EDUCATION.

The importance of education was recognized by the “fathers.” The quotation of President Roberts which we have given above voiced the feelings of the more thoughtful of the settlers. Yet it must be admitted that the educational situation is far from perfect. There is a recently established Department of Education, the Secretary of which holds a Cabinet position. In 1912 Dr. Payne had under his direction ninety-one public schools in different parts of the Republic. Most of these schools were housed in buildings totally unsuited to their purpose; they were small, badly built, and unsupplied with even the barest equipment. There are no book-stores in Liberia, and there is a notable lack of suitable text-books for the children’s use; there are few black-boards and those of poor quality; the desks, seats, and other furniture are conspicuous either for their absence or poor quality. Teachers are frequently badly prepared; they not infrequently neglect their duties; the number of days of teaching is uncertain—as often the teachers will be occupied with other work than that to which they are supposed to devote their time and attention. Salaries are very low and badly paid. Mr. Deputie, once Superintendent of Education, in his report of 1905, appealing to the legislature, said: “Lend a hand by your official acts that will tend to ameliorate the condition of the teachers in the public schools, that they may receive a just recompense of reward. Some of these teachers, after serving faithfully during the quarter, receive only ten shillings on their bills, while many others of them receive not a shilling.” In 1910 Mr. Edwin Barclay was General Superintendent of the Schools. He made a careful study of the situation and in his report presents interesting statistics and facts with reference to the condition. He made a series of thoughtful recommendations for the future, and drew up an entire scheme of proposed legislation. Much of that which he suggested has been approved and theoretically put in practice. In regard to the matter of teachers’ salaries, he makes an interesting statement in tabulated form, comparing the average salaries of teachers with those of clerks in the department of the Government and in mercantile establishments. He shows us that the average salary of public school teachers at that time was $143.95 per year; that this salary was stationary and without increment of any kind. At that same time, clerks in government departments received an average salary of $321.29 per year with definite chance of promotion and a career before them. Clerks in mercantile establishments did even better, receiving an average annual salary of $365.90 a year with contingent increment annually of from twenty to fifty per cent on net profits. It is hardly strange under the circumstances that good teachers are rare and that promising young men should look to other fields than that of teaching. Three grades of teachers are recognized in the public schools; all teachers are required to pass an examination and receive certificates; second grade teachers receive thirty dollars per year more than third grade teachers, and teachers of first grade, thirty dollars more than those of second grade. Public schools are subject to the inspection of a local school committee which “consists of three good, honest, substantial citizens of the locality, having an interest in education. Sex ought not to be a barrier. They need not be highly educated, but should be able to read and write intelligently and earnest friends of education.” Membership in the committee is purely honorary, no fee accompanying the appointment. The members of the committee are to take an annual census of children of school age and to see that they attend school; they are to keep tab on the teacher and report him if he be guilty of immoral conduct or fails to advance his school. Each county has a school Commissioner whose business it is to examine candidates for teaching, to employ and direct teachers, to approve bills of salary, to visit each school in his district without announcement at least once a quarter, to remove and replace teachers, to make reports to the General Superintendent, to supply text-books, and hold annual teachers’ meetings in order to develop greater ability on the part of the instructors. Compulsory education is recognized in the Republic; as, however, many young people are obliged to assist in the support of the families to which they belong, night schools are provided for those who may be working during the hours of the day. The public schools are practically confined to the Americo-Liberian settlements. The latest definite statistics in regard to the number of children in attendance on the public schools are those of 1910. At that time 1782 children were in the schools; of these 1225 were civilized, 557 uncivilized, i. e., native; the distribution according to counties was as follows: In Grand Bassa County, 407; in Maryland County, 148; in Montserrado County, 947; in Sinoe County, 280. The instillation of patriotism into the young mind is regarded as a matter of importance, and it is required that the flag of the Republic shall be daily displayed at every school-house or place where public school is held; and “the hoisting and striking of colors at the daily opening and close of school session shall be attended with such ceremonies as shall tend to instill into the minds of the pupils a respect and veneration for the flag and a knowledge of the principle for which it stands.”

The public schools, however, are probably less numerous, and certainly reach fewer scholars than the various mission schools conducted by the different denominations. At the time that Mr. Barclay made his report he claimed but sixty-five public schools to ninety mission schools. While the public schools reached 1782 children, the mission schools had an attendance of 3270 children.

DenominationSchoolsPupilsTeachers
Methodist Episcopal351,30055
Baptist1251
Lutheran727513
Protestant Episcopal471,67055
Total903,270124

These mission schools very largely reach a native population; it is true that some Liberians attend them, but the larger number in the attendance is from native families; all the schools located in native towns are, probably, under mission guidance. In some respects these schools are distinctly superior to the public schools of the Republic. Their teachers, with higher salaries, devote themselves with more energy to their work; text-books are supplied and the equipment for school work is better; the buildings, too, both in construction, lighting, and adaptation to their work, are better. A glance at the table shows that the Protestant Episcopal Church is in the lead. The work reported by Bishop Ferguson in his last annual report is most encouraging. Two schools at Cape Mount, one for boys and one for girls, care for both boarding and day students; at Monrovia the parish school is attended by 157 Kru children; the Girls’ School at Bromley, with 78 boarding pupils, is flourishing; at Clay-Ashland the new Alexander Crummell Hall was nearing completion, and the young men and boys there were full of enthusiasm; in Grand Bassa County parish day schools were conducted at Edina, Upper Buchanan, and Lower Buchanan; at Tobakoni work for Kru boys was conducted at a boarding school which had recently extended its work to the neighboring village of Nito; in Sinoe County both a parish day school and a boarding school were maintained; in Maryland County, where the work of this mission culminates, there is Cuttington Collegiate and Divinity School with 121 pupils, the Orphan Asylum and Girls’ School, St. Mark’s Parish School, the boarding school at Mount Vaughn, and thirteen boarding and day schools at other places. We have no adequate information regarding the excellent work of the Methodist schools and those of other denominations. Their work is, however, actively conducted. The Lutherans, from their centre at Muhlenburg, make the central idea of their mission effort the educational work; they emphasize, too, the manual phase of education and encourage the development of arts, industries, and agriculture.

Two of the mission schools demand special mention, as they represent the highest development of educational work in the Republic. These are: Epiphany Hall, Cuttington, four and a half miles from Cape Palmas, and the College of West Africa, located at Monrovia.

The work at Cuttington began in 1889, when the Cuttington Collegiate and Divinity School was founded under the auspices of the Protestant Episcopal Church. One of the basic principles in Maryland since its foundation has been the development of agriculture. The efforts of the founders of the colony were exerted against trade and in favor of production. This desirable ideal has never been lost. At Epiphany Hall an important part of the school’s plan is that students should be taught to work: a coffee plantation and a farm are connected with the school, and four hours a day of practical agriculture and horticulture are required; connected with this school also is a printing establishment at Harper, the work of which is done by students of the school. So far as the literary work is concerned, the school is divided into three departments—preparatory, higher, and theological. The work in the preparatory school covers four years; it is primarily arranged with native needs in mind, but other students are admitted. The work of the higher school consists of a two years’ advanced course, two years of collegiate work, a year’s course for a certificate of proficiency in general education, and a normal course. The work of the theological school covers three years, and is arranged with reference to preparation for the ministry.

The College of West Africa is located at Monrovia, and is under the direction of the Methodist Episcopal Church. The building is an ugly structure of brick which has served its purpose for a long time and which should soon be replaced by a new and better building. It is, however, a hive of industry; it is crowded with boys and girls who are earnestly desiring an education. A great number of the students live in the building as boarders; many also come from the town of Monrovia and from “Krutown.” The teachers are mostly American negroes who have been trained in our southern schools. The courses offered cover a considerable range.

The work in this institution began in 1839 under Jabez A. Burton, assisted by Mrs. Anne Wilkins and Mrs. Eunice Moore. The present building was erected in 1849 at an expense of $10,000. The work of the school is divided among seven departments. The primary school covers three years; the grammar school three years; the high school two years. There is a normal course for the preparation of teachers; in the college preparatory and the college departments the classics are taught. In the biblical department the design is to prepare religious workers. There is an industrial department in which instruction is given in carpentry, tin-smithing, shoe-making, black-smithing, and printing; in this department girls receive instruction in home-training. The printing establishment demands particular notice; almost all the unofficial printing of the Republic, outside of the county of Maryland, is done upon the press of the College of West Africa. Many creditable pieces of workmanship have been put out by this institution and the mission paper, Liberia and West Africa, is printed here. The college conducts night schools for those who can not attend during the daytime. Regular charges are made for tuition, text-books, and—to those students who board in the institution—for room, board, and washing. These charges are extremely modest and can be rather easily met; through the opportunities connected with the industrial department students who wish to earn their education can largely do so. With the exception of printing, the work of the industrial school is conducted outside of the city of Monrovia.

We have already, stated that the mission schools are better equipped and more attractive than the public schools. The work of such schools is desirable and should be encouraged and developed. At the same time it is true that in such schools exists an element of possible danger. This is brought out by Mr. Barclay in his report. He says: “As regards the mission schools, if we observe attentively the final efforts of their endeavors, we will discover that, when they have operated exclusively in civilized centers, they have been a great public service and in many cases have supplied the want of a public school system. But, on the other hand, where the scope of their operations has extended beyond these centers, to districts wholly or mainly uncivilized, their care has been to ‘save souls’ rather than to create citizens or to develop proper ideals of citizenship. Their tendency is toward denationalization. Here, then, is where they come in conflict, unconsciously perhaps, with the imperative policy of the government. Pupils coming to attend the mission schools, for however short a period, leave with a feeling of antagonism to constituted authority, or at best, with no sentiments of congeniality with the civilized element either in aspirations or ideals. On returning to their homes, they develop into pernicious and vehement demagogues. Fomenting the tribal spirit in opposition to the national ideal, they frequently lead their people to foolish and irrational measures, and stir up misunderstanding and discord between them and the Government. They pose as arbiters between these two parties to their own profit, and, finally, when discovered, are discredited by both. The net result of this missionary activity, unsupervised and unregulated, is to create an element of discord in the State, which it becomes imperative to stamp out by force and at great expense to the public. These facts of course do not apply universally; but they are sufficiently general to attract attention and to call for amelioration of the condition which they point out as existing. It should not be thought that these remarks are intended or designed to discredit absolutely all missionary enterprises. But what I do desire to point out is that some supervision should be exercised over these schools by the Government. Under the direction of unscrupulous and unsympathetic people, they may be made powerful agencies of disintegration in the State. It must not be overlooked that the foreign missionary does not feel himself called upon to help direct in the process of nation-building. His aspirations are after spreading his own form of superstition and toward the realization of his particular moral Utopia.”

Again he says: “. . . all private affairs, when they impinge on the domain of public affairs, or assume a quasi-public character, must become the subject of regulation by public authority. So far as internal administration goes, the State has, and can claim, no concern so long as such administration squares with legality. But public authority must step in when these schools become potent factors in public economy. We have been led, therefore, to the suggestion that such schools as are established by foreign and domestic mission societies in the Republic, should conform, in their primary grades especially, to the requirements of law for the public schools, and that the Department of Public Instruction should have the right to inspect these schools in order to find out if the conditions are being kept. To secure this, every school, before beginning operations, should be registered at the Department of Public Instruction, and licensed to this end. Where the legal requirements have not been kept, the Board of Education, or other educational authority, should have the power of summarily closing said school. These regulations are necessary when we consider the peculiar conditions which confront us in the administration of the country.”

Again he says: “While the State must in great measure depend upon the public spirit and missionary zeal of individual citizens in fomenting and creating the national spirit, it is, a priori, the duty of the people in their collective capacity to provide capital means to this end. If the country is to be utilized, if we are to develop into a strong nation, capable of demanding universal respect, and worthy of taking that leading place among African states and the African civilization, which is our destiny, the preoccupation of government for the next two or three generations must be in the direction of developing a specific type of citizens, animated by an identical spirit, filled with an unbounded faith in their destiny, and possessed and inspired by the same ideals. As this is to be effected through the schools, we can not escape the impressions: (a) That some central authority of the State must supervise all educational operations in the country; (b) that, if mission schools and private corporate and non-corporate institutions be allowed, they must operate subject to limitations imposed by law as regards the course of study, the general character of instruction, and the special object to be obtained, especially in the primary grades. In other words, they must assist in developing the civic instincts of the pupils; (c) that a uniform system of training must be rigidly, consciously, and universally enforced.”

The matter suggested by these quotations is really of considerable importance. The central thought of them is surely sound; all mission schools, while entirely free to teach religion according to their own tenets, should consult together and have a uniform system of secular instruction which should be kept quite separate from the religious teaching; this should be of the same character and have the same end as the teaching offered in the public schools; the mission schools should work in harmony with the public schools and should recognize the Superintendent of Education; they should heartily co-operate with him toward the production of good citizens and the development of a feeling of respect and loyalty to the national government. It is true that some of them have a standard which is not reached by the public schools; such should not, of course, reduce their standard, but should serve as a friendly example to the Government of what is reasonably expected of schools of their grade. The proper treatment of this matter calls for great tact and good spirit on both sides.

We have already called attention to the fact that in Vai and Mandingo towns instruction is given to boys in Arabic and in the reading of the Koran. These little village schools are interesting. The boys use smooth boards with handles as slates; these are smeared over with a light colored clay, and passages from the sacred writing are copied in black upon the light surface; the little fellows are constantly drilled in reading these passages aloud and in copying similar passages upon their wooden tablets. Such schools as these form a nucleus which could be utilized in the development of schools for broader instruction. We have already called attention to the fact that the Vai have a phonetic system of their own, developed among themselves. The ability to write and read this phonetic script is rather widely spread, and when schools come to be established in Vai towns this system might be widely utilized for purposes of education.

Theoretically, and to some degree actually, Liberia College stands at the summit of the Liberian system of education. It has had a checkered history with ups and downs; most observers have been inclined to see and emphasize the downs. In 1848 John Payne, of the Episcopal mission, suggested to Simon Greenleaf, of Boston, that a school of theology should be established in Liberia. Partly as the result of this suggestion, in 1850 there was established in Massachusetts a Board of Trustees of Donations for Education in Liberia. In 1851 the Liberian legislature incorporated Liberia College, the outgrowth of the steps already taken, although not in the exact direction suggested by John Payne. In 1857 Ex-President J. J. Roberts was elected first president of Liberia College, and superintended the erection of the building which had been provided for. During the next few years further funds were raised for the purpose of conducting the enterprise, and in 1861 the endowment was vested in a Board of eighteen Trustees. In 1862 Liberia College was opened for work. Since that time it has had a struggling existence, making periodical appeals for financial assistance, receiving donations of more or less magnitude, occasionally putting forth a spurt of momentary vigor, then languishing almost to the point of death; again and again this round of experiences has been run by the institution. It is difficult to secure definite and connected information regarding it; to prepare a fairly complete history would involve considerable labor. It is interesting to notice that, among the expressed purposes of the institution, was the providing of an opportunity for American colored youth to receive an education, as they were then debarred from educational institutions in our country. There were at first three chairs in the institution:—Jurisprudence and International Law, English Literature and Moral and Mental Philosophy, and the Fulton Chair of Languages; in 1905 the faculty consisted of eight members, including the president. In 1879 there was but a single teacher, who was giving instruction in mathematics (to which chair he was originally appointed) and also in languages. The largest donation at any time received by the College was from Joseph Fulton, of New York, who left $25,000, the income of which was to support the Fulton professor, who was to be nominated by the New York Colonization Society; the Board of Donations of Boston has had some $30,000 at interest for the benefit of the institution; Albert Fearing at one time gave $5000 for library purposes. In addition to these gifts and bequests from and in America the institution has received and does receive some governmental aid; 1000 acres of land in each county have been set apart for its advantage; certain sources of income are theoretically devoted to its maintenance. At one time four scholarships had been established and named; these scholarships were, the Gordon Memorial (in memory of Midshipman Gordon, who died in 1822), the John Payne Scholarship, the Simon Greenleaf Scholarship, and the George Briggs Scholarship. To what degree these scholarships are still productive we do not know. The institution had run down and was threatened with extinction when, in 1898, under the national administration of President W. E. Coleman, it received a new impulse, and in the year 1900 was re-organized. It is unfortunate that the exact status of Liberia College is not more definite; it is neither fish, flesh nor fowl; it is at once a private institution with a directorate and management located across the seas, and a part of a system of public education, receiving aid from national funds.

Such is the condition of education in the Republic. It leaves much to be desired. Those who lead public thought are by no means ignorant of its weak features; the national poverty, however, makes it difficult to develop better things. If the nation is to advance, its education must be greatly improved. This improvement must begin at the very foundation with the primary public schools. These need reform in the matter of buildings, equipment, and teachers’ salaries; if good teachers are to be secured, and kept steadily at work to earn their salaries, they must be promptly paid—prompt payment of any employees is a difficult matter in Liberia. There should be a large increase in the number of public schools; there are perhaps as many as are necessary within the civilized settlements, but the native towns are almost without school opportunities, except as these are offered by the missions. There is crying need of the establishment of public schools in native towns. Such should, however, be established only in towns where genuine promises of self-support are given. There are, no doubt, many towns where, if the matter were properly presented, the chiefs would readily build a school-building, order the children to attend school, and support a teacher. Such a teacher should be well acquainted with the native tongue, and the bulk of the instruction should be given in it; to teach elementary branches in a foreign language is poor policy; true, it has been attempted—as on a wide scale in the Philippines, but mental and moral imbecility are likely to be developed by such procedure; English should be taught, but it should be taught as a subject in itself, and the English language should not be used as the medium for conveying elementary instruction in fundamental branches; after English has once been learned, it is of course desirable to encourage the reading of English books and the acquisition of general knowledge through such reading. It will probably be suggested that it will be impossible to find teachers acquainted with the native tongues and competent to teach the various branches of primary education; such a difficulty ought not to exist after nearly eighty years of mission schools which have by preference sought to teach and raise the native population. It will be claimed that such teachers in native towns will be in danger of relapse; there is such danger, but it is far less than might be thought, provided the Department of Public Instruction keeps in constant touch with such teachers in native towns and properly emphasizes to the native chiefs the value of schools and education. When we were in the Bassa country, we found, at a native town quite in the interior, an intelligent black man who spoke English well and who told us that he had been sent out by the Lutheran mission at Muhlenburg to pick up and bring in native boys for instruction at that famous school; he told us at that time, that the chief of the village where we were, together with the leading men, were very anxious that a local school should be established in their midst, and promised land, a building, and attendance. It would be easy if the matter were handled wisely, to establish at once, in twenty native towns, carefully selected among the different tribes, twenty local schools which would be supported with considerable enthusiasm by the communities in which they were situated. If the Government could at once equip these twenty schools with good teachers who had graduated from the mission schools, there would spring up a popular demand throughout the whole interior for the establishment of village schools; it would be difficult to satisfy the demand, but from the number of villages asking for the establishment of schools, a reasonable number of the best might be selected, and the work would grow. There would actually be little expense in such development; if it is to be successful, and if it is worth while, it should originate largely with the towns themselves, and every school should be practically self-supporting. For a time of course there would be on the part of chiefs a demand for some sort of bribe or “dash”; this ought to be refused in every case.

To illustrate exactly what is meant, we quote a sample of the kind of document which mission schools at one time regularly drew up with the idea of getting children into school. It is presented in Hoyt’s Land of Hope:—“Articles of agreement between Tweh, King of Dena, his head men and people, and the Methodist Episcopal Mission:

Art. 1. The mission school is to have at all times at least ten boys; and more if they should be wanted. Girls at all times are desirable.

Art. 2. The children of the school are at all times to be under the entire control of Mr. Philip Gross and his successors in the teaching and government of this station, without interruption on the part of their parents or guardians until the time for which they are put in the mission school shall have expired.

Art. 3. As good substantial buildings may soon be required for teachers to reside in, and more land will be constantly wanted for manual labor purposes, the King, his head men and people, also agree to protect the missionaries in occupying and using it, in the manner they may think proper, without responsibility to any one beyond themselves. The King, etc., agree to protect them in their persons and property from either abuse or violence, and if anything is stolen from them, the King, his head men and people, promise to see it returned or paid for.

Art. 4. As long as the authorities of Dena continue to fulfill this agreement, by giving the children for school instruction, and protecting the mission and mission-premises from intrusion and disturbance, the mission will give them annually, (about Christmas) one piece of blue baft, two small kegs of powder, ten bars of tobacco, ten bars of pipes, and fifty gun-flints; with the understanding, that this being done, they are not to be teased for dash to any one.

Art. 5. But if the King and his head men fail to fulfill the conditions of the above agreement, then they will be under no obligations as a mission to give the above named articles.

Francis Burns, Preacher in Charge.
Philip Gross, -Tweh, his * mark,
Ney (his * mark),Toboto, his * mark,
John Banks,Twabo, his * mark,
Witnesses.Twaah, his * mark,
Ero-bawh, his * mark,
Nywah-wah, his * mark.”

Of course this document is many years old. No doubt, however, the bad policy of paying chiefs for permission to establish schools in towns and for children who shall receive instruction is continued by the mission schools. Certainly, however, if the government develop its own plans of dealing with native chiefs for the encouragement of trade, it will be easy to do away with this idea of compensation for the tolerance of schools. Such native village schools as we have recommended should not attempt to do more than teach the elements of education; they should correspond to the primary schools in the system of public education for the nation; every teacher in charge of such schools should be expected to encourage boys and girls of exceptional promise and diligence, who do well in the village schools, to go up to the local “feeder”.

When we were in Monrovia, we were asked more than once whether it was best to remove Liberia College into the interior. It is the opinion of many that such removal should take place. The answer to the question depends entirely upon what is conceived to be the proper function of Liberia College. If it is to be an institution of higher education, if it is to aim at academic instruction and the development of able men for the filling of public positions, for professional life, for leadership, it would be a great mistake to move it. To remove such an institution into the interior would make it difficult for students from the settlements to attend the institution; if it were intended to meet the needs of natives, its removal would sound the death knell of its hopes; it could be located in the area of a single tribe only, and located in such an area, it would receive the patronage of but a single tribe. Recognizing the fact that the natives are actually tribesmen, if schools of higher grade than primary village schools are to be developed, with reference to them, there should be at least one school of higher instruction in every tribal area; such schools should be of a grade corresponding to our secondary or grammar schools. It is unlikely that any one will, for many years, think of the establishment of such higher schools in numbers sufficient for each tribal area to have one; while, theoretically the idea may be attractive, practically it is out of question. It would be entirely possible, however, for four good county schools of grammar grade to be established—one in each county; these should be in the country, not in the settlements. They should be open to both natives and Liberians, but it is to be supposed that their attendance would be largely, overwhelmingly indeed, native. These county schools should be thoroughly practical—they should combine book-work and manual-training; they should give instruction in trades and agriculture. They should be as well equipped and as well managed as the resources of the Republic will allow. They should be thorough and earnest, and should not attempt to undertake more than the exact work here suggested; they should be secondary—grammar—schools, and a part of their aim should be to fully acquaint every student attending them with the work and opportunities of the Higher Agricultural School, outside Monrovia, and Liberia College at the capital. The teachers should not attempt to force large numbers of their students to look for higher education, but should make them thoroughly acquainted with the fact that opportunities may be found in the Republic for it; the very few students of real promise, who desire education of higher grade, the teachers should encourage and direct toward the Higher Agricultural School and Liberia College; certainly the larger number of the boys should be directed toward the former—a select few of special promise in the direction of leadership, toward the latter.

For the general uplift, there is no question that the most important element in this scheme of education must be the Higher Agricultural School. It should be situated upon an experimental farm; it should be supplied with sufficient suitable buildings; it should combine literary and manual instruction. It should carry boys far enough to infuse them with ambition and vigor for an agricultural career. It should teach the methods demanded by the peculiar surroundings. Tropical agriculture in any country is still in its beginnings; scientific agriculture in Liberia is as yet non-existent; as rapidly as possible, the school should, through investigation and experiment, learn what is necessary for the locality. It will start with the benefit of blind experiments conducted through a period of almost a hundred years; it should, by twenty years of well-directed effort, work out the fundamental principles of successful agriculture. In such a school boys should be taught that hand labor is respectable and necessary; they should be taught equally how to plan, develop, and direct an enterprise. Coffee was at one time an important article of shipment; Liberian coffee had an excellent reputation throughout the world and commanded good prices; there were many creditable plantations which brought in good returns to their proprietors. Why has Liberian coffee ceased to pay? It is true that it has had to meet keen competition from countries where labor was plenty and under good control; it has had to meet in open market products which had been raised through subsidies paid by nations far wealthier; still, the chief reason why Liberian coffee no longer has the vogue which it once had is because it was badly handled, badly packed, and badly shipped. In the higher agricultural school one should be taught not only how to establish coffee plantations, but how to properly treat, prepare, and ship the produce. There was a time when many fields were planted with sugar-cane; there were many little local mills where the cane was crushed and molasses and sugar made; to-day it may be said that there is no cane industry in the Republic. Has the demand for sugar ceased? Has the soil lost the capacity of growing cane? Is not the decline in this industry due to time-losing, crude, and imperfect methods of production? Liberia seems well adapted to various domestic animals. Goats and sheep—the latter covered with hair, not wool—are seen on the streets of the national capital; when one gets back into the interior, cattle are found in native towns and in the district about Cape Palmas cattle are met with in the coast settlements. Yet fresh meat is difficult to secure in Monrovia; why? In the Higher Agricultural School definite investigation should be made of all native plant and animal possibilities; there are no doubt many forms of plant life which could be improved under proper cultivation and made to yield desirable materials for commerce or for national use; it is quite possible that some of the native animals could be utilized if kept and bred; it is certain that harmful animals can be controlled or totally destroyed. The experimental station in connection with the agricultural school should deal with all these matters. Of plants and animals which flourish in our own and other countries, some prosper and succeed on the west coast of Africa—others fail; many experiments have already been made in introducing plants and animals from the outside world into Liberia; much, however, still remains to be done in studying the possibilities. It is time that the experiments in this direction were wisely made by competent and educated investigators and that the period of blind and wasteful experimentation cease.

Liberia College, however, should remain at the capital city. It must be strengthened and developed. It should be a college, and if at present below grade—and it is below grade—it should be gradually worked up to a high standard. The nation will always need a higher institution of liberal culture; there is as much reason why there should be a genuine college in the black Republic, as there was why there should be a Harvard College in Massachusetts at the date of its foundation; in fact, there is more need of a college for Liberia than there was in Massachusetts for Harvard—Liberia has more serious and broader problems to deal with than the old colony of Massachusetts; she is an independent nation; she must have men competent by training to control the “ship of state” and to deal with the representatives of all the civilized nations on the globe.

One can easily understand, and to a degree sympathize with, the statement of Thomas in his little book upon West Africa, published a half century ago. He wrote shortly after the college was established. He says: “I regret to say that a college has been lately established in Liberia, the presidency of which has been conferred on President Roberts. I regret it, because it will involve an outlay that might be better used for common schools. It will send out, for years at least, men imperfectly learned, with the idea that they are scholars, and create a false standard of education. The present state of society has no demand for such a thing, the high schools already in operation being sufficient to supply teachers and professional men, and these are sufficiently patronized. A couple of manual labor schools somewhere in the interior would be vastly more useful. These things—academies dubbed colleges—are getting to be an evil among us in the states, and we are sorry to see our ebony off-shoot copying any of our defects.” We are all familiar with such criticisms and this line of argument, and of course they contain a germ of truth. But every young and developing community must have higher education, and we have indicated why the necessity in Liberia is urgent. From her population must come presidents, congressmen, cabinet officers of ability, diplomatic and political officials, and nothing below a college can produce the desirable supply.

In contrast to the statement of Mr. Thomas, we may quote two passages from Dr. Blyden—himself a negro, a Liberian, an official in Liberia College. At the dedication of the Institution, he said: “Why, then, should not Liberia, after forty years’ existence, having secured the confidence and respect of the aboriginal tribes, enjoy the means of superior education? The name College applied to this institution may seem ambitious; but it is not too early in our history to aim at such institutions. Of course we cannot expect that it will at once fulfill all the conditions of colleges in advanced countries, but it may come in time, as many American colleges have done, to grow into an institution of respectability and extensive usefulness.” Again, in the same address, he says: “Every country has its peculiar and particular characteristics. So has Liberia. From this fact, it has often been argued, that we need a peculiar kind of education; not so much colleges and high schools as other means which are more immediately and obviously connected with our progress. But to this we reply, ‘If we are a part of the human family, we have the same intellectual needs that other people have, and they must be supplied by the same means.’ It shows a painful ignorance of history, to consider the present state of things in Liberia as new and unprecedented in such a sense as to render dispensable those more important and fundamental means of improvement, which other countries have enjoyed. Mind is everywhere the same; and everywhere it receives character and formation from the same elemental principles. If it has been properly formed and has received a substantial character, it will work out its own calling, solve its own problems, achieve its own destiny.”

In other words, it is the old question between Tuskegee and Atlanta. In any broad and wise view both are equally essential.

Liberia College and the Higher Agricultural School will do more to develop a national spirit among the natives of the interior than any other single agency. From the native village schools boys will go out to the county “feeder”; there their ambition is stimulated; they come into contact with boys of other tribes; acquaintance and a generous and proper rivalry develops between them; each boy will feel that the credit and reputation of his people rests in him—he will feel that he is not inferior—he will strive to hold his own in legitimate fields of rivalry; from the county “feeder” the brightest, most ambitious, and best of the scholars will go up to the College or Agricultural School, both of which are national. There, in contact with the selected and best from every part of the Republic, from Liberians and natives alike, the native boys will come to know the national spirit; they will learn what Liberia means, they will comprehend its plans and hopes; they will be prepared to assist in its development and to protect its rights.

We have said that Liberia College would be national; it can not and ought not to be hampered by denominational or even by religious demands; it would be better if the College were absolutely under the control of the national government; the double control works badly. It is not absolutely essential that such should be the case; if the American Board, or Boards, interested in it would wake up to the idea of the great opportunity within their hands, they would be willing to co-operate heartily with the local authorities to develop a really great institution. The difficulty of distance of course would ever interfere with prompt and harmonious action; ignorance of local conditions and of the inherent difficulties is another bar to effective and prompt co-operation. If the double control of the Institution is to continue, there should be a carefully worked out agreement between the two governing bodies which should leave very considerable power with the resident authority to deal with serious problems as they may arise. If the double control must continue, it is cryingly necessary that more vigorous and liberal assistance should be rendered. To put the College into proper condition, and develop its field of action, needs money, in considerable quantity, much more than the government would be warranted in supplying for some time to come. There are various things in connection with the conduct of the College which are bad and need re-adjustment. Thus, there is a vicious system of student assistance, which undoubtedly works more harm than benefit; attendance at the College is stimulated by cash payments to students, for which apparently no return service is rendered; any such mode of assistance should be completely stopped. It is better that the College should have a half dozen students who are attending because they wish to gain an education, than that its halls should be filled with idlers who come simply because they receive pay during their attendance. For every penny given to any student, actual service, preferably hand-labor, should be demanded. This is particularly important when we remember the general attitude towards the whole subject of working with the hands.

The presidency of the College has always been, and still is, a problem. The president should not be an autocrat, beyond control and irresponsible, and he should be absolutely fitted for his high post. On account of the uncertain status of the institution, it is possible for its president to do what he pleases without check or hindrance. When it suits his own convenience, he takes refuge behind the fact that it is a chartered institution, responsible to a foreign board of managers to whom alone he owes allegiance; he may thus refuse to recognize the Superintendent of Public Instruction and to conduct the financial affairs of the Institution as if he were without responsibility to the government from which, however, the school receives financial aid. Again, this high position has seemed, sometimes in the past, to be merely a political football. When a man has served a term of office, when he has been defeated in an election, when for a moment he is without a job, he may become the president of Liberia College. This is all wrong. That presidency should be a position demanding a man’s full time, and filling his whole horizon; it should be a position to which he willingly devotes a lifetime, and through which he may justly hope to gain a lasting reputation. It is true that great names in Liberia’s history have been associated with it; Roberts, Gibson, Blyden, Barclay, Dossen, and others have occupied it with credit to themselves, and no doubt with advantage to the school; but the position should be a position for men without other ambitions, men not in politics. Perhaps it is necessary at this stage to import a head for the institution? If so, it is not for lack of competent Liberians already in the Republic—but because there is no competent man there but what has other ambitions.

Here we believe is an actual opportunity for wise American philanthropy to exercise itself. Vast gifts of money could be properly employed in these two institutions of higher learning—the Higher Agricultural School and Liberia College. The one will have to be founded and developed from foundation up; the other needs development, re-organization, and continuous and wisely exercised interest and sympathy. Suitable but flexible restrictions should justly be imposed in connection with any gift, but the future ought not to be bound too tightly. The absolutely different character of the two institutions should be recognized and emphasized. If both were energized with gifts from our country, it would be just that both should be headed by American presidents. If so, Tuskegee might supply the president for the Higher Agricultural School, Atlanta that for Liberia College. In any event, only the best men that the institutions could furnish should be sent; they should be men of ideals, ideas, and devotion; they should be teachable men, who would recognize that much of good already exists in the Republic, and who would aim to utilize everything helpful and hopeful which is already there; they should be men who will co-operate, rather than men who will eradicate; they must be wise men; theirs will be no easy task; and they should realize that it is frequently best to “make haste slowly”—if only progress is made surely.

“I am an African, and in this country, however unexceptional my conduct, and respectable my character, I can not receive the credit due to either. I wish to go to a country where I should be estimated by my merit, not by my complexion, and I feel bound to labor for my suffering race.”—Lott Carey.

“There never has been an hour or a minute; no, not even when the balls were flying around my head at Crown Hill, when I could wish myself in America.”—Lott Carey.