REPORT ON NEGRO UNIVERSITIES AND 
 COLLEGES 
 
 m- 
 

 THE LIBRARY OF THE 
 
 UNIVERSITY OF 
 
 NORTH CAROLINA 
 
 ENDOWED BY THE 
 
 DIALECTIC AND PHILANTHROPIC 
 
 SOCIETIES 
 
 EI85.' 
 .J65 
 no. 21 
 
4^"r 
 
 UNIVERSITY OF N C AT CHAPEL HILL 
 
 10002222097 
 
 DATE DUE 
 
 JUjTZ 
 
 0997 
 
 AIGO/ 
 
 QAYLORD 
 
 PRINTED IN U3.A. 
 

 THE TRUSTEES OF THE JOHN F. SLATER FUND 
 
 Occasional Papers, No. 21 
 
 7 n^' 
 
 
 REPORT 
 
 ON 
 
 NEGRO UNIVERSITIES 
 a»^ COLLEGES 
 
 By 
 
 W. T. B. WILLIAMS 
 
 Field Director of the John F. Slater Fund 
 
 1922 
 

 REPORT 
 
 ON 
 
 NEGRO UNIVERSITIES 
 a»d COLLEGES 
 
 By 
 
 W. T. B. WILLIAMS 
 
 Field Director of the John F. Slater Fund 
 
 1922 
 
11.3 / 
 
 THE TRUSTEES OF THE JOHN F. SLATER FUND 
 Occasional Papers, No. 20 
 
 REFERENCE LIST 
 
 OF 
 PRIVATE AND DENOMINATIONAL 
 
 SOUTHERN COLORED SCHOOLS 
 
 THIRD EDITION 
 192 5 
 
 MDALE COMPANY, INC., PRINTERS, CHARLOTTESVILLE, VIRGIN!/ 
 
NOTE. 
 
 Reference Lists similar to this, issued in 1918 and ae^ain in 
 1921, met with sufficient evidence of usefulness to justify a re- 
 vised edition for the year 1925. 
 
 The list is made simply for convenient reference, the main 
 purpose being to give the exact name, the location, and the affili- 
 ation of institutions reporting some high school or higher work, 
 except County Training Schools, other Public High Schools, and 
 State institutions of higher grade. The previous editions included 
 the last of these three classes. In this edition it seemed better 
 to confine the list to private and denominational schools. 
 
 The few figures given are for the session 1924-25. T indicates 
 the number of Teachers ; A the attendance ; H the number in 
 high school ; C the number in regular college classes ; B the num- 
 ber of Boarders ; S T the amount paid in salaries to actual teach- 
 ers ; T S the total amount of salaries. A blank space indicates 
 nothing to report. A dotted line indicates failure to report. 
 
 The total attendance in the schools reported in this list is 
 57,195, of whom 22,513 are assigned to the high school grades. 
 The total number reported in college classes is 4,852. Unfor- 
 tunately in some instances the distinction is not clear between 
 elementary and high school grades, and in other cases even less 
 clear between normal school and regular college work. Yet on 
 the whole the figures given may be taken as fairly correct. 
 
 A summary will be found at the end. 
 
 James H. Dill.\rd. 
 Charlottesville, Virginia, 
 
 March 15, 1925. 
 
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 Arkansas 12 
 
 Florida 7 
 
 Georgia 24 
 
 Kentucky 7 
 
 Louisiana H 
 
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 North Carolina 26 
 
 Oklahoma 3 
 
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 Tennessee 1^ 
 
 Texas 13 
 
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 " School .1 40 
 
 198 
 
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 Methodist Episcopal, South 1 
 
 African Methodist Episcopal 13 
 
 African Methodist Episcopal Zion 10 
 
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 Presbyterian 28 
 
 Southern Presbyterian 1 
 
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 14 
 
NOTE 
 
 In 1913 Mr. Williams published a Report on Negro Univer- 
 sities in the South (Occasional Papers, No. 13), which included 
 twenty-two institutions having the title of University. The 
 present Report includes eighteen institutions having the title 
 of University and fifteen having the title of College. It will 
 be understood, of course, that the Report follows the official 
 title. Payne and Selma, for example, are written under the 
 head of Universities, although, as the Report states, these 
 schools have neither college nor professional departments. It 
 is important to have some revised information in regard to all 
 these institutions, and I hope that this Report will be found 
 useful. Mr. Williams is a graduate of Harvard University 
 and as Field Director for the Slater Fund and the Jeanes 
 Fund has had large experience in visiting and inspecting 
 schools of all grades. 
 
 J. H. D. 
 
PREFACE . 
 
 Negro schools are peculiarly significant. Negroes are 
 served by them more definitely and exclusively than is any 
 other single group of our population by any one set of schools. 
 It is of great importance not only to the Negroes but to the 
 Nation as well that these schools should render a broad and 
 effective service. Through the schools largely must Negroes 
 be trained for the duties required of them by their country. 
 The requirements are steadily broadening and advancing. 
 Fifty years ago it was generally thought an elementary edu- 
 cation would suffice for all the Negro's needs; but few con- 
 ceived of any use he could make of college training. Today 
 the public demands of him a college degree before granting 
 him the privilege of serving his fellows in a number of import- 
 ant capacities. 
 
 This brief report on Negro universities and colleges covers 
 thirty-three of the leading msiitutions offering advanced train- 
 ing to colored youth. This list does not by any means exhaust 
 the number, but it does however contain those that are typical 
 of the best in their field. Of necessity they do a great deal 
 of work that ought to be done elsewhere by schools of elemen- 
 tary and secondary grade. And on account of their slender 
 means they are rarely able to do as effectively as they should 
 the work they were planned to carry on. Nevertheless these 
 schools render an important service in their high school, 
 teacher-training, college and professional courses. As Ne- 
 groes develop and share more largely in the life and activities 
 of the nation these schools increase in interest and importance. 
 The best of them need only to be known and understood to 
 be appreciated. 
 
 W. T. B. Williams. 
 
NEGRO UNIVERSITIES AND COLLEGES 
 
 The schools inckuled in this report are located in eleven 
 Southern States, four Northern States, Pennsylvania, Ohio, 
 Missouri and Kansas, and the District of Columbia. They 
 constitute a significant group among the best educational insti- 
 tutions for Negro youth in America. They are representative 
 of the efforts of most of the great Northern missionary 
 societies and other philanthropic bodies in the work of educa- 
 tion among the Negroes of the South ; they also include some 
 of the best schools supported by public funds from the several 
 States and the Nation as v^ell as some of the more effective 
 of the institutions created and maintained by the Negroes 
 themselves. Seven of the universities and three of the colleges 
 considered are supported mainly by the Negro Methodists and 
 Baptists. 
 
 In the former Report on Negro Universities in 1913 only 
 those schools were studied that had the title university. How- 
 ever certain other colleges doing work similar to that of the 
 universities were mentioned. It has been thought well to in- 
 clude a group of the better colleges in this study. The institu- 
 tions covered are the following: 
 
 UNIVERSITIES 
 
 Payne University, Selma, Ala. 
 Selma University, Selma, Ala. 
 Atlanta University, Atlanta, Ga. 
 Clark University, Atlanta, Ga. 
 Morris Brown University, Atlanta, Ga. 
 Western University, Kansas City, Kans. 
 Simmons University, Louisville, Ky. 
 Southern University, Baton Rouge, La. 
 Lincoln University, Jefferson City, Mo. 
 Wilberforce University, Wilberforce, O. 
 Lincoln University, Lincoln University, Pa. 
 *Biddle University, Charlotte, N. C. 
 
 *Since this report was written Biddle University has changed its name 
 to Johnston C. Smith University. 
 
6 Report on Negro Universities and Colleges 
 
 Shaw University, Raleigh, N. C. 
 
 Allen University, Columbia, S. C. 
 
 Fisk University, Nashville, Tenn. 
 
 Roger Williams University, Nashville, Tenn. 
 
 Virginia Union University, Richmond, Va. 
 
 Howard University, Washington, D. C. 
 
 COLLEGES 
 
 Talladega College, Talladega, Ala. 
 
 Florida A. & M. College. Tallahassee, Fla. 
 
 Morehouse College, Atlanta, Ga. 
 
 New Orleans Teachers College, New Orleans, La. 
 
 Straight College, New Orleans, La. 
 
 Rust College, Holly Springs, Miss. 
 
 Tougaloo College, Tougaloo, Miss. 
 
 Livingstone College, Salisbury, N. C. 
 
 Benedict College, Columbia, S. C. 
 
 Claflin College, Orangeburg, S. C. 
 
 Knoxville College, Knoxville, Tenn. 
 
 Lane College, Jackson, Tenn. 
 
 Bishop College, Marshall, Texas. 
 
 Wiley College, Marshall, Texas. 
 
 Texas College, Tyler, Texas. 
 
 The list of universities is somewhat different from the one 
 reported in 1913. Six of the fomier group of universities. — 
 Claflin, New Orleans, Rust. Straight, Tougaloo. and Wiley, 
 have changed their titles to colleges. They appear in the list 
 of colleges above. Phillips University has become Texas 
 College, and State University, Louisville, Ky. has changed its 
 name to Simmons University. Leland University of the orig- 
 inal list has been closed for several years, but it has recently 
 purchased a new site near Baton Rouge, La. and will open 
 again in the near future. Walden University also will cease 
 to exist as such at the end of this school year. It will be 
 moved from its present site in Nashville. Tenn. to the surburbs 
 of the city and be reorganized at a school of secondary grade. 
 Lincoln Institute, Jeft'erson City, Mo., the agricultural and 
 mechanical college for the State, has recently been changed 
 by Legislative enactment to Lincoln University and so appears 
 in the above list. Three well-known Negro universities located 
 in Northern States, and so not reported upon in the former 
 
Report on Negro Universities and Colleges 7 
 
 study, are added to the above list. They are Lincohi University 
 in Pennsylvania, Wilberforce University in Ohio, and West- 
 ern University in Kansas. 
 
 In accordance with their ownership, management, and sup- 
 port these schools fall into several rather distinct groups 
 as follows: 
 
 Supported mainly by Federal Government. 
 
 Howard University. 
 
 Owned and supported by State with aid of Federal Govern- 
 ment. 
 
 Florida A. & M. College. 
 Lincoln University, Mo. 
 Southern University, La. 
 
 Owned by Negroes but supported largely by State, 
 Western University. 
 Wilberforce University. 
 
 Owned and supported mainly by Negroes. 
 
 Methodist Baptist 
 
 Allen University Selma University 
 
 Morris Brown University Simmons University 
 
 Lane College Roger Williams University 
 
 Livingstone College 
 Payne University 
 Texas College 
 
 Supported mainly by Northern Philanthropy. 
 
 Atlanta University Morehouse College 
 
 Benedict College New Orleans Teachers College 
 
 Biddle University Rust College 
 
 Bishop College Shaw University 
 
 Claflin College Straight College 
 
 Clark University Talladega College 
 
 Fisk University Tougaloo College 
 
 Knoxville College Virginia Union University 
 
 Lincoln University, Pa. Wiley College 
 
 Two of the universities, Payne and Selma, have no college 
 nor professional departments. And more than half of their 
 students, 58% and 62% respectively, are in the elementary 
 
8 Report ok Negro Universities and Colleges 
 
 grades. Howard University and Lincoln University, Pa. are 
 the only ones of all these institutions that have dropped their 
 high schools. All the others have departments for secondary 
 work, called often normal departments, with a little teacher 
 training work included in the courses of study. A gradual 
 tendency, however, is towards making the normal work really 
 professional and placing it above the high school grades on par 
 with the work of the earlier college years. Eleven of the 
 eighteen universities and fourteen of the fifteen colleges carry 
 the elementary grades. Thirteen of these institutions begin 
 as low as the first primary grade. Twelve of the universities 
 and four of the colleges have theological schools ; one, Howard 
 University, has the only law school as well as the only medical 
 school in these two groups of schools. 
 
 The above facts and other data are set forth in the tables 
 appended. The figures are for the current school year, 1921- 
 1922, with the exception of those for the annual expenses, 
 which are for the year 1920-1921. They were collected main- 
 ly in December, January and February of 1921-1922. 
 
 Tables I-A and I-B show for the universities and colleges 
 respectively the total number of students enrolled, the enroll- 
 ment by classes in the college department, the percentage of 
 students in the college department, the number of normal 
 students of college grade, and the enrollment in the profes- 
 sional schools. 
 
 Tables II-A and II-B show the enrollment by classes in the 
 High School and the percentage of students in that depart- 
 ment, the length of the school year in weeks and of the recita- 
 tion period in minutes, and the enrollment in the grades. 
 
 Tables III-A and III-B indicate the race and sex of the pres- 
 idents and teachers of the several institutions, the number of 
 teachers giving their full time to college work, and the acade- 
 mic degrees held by the teachers. 
 
 Tables IV-A and IV-B set forth the figures that will give a 
 fairly good idea of the value of the school plants and their 
 equipment, the annual expenditures, and the amount of endow- 
 ment. 
 
Report on Negro Universities and Colleges 9 
 
 RELATIVE SIZE OF COLLEGE DEPARTMENTS 
 
 From table I-A and table I-B it may be seen that there are 
 two institutions that have only from 2% to 4% of their non- 
 professional students enrolled in the college departments. 
 These same two and six others were in this group in 1913. 
 At that time Claflin, Roger Williams, Rust and Wiley had only 
 from 5% to 9% of their non-professional students in the 
 college departments. Two of these schools still fall in this 
 group, but Roger Williams now has 24% and Wiley 34% 
 of their enrollment in the college departments. Then there 
 were only four out of twenty -two of the most advanced edu- 
 cational institutions for Negroes in America with more than 
 15% of their students in the college departments. They were 
 Biddle, Fisk, Howard, and Virginia Union. Now there are 
 twelve schools with from 20% to 100% of their non-profes- 
 sional students in their college departments. They are 
 
 Roger Williams 24% Biddle 33% 
 
 Talladega 24% Wiley 34% 
 
 Morehouse 28% Virginia Union 41% 
 
 Wilberforce 30% Fisk 64% 
 
 Shaw 31% Lincoln. Pa 100% 
 
 Bishop 317^ Howard 100% 
 
 Tables I-A and I-B also show the actual number of college 
 students enrolled in the several institutions. Nine years ago 
 only 10 of the 22 Negro universities had more than 20 college 
 students each, beginning with 21 at Claflin University and 
 ending with 327 at Howard University, and only one other, 
 Fisk University, with more than 100 college students. Today 
 there are five universities and three colleges with more than 
 100 students in their respective college departments. They 
 are 
 
 Virginia Union University 135 
 
 Lincoln University, Pa 220 
 
 Wilberforce University 249 
 
 Fisk University 273 
 
 Howard University 895 
 
 Talladega College 121 
 
 Morehouse College 135 
 
 Wiley College 177 
 
 There are also eight more institutions with from 56 to 
 98 college students each. They are 
 
 Shaw University 98 
 
 Atlanta University 91 
 
10 Report on Negro Universities and Colleges 
 
 Riddle University 75 
 
 Lincoln University, Mo 68 
 
 Morris Brown University 56 
 
 Benedict College 59 
 
 Bishop College 86 
 
 Knoxville College 63 
 
 If normal students of college grade are counted, then At- 
 lanta University with 55 normals would go into the first group 
 with more than 100 college students, and the Florida A. & M. 
 College with 31 normals would be added to the second group. 
 
 The total number of college students in the 22 universities 
 studied in 1913 was 945 ; in the same schools this year, 1922, 
 there are 2,036, representing an increase of 1,091 college 
 students, or a gain of 115%. 
 
 In the 18 universities and 15 colleges covered by this study 
 there are 3,264 college students. They constitute, however, 
 only 21.9% of the total 14,905, non-professional students 
 enrolled in these schools, or 20.4% of the whole enrollment. 
 If the 3,264 students of college grade were distributed evenly 
 among the 33 institutions there would be 98 college students 
 in each school. There is a growing tendency, however, for the 
 college students to congregate in a comparatively few of the 
 stronger institutions. Howard University, for instance, has 
 895 of these college students, or 27% of the whole number; 
 and the eight schools shown above with the highest college 
 enrollment have 2,205 of these students, or 67%. 
 
 There are enrolled in all these institutions 6,555 high school 
 students. They form 43% of the non-professional students 
 in this group of schools. 
 
 In the elementary grades among these schools 4,486 students 
 are enrolled. They constitute 30% of the non-professional 
 enrollment in these thirty-three universities and colleges. 
 
 The universities and colleges are beginning to feel the effect 
 of the gradual improvement in the public elementary schools 
 during the last ten years. Most of these schools have found 
 it possible to reduce the number of their elementary grades. 
 Eight of the universities and one college have dropped their 
 elementary grades entirely. In the 22 schools of this group 
 studied nine years ago about 50% of the students were in the 
 
Report on Negro Universities and Colleges 11 
 
 grades. In the whole group here considered the proportion 
 of students in the grades has been reduced to 30%, as is shown 
 above. 
 
 On the other hand the proportion of high school students 
 in these higher institutions has increased during the last nine 
 years from about 33% to 43%. The movement for public 
 high schools for Negro youth is gaining headway, but the 
 increase in the number of such schools so far falls infinitely 
 short of meeting the rapidly growing demand for secondary 
 education among colored people. Accordingly the private col- 
 leges must carry not only the college work for Negro youth 
 for which the public makes practically no provision but the 
 bulk of the high school work as well for the support of which 
 the public is just beginning to make appreciable appropriations. 
 
 THE SCHOOL YEAR 
 
 For very good reasons, mainly financial, the Negro college 
 usually runs fewer weeks than standard requirements call for. 
 However a marked improvement has been made in most of 
 the schools of this group. Of the 33 institutions considered, 
 19 now, as compared with only 2, nine years ago, run for 36 
 weeks, the minimum standard school year. Eight of the 
 schools run for at least 34 weeks, and only three fall to 32 
 weeks. 
 
 RECITATION PERIODS 
 
 Ten of these institutions have 60 minutes recitation periods. 
 Five others have practically the same, 55 minutes, after allow- 
 ing five minutes for passing. All the others, with one except- 
 ion, have 45 minutes periods. 
 
 COLLEGE ENTRANCE REQUIREMENTS 
 
 With the exception of six of the schools that demand 16 
 units, these institutions require 15 units for admission to their 
 college departments. These units are of approximately stand- 
 ard value. For several reasons not as much time is given to 
 the various regulation college preparatory subjects in the 
 secondary schools of these colleges and universities as is given 
 
12 Report on Negro Universities and Colleges 
 
 in standard college preparatory schools. Such subjects as 
 Bible study, music, and the various industrial courses required 
 in colored schools, as a rule, lessen the amount of effort that 
 may be given to the more conventional academic subjects 
 although they may not reduce the recitation time given to the 
 latter studies. In fact, the time given to the industries is usu- 
 ally in excess of the 20 or more recitation periods per week in 
 academic subjects. 
 
 COURSES OF STUDY 
 High School Departments 
 
 In the secondary departments of these 33 institutions there 
 are 6,555 students, or a few more than twice the number of 
 college students. Accordingly practically all of these schools 
 carry high school departments. The two exceptions are How- 
 ard University, Washington, D. C. and Lincoln University 
 in Pennsylvania, and they have only recently dropped their 
 high school courses. In fact secondary work constitutes by 
 far the chief undertaking in the great majority of these 
 institutions. And this work corresponds more uniformly to 
 standard grades than the more advanced work of the under- 
 graduate departments of these schools. 
 
 The high school work is based almost without exception 
 upon eight grades of grammar school work. The courses 
 include college preparatory work, commercial courses, indus- 
 trial courses, and courses devoted largely to normal training 
 work. Four years are regularly required for the completion 
 of these courses. 
 
 The following table shows the main subjects offered and the 
 time devoted to them by the high schools in twelve of the 
 leading institutions : 
 
 Modern 
 
 Math. Latin Greek Foreign English History Civics 
 
 Language 
 
 Atlanta University 3 4 10 4 2 1 
 
 Biddle University 4 4 2 2 4 2 1 
 
 Fisk University 3^ 4 3 2 3i^ 2^^ 1 
 
 Morris Brown Univ 4 4 2 4 1 1 
 
 *Shaw University 3 3 1 3 2 J/2 
 
 Virginia Union Univ 3 3 2 2 4 3J^ H 
 
 Wilberforce University .- 2^ 4 2 1 3 2 J^ 
 
Report on Negro Universities and Colleges 13 
 
 Chemistry Physics 
 
 Atlanta University 1 1 
 
 Biddle University 1 1 
 
 Fisk University 1 
 
 Morris Brown University 1 1 
 
 Shaw University 1 
 
 Virginia Union University 1 
 
 Wilberforce University 1 1 
 
 Gen. Scl. 
 1 
 
 Ind.Subk 
 4 
 4 
 1 
 3 
 3 
 2 
 4 
 
 Modern 
 
 IVIath Latin Greek Foreign English History Civics 
 
 Language 
 
 Bishop College 3>^ 4 2 2 4 2 3^ 
 
 Fla. A. and M. College... 3^ 4 2 4 2^ ^ 
 
 Morehouse College 3 4 2 4 Wz Vi 
 
 Talladega 3 4 2 4 2^ J^ 
 
 Wiley College 4 4 2 4 4 
 
 Bishop College 
 
 Fla. A. & M. College 
 Morehouse College .... 
 
 Talladega College 
 
 Wiley College 
 
 Chemistry 
 1 
 1 
 1 
 
 1 
 
 Gen. Sci 
 
 
 
 1 
 1 
 
 Ind. Sub. 
 4 
 4 
 3 
 3 
 4 
 
 courses are substituted for certain of the above courses or 
 are taken in addition to them. 
 
 The College 
 
 With the remarkable increase in the number of college 
 students in the colored colleges and universities in the last 
 few years, have come also many very desirable improvements 
 in the schools. As beneficiaries of the Centenary Fund raised 
 by the Methodist Episcopal Church, North, the schools con- 
 ducted by this Church are securing repairs, much needed 
 additions and attractive new buildings, and some necessary 
 equipment for doing real college work. The General Educa- 
 tion Board has, in recent years, also given signal assistance 
 to certain of the colleges and universities and so helped to put 
 them in a better condition than ever before for doing effective 
 work of college grade. And many of these schools have se- 
 cured aid from other private sources also for improving their 
 work. And the public funds in Ohio, Kansas, Missouri, and 
 Louisiana are making increasingly effective the work of their 
 
 *Shaw University has dropped its First-Year High-School course. 
 
14 Report on Negro Universities and Colleges 
 
 respective Negro institutions, Wilberforce University, Western 
 University, Lincoln University, and Southern University. 
 
 Howard University, in comparison with the other colored 
 schools, has developed into a class by itself. Howard has 895 
 college students, or 27% of all the college students enrolled 
 in these 33 institutions. And as a result of the amount and 
 quality of the work done and of the general efficiency of this 
 school, Howard University has gained recognition as a stand- 
 ard college and has been admitted to membership in the 
 Association of Colleges and High Schools of the Middle At- 
 lantic States and Maryland. 
 
 Most of the colleges and universities are not only improving 
 their plants and equipment but are strengthening their faculties 
 by the addition of young, well-trained teachers. They are also 
 broadening their work by increasing the number and kind of 
 courses offered. Few of the schools ten years ago provided 
 more than a single college course required of all students. In 
 most of the schools of this group considerable choice is now 
 possible, and in the better of them quite a wide range of elec- 
 tives has been provided. Though insistence upon the classics 
 remains fairly general in these schools, the tendency is away 
 from them. Much less Latin than formerly is required for 
 graduation. Greek is going more rapidly still, and in a few 
 instances it has disappeared. Modern languages are given 
 increasing space in the curriculum. History, the social sci- 
 ences, and philosophy are gaining rapidly in favor. But most 
 marked of all are the gains made in the number of courses 
 offered in the natural sciences. New and well-equipped science 
 laboratories, as at Morehouse College and Clark University, 
 or greatly improved science equipment, such as Wiley College 
 enjoys, or new laboratories about to be built, as at Lincoln 
 University, Pa. and at Talladega College are the recent dis- 
 tinguishing features of some of the more progressive insti- 
 tutions. 
 
 The following table shows the subjects and the number of 
 courses reckoned in years, offered by six of the better universi- 
 ties and colleges: 
 
Report on Negro Universities and Colleges 15 
 
 Virfllnia Lincoln Fisk AtlantaMorehouse Wiley 
 
 Union. Univ. Univ. Univ. College College 
 
 SUBJECTS Univ. (Pa.) 
 
 Courses Courses Courses Courses Courses Courses 
 
 Mathematics 4 4 3j^ 3 3 2?^ 
 
 Chemistry 4 2^ 3 4 4 2^ 
 
 Physics 2 2 2H 1 1 2^ 
 
 Biology 3 2 15^ 1 4 SVs 
 
 Latin 2 3 5^ 2 2 4 
 
 Greek 1 3 4^ 2 3 
 
 Spanish 2 2 3 
 
 French 3 2^ 3 1 2 3 
 
 German 2 2 2 12 4 
 
 English 5 5 5^ 4 5 5^ 
 
 History 13 3 2 3 2 
 
 Political Science 10 6 2 1 
 
 Economics 2 2 3^ 1 1 2 
 
 Sociology 2 3 3 13 2 
 
 Philosophy 4 2 1 2 1^^ 1 
 
 Psychology 4 1 Vs I V2 Vz 
 
 Education 2 2 3^ 5 1 4 
 
 Agriculture 1% 1 
 
 Astronomy 10 
 
 Geology 10 ^ 
 
 Home Economics 3 
 
 Journalism 2 
 
 The Professional Schools 
 
 Within the past decade Shaw University closed its schools 
 of law and medicine. Meanwhile Meharry Medical College of 
 Walden University was reorganized upon an independent basis. 
 As a result Howard University has the only law school and the 
 only medical school in this group of the leading Negro educa- 
 tional institutions. In the Howard Law School there are 154 
 students ; in the several departments of the medical school there 
 are 532 students. 
 
 These schools offer courses similar to those given in the 
 better professional schools of the country. The medical school 
 of Howard University and the Meharry Medical College as 
 well are subjected to the same severe requirements as are 
 imposed upon other high-class medical schools. The gradu- 
 ates of these schools pass the same state examinations and 
 practice under the same conditions as the graduates of any 
 other schools. 
 
 In 16 of these schools there are theological departments with 
 a total enrollment of 332 students. No such rigid standards 
 obtain in these schools as are set in the medical schools. How- 
 ever considerable improvement is apparent in their work. The 
 
16 Report on Negro Universities and Colleges 
 
 completion of a high school course as a condition for entering 
 the theological department is becoming a fairly general require- 
 ment. A steadily increasing number of theological students 
 have either completed their college courses or are taking college 
 work along with their theological studies. The significantly 
 helpful work of these theological schools is readily apparent in 
 the colored churches of the country. Practically all the lead- 
 ing colored Baptist ministers of Georgia today received their 
 training at Morehouse College, for instance. And a similar 
 service has been rendered the Negro Baptists of South Car- 
 olina by Benedict College, and of North Carolina by Shaw 
 University. The Methodists are indebted for a like service 
 to such schools as Livingstone College, Morris Brown Uni- 
 versity, Clark University, and Wilberforce University. 
 
 All the institutions of this group render an incalculable serv- 
 ice in the preparation of teachers. However only such schools 
 as Atlanta University, Fisk University, Wilberforce Universi- 
 ty, and Howard University carry on any considerable amount 
 of this work upon what may be called a professional basis. 
 These schools ofifer courses in education of college grade. The 
 others, with but very few exceptions, give all their teacher 
 training work in the high school departments. Much of 
 this work nevertheless is very valuable. It is to such private 
 schools as these that the South has been, and for a long time 
 will be, mainly indebted for teachers for the colored public 
 schools, for the South has no adequate facilities for training 
 Negro teachers at public expense. 
 
 Some commercial courses are offered in a number of these 
 schools. Regularly organized commercial departments obtain 
 in at least seven of the universities; Lincoln, Mo., Western, 
 Morris Brown, Clark, Wilberforce, Fisk, and Howard. In 
 most cases the commercial courses are given in the high school 
 departments. Usually these courses cover two years special 
 work, or four years of commercial training combined with the 
 regular academic work of the secondary school. Wilberforce 
 University has a specially organized, well equipped, effective 
 commercial department with two years work above the high 
 school. Fisk University offers college courses in such sub- 
 
Report on Negro Universities and Colleges 17 
 
 jects as accounting, banking, insurance, and business law. 
 Howard University offers a full two year college course in its 
 School of Commerce and Finance. 
 
 Industrial training is a prominent feature in but few of 
 these schools, notably at Wilberforce University, Western 
 University, Southern University, and the Florida Agricultural 
 and Mechanical College. However, some form or amount of 
 industrial training is so general among these schools that it 
 calls for consideration. This work approaches trade propor- 
 tions only at the four institutions mentioned above and pos- 
 sibly at Sliaw University. Generally the work for young 
 women, especially in domestic science and art, is better or- 
 ganized and more eft'ectively conducted than the work for 
 men. The latter are usually given training in printing, black- 
 smithing, elementary carpentry, cabinet-making, bricklaying, 
 auto-mechanics, and in agriculture. This work is given as a 
 rule in the grammar grades or in the high school departments 
 of these schools. 
 
 ADMINISTRATION AND INSTEUCTION 
 
 From tables HI-A and HI-B a fairly good idea regarding 
 the officers and teachers in these institutions may be obtained. 
 Of the 33 presidents 18 are colored and 15 white. In the 
 22 universities reported upon in 1913 there were only 8 colored 
 presidents. In this latter group there has been a gain of only 
 two colored presidents ; but by including in the present group 
 the 15 colleges and several universities not formerly studied 
 the tendency toward colored officers and teachers is made clear. 
 In the thirty-three schools there are 269 white teachers and 
 715 colored teachers or more than two and a half times as 
 many colored as white teachers, while nine years ago there were 
 in 22 of the schools of this group only 59 more colored than 
 white teachers. As to sex these teachers are divided into 
 129 white men and 399 colored men, and 140 white women 
 and 316 colored women. 
 
 Tables III-A and III-B show also something of the prep- 
 aration of the teachers. Among them there are 193 with the 
 A. B. or B. S. degree, 84 with the A. M. degree, and 18 with 
 
18 Report ok Negro Universities and Colleges 
 
 the Ph. D. degree from standard Northern Colleges, and 151 
 with the A. B. or B. S. degree, and 29 with the A. M. degree 
 from colored colleges. Altogether there are only 475 holding 
 degrees, or fewer than half of the total teaching force. Of 
 these only 131 have taken anything beyond the bachelor's 
 degree. Accordingly the tables show that but few of the 
 schools have any considerable number of teachers that may be 
 regarded as specialists. Nevertheless these teachers do good 
 work in the main in spite of heavy schedules and a great many 
 executive and other duties. For years, their students, upon 
 completing their college courses, have been able to make the 
 Junior Class and in some cases the Senior Class in the best 
 Northern colleges. Now with an increasing number of 
 younger and well-prepared teachers being added to their forces 
 and with ampler equipment at their service they will be able to 
 do a great deal more work of standard college grade. 
 
 COST OF COLLEGE DEPARTMENTS 
 
 As is shown above, all of these universities and colleges, 
 with two exceptions, carry high schools, and all but eight 
 of them have the elementary grades as well. The college uses 
 generally the same buildings, grounds, and equipment, and is 
 taught by the same teachers in most cases, as the lower schools. 
 Accordingly it is not usually possible to tell definitely just 
 what the college work costs. The college department is the 
 smallest part of most of these institutions. Table I-A and I-B 
 show that there are only 10 of these 33 schools that have 25% 
 or more of their enrollment in the college departments. Aside 
 from Howard University and Lincoln University, Pa. that 
 have no schools below the college, Fisk University with 64% 
 of its students in the college is the only one of this group that 
 has more than half of its enrollment in this department. 
 Virginia Union stands next with 41 % of its students in col- 
 lege. None of the others has more than about one-third of its 
 students so enrolled. Generally then the cost of the college 
 department would not greatly exceed that part of the total 
 cost of runnine the school which the college enrollment bears 
 
Report on Negro Universities and Colleges 19 
 
 to the total enrollment. This condition will not continue, 
 however, in all probability. For with the development that 
 has begun in the leading schools at least sharper differentiation 
 is almost sure to follow. The multiplication of courses, im- 
 proved equipment, and specially trained teachers will naturally 
 send up the cost of college training. 
 
 VALUES OF SCHOOL PLANTS 
 
 Tables IV-A and IV-B give a fairly good idea of the fin- 
 ancial values of the several school plants, of their endowments, 
 and of the annual expenditures of these schools. It is notice- 
 able that the value of the land, buildings and equipment reaches 
 $500,000 in only six of the thirty-three institutions ; Howard, 
 Wilberforce, Clark, Fisk, and Virginia Union. Howard 
 University alone has property that exceeds a million dollars 
 in value. Of the $850,000 in property reported for Wilber- 
 force University by far the greater portion belongs to the 
 Combined Normal and Industrial Department which is owned 
 and operated by the State of Ohio. None of the other schools 
 has a plant valued as high as $400,000, though several come 
 quite near that figure. However there are only ten of these 
 schools with plants valued at less than $200,000. Of the 
 latter three fall below $100,000. 
 
 Only a few of these schools have any very considerable 
 endowment. Ten of them have no endowment at all. Ten 
 others have only from $5,000 to $95,000 in endowment. Six 
 have from $100,000 to $257,997.54 endowment. Only one 
 passes the half million dollar mark with an endowment of 
 $612,992.00. Accordingly these schools depend mainly upon 
 what money they can raise year by year from private philan- 
 thropy. 
 
 The annual expenditures of these schools are as a result 
 comparatively small. They amount in only three of them to 
 more than $300,000 each. The next five spend from $95,- 
 467.23 to $164,500. In the remainder of the schools the an- 
 nual expenses range from $15,000 to $79,164.00. 
 
20 Report on Negro Universities and Colleges 
 
 SERVICE OF THE NEGRO COLLEGES 
 
 In spite of the comparative weaknesses of the Negro colleges 
 and universities these schools render a most valuable service 
 to the colored people. I-'or them they are the chief agencies 
 for education and training above the elementary grades. The 
 demands for the higher education are rapidly increasing as 
 is shown by the growing numbers of students in the college 
 departments of these schools. The improving elementary 
 schools are turning out more Negro youth than ever before. 
 Greater numbers of them desire to continue their education 
 since many complete the elementary courses before they are 
 old enough to secure profitable employment. Furthermore 
 the Negro's growing means put the college within reach of 
 larger numbers of colored youth. Then too the callings 
 toward which the more ambitious Negroes have aimed, not 
 to mention the newer fields opening to them, are demanding 
 superior training of the youth. A college education is fast 
 becoming the requisite amount of training for Negro youth 
 who would enter the professions, the higher forms of business 
 developing among Negroes, social service, or teaching in the 
 high schools and smaller colleges. In this connection it is 
 interesting to note that the South, which formerly either 
 opposed or gave but scant approval to college education for 
 Negroes and provided practically none for them, is now 
 demanding college degrees of Negro teachers in public high 
 schools and of teachers of home economics, of agriculture 
 and of the mechanical arts in other schools and colleges. 
 The states make the same high requirements also of Negro 
 candidates as of others who would enter the professions. 
 
 It is altogether probable then that the Negro college and 
 university will be called upon to serve a steadily increasing 
 number of young colored men and women. For a number 
 of reasons it is desirable that they take their college work 
 mainly in the South. The Southern college ought to be 
 better able than any other to adjust its work to the particular 
 needs of the Negro and its section of the country. But such 
 a college must offer strong courses with a considerable range 
 of subjects, if it would make an effective appeal to the more 
 
Report on Negro Universities and Colleges 21 
 
 capable colored youth. If then these Negro colleges and 
 universities are to render the greatest possible service it is 
 necessary that a reasonable number of them be so strengtliened 
 financially and otherwise that they may become efficient insti- 
 tutions of genuine college grade. 
 
 By virtue of their location, ampler means, superior equip- 
 ment, and general efficiency such schools as Howird Universi- 
 ty, Lincoln University, Pa.. Fisk University, Virginia Union 
 University, and Morehouse College and Willy College air ady 
 occupy conspicious places in this group of schools. If they 
 
 definitely developed as to place them entirely out of serious 
 competition with the weaker schools of college grade t e un 
 fortunate duplication of college work would be great y les- 
 sened and the opportunities for real advanced t'raining of 
 Negroes would be materially increased. 
 
22 Report on Negro Universities and Colleges 
 
 TABLE I-A 
 
 Payne University — 
 
 Selma. Ala. 
 Selma University 
 
 Selma, Ala. 
 Atlanta University . . 
 
 Atlanta, Ga. 
 Clark University 
 
 Atlanta, Ga. 
 Morris Brown Univ. . 
 
 Atlanta, Ga. 
 Western University . . 
 
 Kansas City, Kans. 
 Simmons University . 
 
 Louisville, Ky. 
 Southern University . 
 
 Baton Rouge, La. 
 Lincoln University . . . 
 
 Jefferson City, Mo. 
 Biddle University — 
 
 Charlotte, X. C. 
 Shaw University 
 
 Raleigh, N. C. 
 Wilberlorce University 
 
 Wilberlorce, O. 
 Lincoln University . . . 
 
 Lincoln Univ., Pa. 
 Allen University 
 
 Coluinbia, S. C. 
 risk University 
 
 Nashville, Tenn. 
 Roger Williams Univ. 
 
 Nashville, fl Tenn. 
 Virginia Union Univ.. 
 
 Richmond, Va. 
 Howard University . . . 
 
 Washington, D. C. 
 
 College Enrollment 
 
 — o 
 
 o « 
 
 Eh 
 
 425 
 138 
 356 
 1612 
 9531 
 
 
 
 41 
 19 
 22 
 12 
 23 
 22 
 30 
 19 
 41 
 90 
 73 
 2 
 128 
 18 
 59 
 426 
 1025 
 
 
 
 12.7 
 10 
 7.5 
 10.1 
 12.5 
 8.2 
 13.6 
 
 31.8 
 30 
 
 100 
 
 1.4 
 64.2 
 24.0 
 41.5 
 
 100 
 
 3.1 
 
 S I 
 
 Professional 
 Schools 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 154 
 
 •Including twelve unclassified students. 
 tPercentage of non-professional students. 
 
Report on Negro Universities and Colleges 23 
 
 TABLE I-B 
 
 College Enrollment 
 
 Professional 
 Schools 
 
 Talladega College 
 
 Talladega, Ala. 
 ria. A. & M. College.. 
 
 Tallahassee, Fla. 
 Morehouse College 
 
 Atlanta, Ga. 
 N. Orleans Teachers Col 
 
 New Orleans, La. 
 Straight College 
 
 New Orleans, La. 
 Rust College 
 
 Holly Springs, Miss. 
 Tougaloo College 
 
 Tougaloo, Miss. 
 Livingstone College 
 
 Salisbury, N. C. 
 Claflin College , 
 
 Orangeburg, S. C. 
 Knoxville College 
 
 Knoxville, Tenn. 
 Lane College 
 
 Jackson, Tenn. 
 Benedict College 
 
 Columbia, S. C. 
 Bishop College 
 
 Marshall, Texas 
 "Wiley College 
 
 Marshall, Texas 
 Texas College 
 
 Tyler, Texas 
 
 24.6 
 
 13.9 
 
 28.7 
 
 4.7 
 
 6.9 
 
 5.1 
 
 3.1 
 
 21.2 
 
 5.9 
 
 17.7 
 
 10.9 
 
 6.6 
 
 31.7 
 
 34.1 
 
 6.5 
 
 14.4 
 
 * Percentage of non-professional students. 
 
24 Report on Negro Universities and Colleges 
 
 TABLE II-A 
 
 Payne University 
 
 Selma, Ala. 
 Selma University 
 
 Selma, Ala. 
 Atlanta University 
 
 Atlanta, Ga. 
 Clark University 
 
 Atlanta, Ga. 
 Morris Brown Univesrity 
 
 Atlanta, Ga. 
 Western University 
 
 Kansas City, Kans. 
 Simmons University 
 
 Louisville, Ky. 
 Southern University 
 
 Baton Rouge, La. 
 Lincoln University 
 
 Jefferson City, Mo. 
 Biddle University 
 
 Charlotte, N. C. 
 Shaw University 
 
 Raleigh, X. C. 
 Wilberforee University 
 
 Wilberforce, O. 
 Lincoln University 
 
 Lincoln University, Pa. 
 Allen University 
 
 Columbia, S. C. 
 Fisk University 
 
 Nashville, Tenn. 
 Roger Williams University — 
 
 Nashville, Tenn. 
 Virginia Union University 
 
 Richmond, Va. 
 Howard University 
 
 Washington, D. C. 
 
 
 High School Enrollment 
 
 
 a 
 
 1 
 
 -J 
 
 El 
 
 >menta 
 Grades 
 
 x: 
 
 1 
 
 1 
 
 
 
 1 
 
 P 
 
 
 1 
 1 
 
 1 
 
 27 
 
 63 
 
 48 
 
 70 
 
 208 
 
 41.1 
 
 36 
 
 45 
 
 1^ 
 
 297 
 
 39 
 
 32 
 
 50 
 
 59 
 
 180 
 
 35.4 
 
 34 
 
 45 
 
 1-8 
 
 318 
 
 75 
 
 9S 
 
 107 
 
 114 
 
 394 
 
 55.4 
 
 34 
 
 45 
 
 1-8 
 
 171 
 
 40 
 
 64 
 
 67 
 
 95 
 
 266 
 
 60.5 
 
 36 
 
 45 
 
 7-8 
 
 129 
 
 40 
 
 89 
 
 97 
 
 126 
 
 352 
 
 44.6 
 
 36 
 
 60 
 
 5-8 
 
 280 
 
 70 
 
 61 
 
 63 
 
 69 
 
 263 
 
 88.6 
 
 36 
 
 45 
 
 
 
 
 
 32 
 
 40 
 
 68 
 
 66 
 
 196 
 
 63.2 
 
 36 
 
 45 
 
 5-8 
 
 73 
 
 31 
 
 75 
 
 79 
 
 101 
 
 286 
 
 65.3 
 
 36 
 
 60 
 
 6-7 
 
 116 
 
 36 
 
 78 
 
 64 
 
 82 
 
 260 
 
 52.0 
 
 
 
 1-8 
 
 172 
 
 30 
 
 33 
 
 60 
 
 33 
 
 156 
 
 67.5 
 
 36 
 
 60 
 
 
 
 
 
 73 
 
 71 
 
 88 
 
 
 
 232 
 
 75.3 
 
 35 
 
 55 
 
 
 
 
 
 64 
 
 47 
 
 63 
 
 73 
 
 247 
 
 29.8 
 
 38 
 
 60 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 35 
 
 66 
 
 
 
 
 
 £1 
 
 79 
 
 70 
 
 47 
 
 277 
 
 35.3 
 
 34 
 
 45 
 
 1-8 
 
 501 
 
 26 
 
 34 
 
 31 
 
 23 
 
 114 
 
 26.8 
 
 36 
 
 55 
 
 4-8 
 
 38 
 
 14 
 
 27 
 
 13 
 
 21 
 
 75 
 
 54.3 
 
 36 
 
 60 
 
 7-8 
 
 24 
 
 39 
 
 70 
 
 66 
 
 15 
 
 190 
 
 58.4 
 
 36 
 
 60 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 36 
 
 60 
 
 
 
 
 
 717 
 
 961 
 
 1034 
 
 984 
 
 3696 
 
 43.2 
 
 
 
 
 2095 
 
 
 
 
 
 58.0 
 
 62.8 
 
 24.0 
 
 29.3 
 
 36.9 
 
 
 
 23.6 
 
 20.4 
 
 34.4 
 
 
 
 
 
 
 
 
 
 63.9 
 
 8.9 
 
 17.3 
 
 
 
 
 
 24.6 
 
Report on Negro Universities and Colleges 25 
 
 TABLE II-B 
 
 Talladega College 
 
 Talladega, Ala. 
 Florida A. & M. CoUege .... 
 
 Tallahassee, Fla. 
 Morehouse College 
 
 Atlanta, Ga. 
 New Orleans Teachers College 
 
 New Orleans, La. 
 Straight College 
 
 New Orleans, La. 
 Rust College 
 
 Holly Springs, Miss. 
 Tougaloo CoUege 
 
 Tougaloo, Miss. 
 Livingstone College 
 
 Salisbury, N. C. 
 Claflin College 
 
 Orangeburg, S. C. 
 Knoxville College 
 
 Knoxville, Tenn. 
 Lane College 
 
 Jackson, Tenn. 
 Benedict College 
 
 Columbia, S. C. 
 Bishop CoUege 
 
 MarshaU, Texas 
 Wiley CoUege 
 
 MarshaU, Texas 
 Texas CoUege 
 
 Tyler, Texas 
 
 High School EnroUment 
 
 181 
 136 
 144 
 229 
 169 
 120 
 150 
 226 
 127 
 251 
 132 
 2859 
 
 23.8 
 64.8 
 71.0 
 56.0 
 40.4 
 
 Grades 
 Elementary 
 
 
 39.1 
 52.5 
 56.0 
 53.1 
 7.1 
 58.0 
 43.5 
 28.6 
 61.1 
 19.5 
 13.3 
 
 37.6 
 
26 Report on Negro Universities and Colleges 
 
 TABLE III-A 
 
 Payne University 
 
 Selina University 
 
 Atlanta University 
 
 Clark University 
 
 Morris Brown University... 
 
 Western University 
 
 Slminons University 
 
 Southern University 
 
 Lincoln University, Mo. ... 
 
 Biddle University 
 
 Shaw University 
 
 Wilberforce University 
 
 Lincoln University, Pa. ... 
 
 Allen University 
 
 risk University 
 
 Roger Williams University 
 Virginia Union University . . 
 Howard University 
 
 IS 
 M W 
 
 MIW 
 
 41 10 
 10| 19 
 4 14 
 
 3| n 
 
 12 15 
 21 5 
 lOi 11 
 
 20! - 
 14 
 
 11 89 50,2741174 587 124 124 
 
 With Degrees from 
 
 Standard 
 Northern 
 Colleges 
 
 Colored 
 Colleges 
 
 TABLE III-B 
 
 Talladega College 
 
 Florida A. & M. College 
 
 Morehouse College 
 
 New Orleans Teachers College. 
 
 Straight College 
 
 Bust College 
 
 Tougaloo College 
 
 Livingstone College 
 
 Claflin College 
 
 Knoxville College 
 
 Lane College 
 
 Benedict College 
 
 Bishop College 
 
 Wiley College 
 
 Texas College 
 
 TEACHERS 
 
 ;i-;;;|- 
 
 2 
 13 
 10 
 
 
 11 
 12 
 
 2! 25| 
 111 21 
 10 17 
 — I— 
 
 I I 
 
 With Degrees from 
 
 Standard 
 Northern 
 Colleges 
 
 A.M. Ph.D 
 
 Colored 
 Colleges 
 
Report on Negro Universities and Colleges 27 
 
 TABLE IV-A 
 
 Payne University 
 
 Selnia University 
 
 Atlanta University 
 
 Clark University 
 
 Morris Brown University . 
 
 Western University 
 
 Simmons University 
 
 Southern University 
 
 Lincoln University, Mo. . 
 
 Biddle University 
 
 Shaw University 
 
 Wilberlorce University 
 
 Lincoln University, Pa. .. 
 
 Allen University 
 
 Fisk University 
 
 Roger Williams University 
 Virginia Union University 
 Howard University 
 
 Estimated 
 
 Value of 
 
 Plant 
 
 $ 28,200.00 
 150,000.00 
 285,941.48 
 550,000.00 
 300,000.00 
 240,000.00 
 83,000.00 
 672,000.00 
 240,000.00 
 280,000.00 
 375,000.00 
 850,000.00 I 
 352,000.00 
 200,000.00 
 522,151.57 
 111,000.00 
 ,500,000.00 
 1,441,387.73 
 
 Annual 
 
 Expenses 
 
 1920-21 
 
 15,000.00 
 57,673.39 
 70,028.56 
 53,000.00 
 50,000.00 
 
 121,957.00 
 45,303.00 
 
 164,500.00 
 
 329,500.00 
 52,889.97 
 79,164.00 
 
 328,559.00 
 71,301.24 
 45,000.00 
 
 140,849.30 
 33,017.77 
 78,448.88 
 
 354,125.19 
 
 
 
 
 162,099.44 
 
 50,000.00 
 
 
 
 
 
 
 
 
 
 
 
 75,000.00 
 
 54,000.00 
 
 55,000.00 
 
 612,992.00 
 
 
 
 257,998.54 
 
 39,827.74 
 
 100,000.00 
 
 409,621.37 
 
 TABLE IV-B 
 
 
 Estimated 
 
 Value ol 
 
 Plant 
 
 Annual 
 
 Expenses 
 
 1920-21 
 
 Endowment 
 
 TaUadega CoUege 
 
 Florida A. & M. College 
 
 Morehouse College 
 
 New Orleans Teachers College 
 
 Straight College 
 
 Rust College 
 
 $ 320,704.00 
 179,760.00 
 375,000.00 
 315,000.00 
 190,000.00 
 152,000.00 
 173,850.00 
 327,400.00 
 300,000.00 
 179,545.00 
 217,500.00 
 398,000.00 
 287,650.00 
 273,000.00 
 78,000.00 
 
 $ 60,527.68 
 75,000.00 
 95,467.23 
 47,482.00 
 72,000.00 
 47,540.00 
 60,527.65 
 30,000.00 
 50,000.00 
 40,526.76 
 35,000.00 
 71,978.37 
 119,953.77 
 68,265.51 
 
 $ 215,998.00 
 
 
 
 321,000.00 
 
 95,000.00 
 
 19,000.00 
 
 16,000.00 
 
 7,000.00 
 
 5,000.00 
 
 100,000.00 
 
 
 
 27,500.00 
 
 133,000.00 
 
 13,296.00 
 
 
 
 
 
 Tougaloo College 
 
 Livingstone CoUege 
 
 Claflin College 
 
 Knoxville College 
 
 Lane College 
 
 Benedict College 
 
 Bishop College 
 
 Wiley College 
 
 Texas College 
 
28 Report on Negro Universities and Colleges 
 
 OCCASIONAL PAPERS PUBLISHED BY THE TRUSTEES OF 
 THE JOHN F. SLATER FUND 
 
 1. Documents Relating to the Origin and Work of the Slater Trustees, 
 
 1894. 
 
 2. A Brief Memoir of the Life of John F. Slater, by Rev. S. H. Howe, 
 
 D. D., 1894. 
 
 3. Education of the Negroes Since 1860, by J. L. M. Curry, LL. D., 1894. 
 
 4. Statistics of the Negroes in the United States, by Henry Gannett. 
 
 5. Diflficulties, Complications, and Limitations Connected with the Edu- 
 
 cation of the Negro, by J. L. M. Curry, LL. D., 1895. 
 
 6. Occupations of the Negroes, by Henry Gannett, of the United States 
 
 Geological Survey, 1895. 
 
 7. The Negroes and the Atlanta Exposition, by Alice M. Bacon, of the 
 
 Hampton Normal and Industrial Institute, Virginia, 1896. 
 
 8. Report of the Fifth Tuskegee Negro Conference, by John Quincy 
 
 Johnson, 1896. 
 
 9. A Report Concerning the Colored Women of the South, by Mrs. E. C. 
 
 Hobson and Mrs. C. E. Hopkins, 1896. 
 
 10. A Study in Black and White, by Daniel C. Gilman, 1897. 
 
 11. The South and the Negro, by Bishop Charles B. Galloway, of the 
 
 Methodist Episcopal Church, South, 1904. 
 
 12. Report of the Society of the Southern Industrial Classes, Norfolk, 
 
 Va., 1907. 
 
 13. Report on Negro Universities in the South, by W. T. B. Williams, 
 
 1913. 
 
 14. County Teacher Training Schools for Negroes, 1913. 
 
 15. Duplication of Schools for Negro Youths, by W. T. B. Williams, 1914. 
 
 16. Sketch of Bishop Atticus G. Haywood, by Rev. G. B. Winton, D. D., 
 
 1915. 
 
 17. Memorial Addresses in Honor of Dr. Booker T. Washington, 1916. 
 
 18. Suggested Course for County Training Schools, 1917. 
 
 19. Southern Women and Racial Adjustment, by L. H. Hammond, 1917; 
 
 2nd ed., 1920. 
 
 20. Reference List of Southern Colored Schools, 1918; 2nd ed., 1921. 
 
 21. Report on Negro Universities and Colleges, by W. T. B. Williams, 
 
 1922. 
 
UNIVERSITY OF N C AT CHAPEL HILL 
 
 Plil