the Associations, and also the jubilee in honor of the marvelous growth of association work through a period of a half a century.

With the small, insignificant beginning of a meeting held fifty years ago, in a young man's bedroom, under the leadership of Sir George Williams, then but a merchant's clerk, the work of the Young Men's Christian Association has grown until it now numbers 5,100 associations. In the United States and Canada alone there are 1,400 associations, with 260,000 members, and real estate valued at more than $16,000,000. Among colored young men there are forty-three associations, with 3,100 members, and real estate valued at $26,000. And still the work advances even more rapidly than in the past. It is a fixed institution. Its worth has been tested. Who is able to tell the great good that will result therefrom during the next fifty years? It scarcely needs a prophet to predict that in all quarters of the earth its beneficent influence will be felt by young men of every kindred, tribe and tongue, and that a more perfect type of manhood will bless the world.

The success of the work of the Young Men's Christian Association is mainly due to the aggressive spirit it has ever manifested in adapting for itself all features 007773or departments which are the means of helping young men to live well and nobly, and thus exalt the name of our Lord and Savior, Jesus Christ. At first a movement strictly for the saving of young men by young men, the association has been ever watchful of those things which are true factors in such a work, and has gradually discovered that perfect manhood is dependent upon the development of body and mind, as well as soul; and so the training in Young Men's Christian Association, is of a three-fold nature. First: The development of the spiritual, which lifts man above and beyond this life, enabling him to tend toward and embrace the Divine, and know of the wonderful manifestation of God's love for man. Second: The development of the mental, with the purpose of giving him an intelligent understanding of the duties of a practical Christian life, and equipping him with ability to stand shoulder to shoulder with his fellow man in the world of thought and activity. Third: The proper development of the physical, which is so essential to the best use of the powers of the soul and mind. The agencies employed in the prosecution of this work are as follows:First: For spiritual development.(a) Gospel meetings.(b) Prayer meetings.(c) Bible classes.(d) Training classes of Christian workers.Second: For mental development.(a) Reading room.(b) Library.(c) Library Society.(d) Lecture Course.(e) Educational Classes.(f) For the promotion of helpful Social intercourse by Receptions, &.Third: For physical development.(a) Exercises in the gymnasium.(b) Field sport.(c) Health talks.

Briefly have we outlined the work of the Young Men's Christian Association, yet we are to discuss but one feature of this work, viz: The association as a factor in the work of education.

We cannot, in this day of steady intellectual progress--this day of mental activity and research--afford to ignore any of the means whereby our youth may receive mental training, and the Young Men's Christian Association, in a manner peculiarly its own, is proving no small factor in the mental advancement of our young men.

The various classes of young men of our cities to-day, may be designated under two general divisions. Sub-divisions are quite possible, but sufficient for discussion are these two general divisions. First, those who have had mental training whether extensive or limited; and second, those who have been denied mental training, or have failed to avail themselves of the opportunities afforded for such. A study of these two divisions has enabled the association to provide educational facilities which meet these needs. The reading room, library, literary society, lecture courses, and last, but not least, the educational evening classes are provided to meet the emergencies. For the young man who has finished his college or professional course, and finds himself at the commencement of life's work, as it were, these facilities are a God send, because it is true that our average young graduate has not a well filled and selected library of his own, nor can he support the many magazines and periodicals of current literature and thought which he must read if he would keep himself in touch with the progress of the times. The association, with its library and reading room, are open to the young man, and he feels at home among his fellows while enjoying these immense advantages.

But while a college or university training is undoubtedly a valuable possession to any young man, and may be very helpful, and is often essential to success in his 007874chosen vacation, we are congnizant of the fact that the great world of labor and business experience is the college of by far the larger proportion of our young men. Young men with business propensities are early drawn from the class-room into the whirl of business life, and the intellectual progress of this class is quite likely to decline, since the mental activities are all devoted to the success of their business enterprises. The needs of these young men are especially met by the educational department of the association, which acts as a help, a stimulus, in keeping them in touch with their more literary fellows, and so in touch with the world of intellect. Mental problems are discussed by them with the same vigor and interest that are ever manifest in the discussion of business problems. I think I do not err when, with an experience gained by personal knowledge of and contact with this work, I assert that the association is doing a greater educational work among the class of young men just mentioned that any other institution of to-day. I have in mind the public libraries, but these are either closed to our young men or their hours for reading are inconvenient for them. I do not forget such grand movements as the Chatauqua Circles; but even these fail to reach the young men who find their way into the association. Not only is this true, but the additional advantage of a genial and intellectual secretary, glad to impart information, direct reading or studies, if need be, gives to the association a peculiar advantage over the other institutions we have mentioned.

For our second division of young men, those who have had no mental training, the Young Men's Christian Association affords great and convenient opportunities. I have mentioned the facilities of the educational department, but now, in relation to this division, I wish to emphasize the work of the educational classes in every well organized association. While these classes are intended to meet the needs of young men of every grade, they are especially adapted to the wants of those young men who have had no educational advantages at all. They are not ashamed to BEGIN, because the other young men of their fellowship have a like need and sympathy. Primary and elementary courses are arranged; but the great good being accomplished in this work by our colored associations even, is, as yet, scarcely understood and estimated and so hardly appreciated. But to association workers this feature is an especially encouraging one, and its present excellent results warrant the prediction that ere long this department of the work will receive such support from the friends of education as will enable it to be maintained on a far more extensive basis than exists at present. Many young men receive their first instruction in the association classes, and by continued perseverance are enabled to gain knowledge sufficient for admittance to some institution of learning. This is true not only of members of the white associations, but also many among our own fellows have felt the uplifting influence of this work.

There are many interesting features of the department of educational work in the association that we shall not be able to refer to in the time allotted us, but we shall mention a few hopeful indications of it. Says the International Secretary of this department in a recent paper: "During the past few years the number of associations taking up educational work, as well as the number of men enrolled in the classes, have increased three times as rapidly as the number of associations." This statement alone proves the importance and success of this work.

The extension possibilities of the educational work of the Young Men's Christian Associations are so vast as to be scarcely comprehended. Industrial education has already been introduced, and is progressing from the simple to the complex. Who can tell the infinite blessing that this much needed line of education may prove to OUR young men through the instrumentality of the Young Men's Christian Association.

We are forced to admit that mental training in itself does not tend to make mankind morally better. Statistics prove this assertion to be true; for criminal records show that more than sixty per cent, of the crimes committed are by men who have some learning, and, so when we recognize the fact that the educational work of the association is the result of the labor of Christian men from almost 007975every avenue of life, and without reference to creed or denomination--is the result of men who find their greatest enjoyment, and spend their highest efforts and powers in the advancement of Christ's kingdom here on earth, we must confess that this educational work possesses advantages of a superior character.

THE IMPORTANCE OF INSTRUCTING THE YOUTH OF THE RACE IN NEGRO HISTORY.BY. E. A. JOHNSON, LL. B., RALEIGH. N. C.The importance of instructing colored youth in Negro History is apparent to such minds as have given the future status of the race any consideration. But the first inquiry should be, "Has the Negro any history worth teaching?" Our white friends who have written American histories, evidently have answered this question in the negative, for in making a careful examination of the various American white school histories I find only one that has but a slight reference to the Negro and his doings in this country. The usual statement in the white histories is, that we were brought over here in a "Dutch trading vessel," and were slaves to the whites--it is not generally remarked that we made GOOD slaves. The whites historian gags at the mention of the Negro in history--he hurries away from him as fast as possible, leaving the inevitable conclusion on the reader's mind that the Negro has made no history; that his part was only that of a menial; that he nor his people before him were worthy of anything in the way of historical mention, but the contempt of silence. Even the Encyclopedia Britanica, a book of authority the world over, does more to our injury than condemn the race with silence--it publishes to the world as the truth of history that NO genuine Negro has ever achieved any greatness. The geographies print in cuts of the races a savage Negro for American Negroes to study as a model. But our inquiry is, has the Negro done anything in America worthy of historical mention? If he has, the youth of the race ought to know it. Go into the schools of the French, you will find them enthusiastic over the deeds of Napoleon, Charlemagne and Joan of Arc. Visit an English school, you will find them full of applause at the name of Wellington, Burke, Shakespeare and Elizabeth. Grecian children will tell you of their own Thermopalae, their Socrates and Aristotle. Roman children will tell you of Caesar, Justinian, Cataline, Cicero and Brutus. Spanish children will tell you of Columbus, Ferdinand and Isabella. Russians will tell you of Peter the Great. Prussians will tell you of Frederick. American white children as taught from white histories, can tell you of Washington, Lincoin, Grant, Webster, Clay, Calhoun, Bryant, Longfellow and Whittier. They learn these things from books written by their own race--white historians writing for white readers--and it remains for the colored historian, writing for colored readers to put in what the white author has left out, so that if you go into the colored schools of North Carolina, where the State Board of Education has ordered a History of the Negro Race, taught in all the colored public schools of the State, you will find colored children somewhat enthusiastic, too, if you please, over the deeds of their people. They can tell you of Crispus Attucks, the first martyr of the great revolution. They can tell you what Andrew Jackson said to his colored soldiers after the memorable battle of New Orleans, in the following words:

"Soldiers, from the shores of Mobile I collected you to arms, I invited you to share in the perils, and to divide the glory with your white countrymen. I expected much from you, for I was not uninformed of those qualities which must 008076render you so formidable to an invading foe. I knew that you could endure hunger and thirst, and all the hardships of war. I knew that you loved the land of your nativity, and that like ourselves, you had to defend all that is most dear to man; but you have surpassed all my hopes! I have found in you, united to these qualities, that noble enthusiasm which impels to great deeds.

"Soldiers, the President of the United States shall be informed of your conduct on the present occasion, and the voice of the representatives of the American Nation shall applaud your valor as your general now praises your ardor. The enemy is near. His sails cover the lakes; but the brave are united, and if he finds us contending among ourselves, it will be for the prize of valor, and fame, its noblest reward."

They could tell about Phillis Wheatley, the slave girl Poetess, who was highly complimented by George Washington, and on a visit to England commanded the attention of Royalty. Her verses rank with the best. They could tell about Banneka and Fuller, the famous Negro mathematicians. They could tell that the race has produced heroes in nearly every war in which America has engaged; they could tell of twenty thousand Negro heroes of the Revolution; they could tell of the Negro heroes of the navy of 1812, some of whose names one writer says, ought to be registered in the book of fame, and remembered as long as bravery is a virtue; they could tell of the 186,000 Negro braves of the civil war; they could tell of the compliments of Grant, Staunton, Sherman, and even Confederate generals on the bravery of these soldiers; they could tell how one brave fellow during the late war, with one wound in the head and another in the thigh crawled into the hospital holding up the flag saying: "Boys, the old flag never touched the ground!" They could tell of the brave Planciancios who said to Col. Nelson before the battle of Port Hudson: "Colonel, I will bring back these colors in honor to you, or report to God the reason why." They could tell you of the 54th Massachusetts, which held the post of honor and danger, and captured Fort Wagner under the dauntless Shaw. They could tell you that Staunton said of the fight at Petersburg: "The hardest fighting was done by the black troops; they cannot be excelled as soldiers;" they can tell you that General Grant said of this same fight: "General Burnside wanted to put his colored division in front: I believe if he had done so, it would have been a success." They could tell you of the great Douglas, who though of Negro descent, speaks, and all America listen. A man of our race as much quoted as any American statesman. They can tell you of the Negro's progress in literature, in science, in law, in medicine; they can tell you of the Race in the past. They can go with you to Africa and point out the magnificent ruins along the Nile; they can tell you that Negroes were among the people who created these unsurpassed monuments of antique greatness; they can tell you of the black Cyrenian who helped bear the cross up Calvary, and they can produce argument and authority to prove their assertions; and in all this they will affirmatively answer the question asked at the outset, "Has the Negro made any history worth recording?"

He who would deny the youth of the race such inspiring knowledge is either ignorant of its value or an enemy to progress. Yet not a few of our so-called leaders have hooted at the idea of teaching colored children a history of their own race. But hooting and sneering by a veneered Negro aristocracy has not availed--20,000 Negroes in the South, and many in the North, are now reading their own race's history, and we may easily add 5,000 more to this number who, like the man who is too penuriou to take a newspaper, borrows from his neighbors. Another reason why colored children should study a race history is that such a book is calculated to stir the pride of the race. "Full many a gem of purest ray serene,The dark unfathomed caves of ocean bear,Full many a flower is born to blush unseenAnd waste its sweetness on desert air."

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Many a talented colored youth has passed through life unnoticed--he needed only the example of some hero before him from which he might take inspiration and set about dazzling the world with his genius. History is composed of considerable biography. A good biography in the hands of a bright child will do more to raise his aspiration than all the ologies you can pour into him. History is a culture subject; mathematics appeal to the reason; the sciences appeal to the observation; the languages appeal to the judgment and memory, but history appeals to them all; it raises the intellectual temperature. It is a mental stimulant, and moves the student to the point of dare and do. Who can read the career of the great Toussaint L'Overture without feeling proud of him as a Negro? Why, I remember when I first read Wendel Phillips' oration on him I was so enthused I commenced at once to commit it to memory--not even at that time knowing the meaning of the words in it. I am convinced that there is nothing which acts so charmingly upon the intelligent student as history. Whatever his specialty, history will inspire him, and he will read what relate; to his art, if nothing more.

The race needs inspiration. We need to be taught to look up, not down. 264 years of slavery has taught us to almost despise ourselves. I believe in despising our trifling self, but that is not the self that slavery has taught us to look down on, its teaching makes us condemn what a Negro does and praise what a white man does, it makes us walk two squares to trade with a white rascal rather than help our next door colored neighbor gentleman, it makes us lavish our money on white merchants who build factories that we can't work in, who build hotels we cannot sleep in, who make Jim Crow-car-depot-accommodations, who contribute money we spend with them to political parties whose principles are that this is a white man's country, and to educate a Negro is to "destroy a good farm hand." Now, my theory is that the Negro must rise on his own resources. The wagoner in the fable cried for giant Hercules to come and help his wagon out of the mire. Hercules yelled back at him, "Put your shoulder to the wheel, my man, put your shoulder to the wheel." Self-help is the best help The whites are united. You touch one white man and you touch them all as to his preference to Negro over white man. Let Negroes also feel for one another; let them feel that "fleecy locks and dark complexion do not forfeit nature's claim," but that he is as great as anybody providing he is as good. Put a Jew in a cellar under the Christian's gilded palace, let him live on garbage and clothe himself in rags, yet he believes himself better than that puffed-up Christian above him. We need more of an independent self-reliant air--away with fawning, away with humility, away grinners when white men speak. Let us think something of ourselves, organize, co-operate, patronize Negro lawyers, doctors, merchants, undertakers, ministers, and thus build up among ourselves wealthy men who amount to something in the community, men who if a member of the race get in trouble in helping protect an innocent man from a mob, they can come forward with bonds and means for defense. A weak people can easily be conquered, but a strong people hardly ever, and this weakness applies to financial as well as to physical strength. We must not sleep while others are building. The famous Gulliver fell asleep on the island of the Lilliputians--a small people--when he awoke they had him thoroughly tied and bound--and the man who, if free, could slay a hundred of them with one blow, now lay helpless in the hands of midgets. If our people sleep they will always find Lilliputians enough to tie them. Then, too, we should not dare be sluggish in the midst of such an active race as the American whites. They are a progressive people, we can never out-distance them by pulling back. We must go in the race to win or lose--history shows us to be of a hardy stock. Our African ancestors were virtuous and honest--whatever of rascality the American Negro possesses he learned from his white neighbor. We did not bring our meanness from Africa. Mrs. Frank Sheldon says the virtue of the African women excells that of the women of Europe or America; the honesty of the men is remarkable. So then we have a good lineage, good blood. What we need is to move as it were into fresh 008278water and kill off the barnacles of slavery, lift up our heads, read the race's history to our children, and make new and better history for posterity when we are gone. Then in these immortal words applied to our ship of destiny,"We'll nail to the mast her holy flag.Set every thread bare sail,And give to the God of stormsThe lightning and the gale."

MEMBERS ENROLLED AT THE BALTIMORE SESSION OF A.A. OF E.C.Y., BALTIMORE MD., JULY 24th to 27th, 1894.REPORT OF SECRETARY.G.E Biddle, 513 S. Green street, Baltimore, MdPaid $ 1 00Lawyer T.A. Thompson, Annapolis, Md"1 00Prof. B.O. Bird, Princess Ann, Md"1 00Rev. R.R. Riggs, 1349 N. Calhoun street Baltimore, Md"1 00Miss Ada M. Jackson, 529 W Biddle street, Baltimore, Md"1 00Mr. G.B. Murphy, 1336 N. Cary street, Baltimore, Md"1 00Rev. Geo. T. Bragg. Jr. Baltimore. Md., Pastor Episcopal Church.."1 00Rev. C.W.B. Gordon, Petersburg, Va"1 00Dr. S.C. Elbert, Wilmington, Del"1 00Rev. P.H.A. Branton, D.D., 1032 Park ave., Baltimore, Md"1 00Prof. I. Garland Penn, Lynchburg, Va"1 00Prof. D.B. Williams, Petersburg, Va"1 00Rev. Wm.H. Fox Ellicott City, Md"1 00Mr.W.A. Hunton, Secretary Y.M.C.A., 814 North 6th street,Richmond, Va"1 00Rev. Harvey Johnson, 775 Lexington street, Baltimore, Md"1 00Lawyer E.J. Waring, 217 Courtlandt street, Baltimore, Md"1 00Mr. A.B. Cullis, B.D., 1840 Eagle street, Baltimore, Md"1 00Miss Mary E. Britton, 328 Limestone street, Lexington, Ky"1 00Prof. G.N. Grisham, 412 E. 6th street, Kansas City, Mo"1 00Rev. Isaac Clark, Washington D.C"1 00Miss Anna R.H. Miller, Easton, Md"1 00C.H. Seals, 222 Penn, ave., Baltimore, Md"1 00R.E. Toomey, Greenville, Tenn"1 00Rev. N.M. Carroll, 235 Henrietta street, Baltimore, Md"1 00Rev. O.D. Robinson"1 00Rev. Benj. Brown, 531 Dolphin street, Baltimore, Md"1 00Miss Georgine B. Kelly 1309 E. Monument street, Baltimore, Md."1 00Dr. H.J. Brown, 426 N. Gilmer street Baltimore, Md"1 00Miss Maggie D. Reece 2 W. Landale street, Baltimore,Md"1 00Prof. J.H. Lockeman, Morgan College, Baltimore, Md"1 00Miss Carrie L. Coleman, Charlotte, N.C"1 00Rev. L.L Thomas, B.D., 809 Duke street, Alexandria, Va"1 00Jno. Francis Brown, M.D., 118 W. Montgomery street, Baltimore, Md"1 00Rev. J.B. Washington, 2005 Etting street, Baltimore, Md"1 00Mrs. Delia Washington 2005 Etting street, Baltimore, Md"1 00Rev. G.R. Walker, 525 E 23d street, Baltimore, Md"1 00Rev. W.M. Alexander, 1112 N. Fremont ave., Baltimore, Md"1 00Miss Mary E. Harper, 1996 Bainbridge street, Philadelphia, Pa."1 00 008379Mrs. F.E. Harper, """"""1 00J.H.N. Warning, M.D., 932 11th street, N.W. Washington, D.C"1 00Prof. Jno. H. Camper, 4 Monticello ave., Baltimore, Md"1 00Rev. C.G. Keys, 574 Oxford street, Baltimore, Md"1 00Chas. L. Moore, 705 Fla. street, Philadelphia, Pa"1 00Miss Carrie L. Cook, 1225 Etting street, Baltimore, Md"1 00Mrs. Dr. Howard, 2232 6th street, Washington, D.C"1 00Prof. E.E. Smith, Goldsboro, N.C"1 00Thos. Alex. Date, 910 St. Paul street, Baltimore, Md"1 00Rev. Wm P. Ryder, 529 Dolphin street, Baltimore, Md"1 00W.H.C. Goens, 412 Courtlandt street, Baltimore, Md"1 00Miss Maggie E. Walker, 2 W. Landale street, Baltimore, Md"1 00Miss Mary A. Bennett, 1104 Etting street, Baltimore, Md"1 00$50 00Church collection$ 3 23Collection on badges3 00$56 23Paid by Secretary express on seal50To I. Garland Penn, by order of Board of Directors15 00To Torech & Lee, for badges8 00To postage,1 00To stationery1 87$26 37Balance on hand$29 86Cost of MinutesPostal cards for call meeting Board of Directors, 40c.