Progress and Achievements of the Colored People / Containing the Story of the Wonderful Advancement of the Colored Americans—the Most Marvelous in the History of Nations—Their Past Accomplishments, Together With Their Present-day Opportunities and a Glimpse Into the Future for Further Developments—the Dawn of a Triumphant Era. A Handbook for Self-improvement Which Leads to Greater Success

by Kelly Miller; Joseph R. Gay

SCHOOLS MAINTAINED BY PRIVATE AGENCIES.

It is said that the deficiencies in the public expenditure for the education of colored people largely explain the active campaign for private and higher schools since the Civil War. These schools not only represent the effort of the colored people and their friends to provide higher training for their children, but also to make up for the inadequacy of the elementary public schools.

According to the recent report of the Bureau of Education, there are 625 private schools for colored people in the United States. These schools have property valued at $28,500,000, an annual income of $3,027,000, 4,600 teachers and an attendance of approximately 100,000.

HOWARD UNIVERSITY, WASHINGTON, D. C.
The leading institution in the country for the higher and professional training of the Negro. In quality of work it ranks favorably with the best New England Colleges. It was founded in 1867, largely through the efforts of General O. O. Howard. It has 106 teachers, 1400 students and property valued at nearly $2,000,000.

The three great factors which have entered into the development of the educational possibilities of the colored people are the North, the South and the Negro himself.

Though the Northern States are not so immediately concerned in the education of the Negro race as the South and the Negroes themselves, the northern point of view and northern philanthropy have been just as important and are just as essential to continued development as the other two elements. In many respects the remoteness of the northern friends to Negro education gave them freedom from the traditional prejudices and the frequent irritations to which those nearby were subjected. Problems are rarely settled without the aid of those who are not party to the differences. Evidence is now gradually accumulating that the southern people are realizing that the northern teachers have rendered a valuable service not only to the Negroes but also to the South. The following testimony was given as early as 1885, by Bishop Haywood of the Southern Methodist Church in speaking of President Ware, the founder of Atlanta University:

“Very small encouragement do workers in this field get from us of the white race in the Southern States, although, next to the Negro race, we are of all men on earth most concerned in the success of your work, and most concerned because we have most at stake.”

The total annual contribution of the North for the current expenses of the private schools aggregate $2,500,000. Of this fully a million and a half is given by the white churches for their denominational schools, and another $1,000,000 is contributed by individual donors and churches for the maintenance of the independent institutions. Property valuations in the private institutions founded by northern gifts now amount to $24,000,000.

ATLANTA UNIVERSITY, ATLANTA, GEORGIA.
One of the best schools of higher education. A number of notable colored men are graduates of this institution. It was founded in 1867 by the American Missionary Association (Congregational), but it now has an independent board of trustees. It has 35 teachers, nearly 600 students and property valued at $405,000.

Without the institutions thus erected and maintained, the industrial and agricultural education of the colored people would be almost entirely confined to the very limited facilities of the public schools, and the inadequate work of the land-grant institutions. Teacher training would be almost negligible, secondary courses would be conspicuously inadequate and no college work would be offered. Upon the North therefore, and the Negroes must rest the responsibility of providing higher training. While constant effort should be made to induce public authorities to provide for every phase of education, any plan to diminish private support should be adopted only after careful consideration of the local situation. The per capita public school expenditures for white children of the Southern States is four and five times that for the Negroes. All the available facts indicate that the financial aid of the North would be needed for some decades to come.

Essential as northern philanthropy has been to the education of the Negro, the greatest contribution of the North has been the teachers, sons and daughters of the best families, who have been willing to work in colored schools, and to show their colored pupils by precept and example that education is not only head knowledge, but the formation of habits that guarantee such fundamental virtues as cleanliness, thoroughness, perseverance, honesty, and the essential elements of family life.

The work of the Northern teachers is no less important than that of the northern soldier. While the one emancipated the Negro from slavery, the other laid the foundation for the greater emancipation from ignorance. In the conduct and management of colored schools, it is to be expected that the South should stress contact with the white neighborhood and conformity to the community standards. The concern of the Negro is naturally the preservation of his self-respect and the increase of opportunities for employment and influence. The concern of the North is the maintenance of such school activities as will produce manhood and womanhood of good physique, discerning minds and sound morals. In accordance with this purpose, northern people have erected schools of all types for the Negroes, including industrial, agricultural and collegiate institutions. No greater loss could befall the Negro schools than the elimination of northern philanthropy and northern teachers.

The two types of institutions which are largely supported by northern philanthropy are designated as independent schools, and schools under white denominational boards. Many of these schools also receive large sums from their colored patrons. The following table gives the important facts concerning the independent schools in the several States. The names of the larger institutions of this group are given in the table at the end of this Chapter.

DINING HALL.       BIRDSEYE VIEW OF GROUNDS.

STUDENTS AT WORK ON NEW BUILDING.       JOHN A. ANDREW HOSPITAL.
TUSKEGEE INSTITUTE, TUSKEGEE, ALABAMA.
One of the best known schools in the world. Considered by many as the greatest achievement of the Negro race. It was founded in 1880, by Booker T. Washington. It has nearly 200 teachers, 1400 students and property valued at approximately $4,000,000.