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 PRINTED IN U.S A. 
 
Cornell University 
 Library 
 
 The original of tiiis book is in 
 tine Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
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 1997 
 

 CORNELL 
 
 UNIVERSITY 
 
 LIBRARY 
 
 THE GIFT OF 
 
 ALFRED C. BARNES 
 1899 
 

 >'^:;- 
 
 
 
 ^iffjr, 
 
 
 THE - 
 COLLEQE=BRED 
 NEGRO AMERICAN 
 
 A Social Study made by Atlanta lJni= 
 versity, under the patronage of the 
 Trustees of the John F. Slater Fund 
 
 
 Price, 75 Cents 
 
 '^-r' 
 ■^"''i*^-,. 
 
 ~r ■^^J&ifAtlanta Uni\ersit} Press 
 
 

 ^^^^^^^^^S 
 
 ^jtWJtWJt<^ V 
 
 
 BARNES HALL LIBRARY 
 
 ■A ■,.;,•-: 
 
 THIS BOOK IS THE PROPERTY OF 
 
 THE CORNELL UNITED 
 RELIGIOUS WORK 
 
 ITHACA, NEW YORK 
 
 ).. ■ '.'■• 
 
 ,'1--:^ 
 
 mm 
 
The Atlanta University Publications, No. 1 5 
 
 THE 
 
 COLLEGE -BRED 
 
 NEGRO AMERICAN 
 
 Report of a Social Study made by Atlanta University 
 under the patronage of the TruSees of the John F. 
 Slater Fund ; with the Proceedings of the I 5th Annual 
 Conference for the Study of the Negro Problems, held 
 at Atlanta University, on Tuesday, May 24th, 1910 
 
 Edited by 
 
 W. E. Burghardt Du Bois, Ph.D. 
 
 DireSor of Publicity and Research, National Association for 
 
 the Adoancement of Colored People 
 
 and 
 
 Augustus Granville Dill, A.M. 
 
 Associate Professor of Sociology in Atlanta University 
 
 The Atlanta University Press 
 
 ATLANTA. GA. 
 1910 
 
ALL that a man does outwardly is 
 but the expression and completion 
 of his inward thot. To work effedlually, 
 he mu^ think clearly; to ad nobly, he 
 muft think nobly. Intelledual force is a 
 principal element of the soul's life, and 
 should be proposed by every man as the 
 prmcipal end of his bemg. 
 
 — Channing. 
 
 I ■^ . ^ Ol O L 
 
 Copyright, 1 9 1 I , by Atlanta University 
 
 <-Ot_Sjl.LjCiA^.^. Ik.O t\,%^' iS.u--,,U''mH ""iij-i i^t-(.-a 
 
The College=bred Negro American 
 
 Contents 
 
 Page 
 
 Program of the Fifteent*h Annual Conference .... 4 
 
 Preface, 5 
 
 Eesolutions 7 
 
 Bibliography 8 
 
 1. Scope of the Inquiry 11 
 
 2. The Negro College 12 
 
 3. Curricula in Negro Colleges 19 
 
 4. A Personal Evaluation 22 
 
 5. The Attitude of other Colleges toward Negro Stu- 
 
 dents 22 
 
 6. Negro Alumni of the Colleges of Iowa 26 
 
 By Prof. Paul S. Peirce of the State University of Iowa. 
 
 7. Colored Students and Graduates of the University of 
 
 Kansas 34 
 
 By Mr. Larry M. Peace of the University of Kansas. 
 
 8. Attitude toward Negro Students at Oberlin ... 41 
 
 9. The Number of Negro College Graduates .... 45 
 
 10. Statistics of Certain Living Negro Graduates . . 52 
 
 11. Early Life and Training 59 
 
 12. Occupations 65 
 
 13. Ownership of Property 71 
 
 14. Avocations 73 
 
 15. Education of Children 82 
 
 16. Hindrances 85 
 
 17. Philosophy of Life ^ . . 91 
 
 18. Conclusion 99 
 
 Index 101 
 
The Fifteenth Annual Conference 
 
 The Higher Education of Negro Americans 
 
 PROGRAM 
 
 First Session, 10:00 a. m. 
 
 (Ware Memorial Chapel) 
 
 President E. T. Ware presiding. 
 
 Subject: ' 'Relation of Higher Education to Other Kinds of Training. ' ' 
 
 Address: President J. H. Dillard of the Jeanes Fund. 
 
 Second Session, 11:30 a. m. 
 Subject: "Education and Health." 
 For women: Ware Memorial Chapel. 
 For men: Room 13, Stone Hall. 
 
 Tliird Session, 3:15 p. m. 
 
 Thirteenth Annual Mothers' Meeting. (In charge of the Gate City Free 
 
 Kindergarten Association.) Mrs. David T. Howard presiding. 
 Subject: "The Education of the Child." 
 
 1. Kindergarten songs, games and exercises by 125 children of the five 
 free kindergartens. 
 
 2. Address: Report of the year's work in each school— Mrs. John Rush. 
 
 3. Explanation of Kindergarten Exhibit— Miss Minetta Sammis. 
 
 4. Report of Treasurer— Mrs. Lizzie Burch. 
 
 5. Collection. • 
 
 Fourth Session, 8:00 p. m. 
 
 President E. T. Ware presiding. 
 
 Subject: "The College-bred Negro American." 
 
 Short addresses by presidents and representatives of Negro colleges. 
 
 Stereopticon exhibit of Higher Education. 
 
 Special Sessions 
 
 (Suite 16, Stone Hall. Admission by invitation only.) 
 8:00-10:00 a. m. 
 
 "Methods and Results of the Present Investigation." Dr. DuBois, of 
 Atlanta University, in charge. 
 
 11:00 a. ni.-l:00 p. m. 
 
 "The Need and Supply of Negro College Students." President Kumler, 
 of Walden University, presiding. 
 
 1:30-3:30 p. m. 
 
 "The Curriculum of Negro Colleges." President Gates, of Fisk Univer- 
 sity, presiding. 
 
 4:00-6:00 p. m. 
 
 ' 'The Financial Support of Negro Colleges. ' ' President Dunton, of Claflin 
 University, presiding. 
 
Preface 
 
 In 1900 the Atlanta University Negro Conference made an 
 investigation of the college graduates among Negro Ameri- 
 cans. The study received widespread publicity and did much 
 towards clearing up misapprehension in regard to educated 
 colored people. 
 
 Ten years later we return to the same investigation aided 
 by an appropriation of $1,000 from the Trustees of the John 
 F. Slater Fund. The results are based on college catalogs, 
 letters of officials and the reports of 800 Negro graduates. 
 This is, therefore, far from an exhaustive study, but it has 
 much value. 
 
 This study is, therefore, a further carrying out of the 
 Atlanta University plan of social study of the Negro American, 
 by means of an annual series of decennially recurring subjects 
 covering, so far as is practicable, every phase of human life. 
 The object of these studies is primarily scientific— a careful 
 research for truth, conducted as thoroly, broadly and honestly 
 as the material resources and mental equipment at command 
 will allow. It must be remembered that mathematical 
 accuracy in these studies is impossible; the sources of infor- 
 mation are of varying degrees of accuracy and the pictures 
 are wofully incomplete. There is necessarily much repetition 
 in the successive studies, and some contradiction of previous 
 reports by later ones as new material comes to hand. All we 
 claim is that the work is as thoro as circumstances permit 
 and that with all its obvious limitations it is well worth the 
 doing. Our object is not simply to serve science. We wish 
 not only to make the truth clear but to present it in such shape 
 as vdll encourage and help social reform. 
 
 Our financial resources are unfortunately meager: Atlanta 
 University is primarily a school and most of its funds and 
 energy go to teaching. It is, however, also a seat of learning 
 and as such it has endeavored to advance knowledge, particu- 
 larly in matters of racial contact and development, which 
 
6 THE COLLEGE=BRED NEQRO 
 
 seem obviously its nearest field. In this work it has received 
 unusual encouragement from the scientific world, and the pub- 
 lished results of these studies are used in America, Europe, 
 Asia and Africa. Very few books on the Negro problem, or 
 any phase of it, have been published in the last decade which 
 have not acknowledged their indebtedness to our work. 
 
 On the other hand, the financial support given this work 
 has been very small. The total cost of the fifteen publica- 
 tions has been about $17,000, or a little over $1,000 a year. 
 The growing demands of the work, the vast field to be covered 
 and the delicacy and equipment needed in such work, call for 
 far greater resources. We need, for workers, laboratory and 
 publications, a fund of $6,000 -a year, if this work is going 
 adequately to fulfill its promise. Three years ago a small 
 temporary grant from the Carnegie Institution of Washington, 
 D. C, greatly helped us; and for three years our work has 
 been saved from suspension by an appropriation from the John 
 F. Slater Fund. 
 
 In past years we have been enabled to serve the United 
 States Bureau of Labor, the United States Census, the Board 
 of Education of the English Government, many scientific asso- 
 ciations, professors in nearly all the leading universities, and 
 many periodicals and reviews. May we not hope in the future 
 for such increased financial resources as will enable us to study 
 adequately this the greatest group of social problems that ever 
 faced America? 
 
Resolutions of the Fifteenth Atlanta Conference 
 
 1. There is an increased and pressing demand for college 
 trained Negroes. 
 
 2. The Negro graduates are at present, with few exceptions, 
 usefully and creditably employed. 
 
 3. The course of study in these colleges does not call for any 
 peculiar modification, but should, on the whole, conform 
 to the general type of curriculum designed for the pre- 
 paration of broadly educated men to take their places in 
 modern civilization. 
 
 4. There should be at least one college fot Negro students 
 in each state, liberally endowed. 
 
 5. There should be every effort towards co-operation be- 
 tween colleges in the same locality, and towards avoid- 
 ance of unnecessary duplication of work. 
 
 6. We believe that Negro pubhc high schools in the South 
 are greatly needed. 
 
 7. We believe in perfect honesty in living up to catalog 
 requirements of admission. 
 
 8. We believe the amount of Greek and Latin in college 
 should be gradually reduced. 
 
 9. We believe that time given to Natural Science, English, 
 History and Sociology should be increased. 
 
 10. We believe that vocational training is a pressing need of 
 Negroes but that it should be preceded by as much cul- 
 tural training as possible. 
 
 President John Hope, Atlanta Baptist College. 
 President E. T. Ware, Atlanta University. 
 Dr. W. E. B. DuBois, Atlanta University. 
 Prof. B. W. Valentine, Benedict College. 
 President W. E. Holmes, Central City College. 
 President L. M. Dunton, Claflin University. 
 President W. H. Crogman, Clark University. 
 President George A. Gates, Fisk University. 
 Dean L. B. Moore, Howard University. 
 Mr. H. S. Dunbar, Paine College. 
 President Lucy Hale Tapley, Spelman Seminary. 
 President J. M. P. Metcalf, Talladega College. 
 Rev. A. W. Partch, Tougaloo University. 
 President John Kumler, Walden University. 
 Chaplain T. G. Stewart, Wilberforce University. 
 
A Select Bibliography of Higher Education for 
 
 Negro Americans 
 
 Part I 
 
 ArranBred alphabetically by authors 
 
 Archer, William. Through Afro-America. New York, 1910. 
 
 Atlanta University Publications, The. The College-bred Negro. Atlanta, 
 
 1900 (1902), 115 (33) pp. 8vo. 
 Beard, A. F. A Crusade of Brotherhood. Boston and New York, 1909. 
 
 334 pp. 
 Brousseau, Kate. L' education des Negres aux Etats Unis. Paris, 1904. 
 
 xvi, 396 (1) pp. 8vo. 
 Bruce, Roscoe Conkling. Service by the Educated Negro. Tuskegee, 
 
 1903, 17 pp. 12mo. 
 Bumstead, Horace. Higher Education of the Negro— its practical Value. 
 
 Atlanta, 1870. 15 pp. 24 mo. ^ 
 
 Corey, Chas. H. A History of the Richmond Theological Seminary. 
 
 Richmond, 1895. 240 pp. 12mo. 
 Crummell, Alexander. The attitude of the American mind toward the 
 
 Negro intellect. Washington, 1898. 12 pp. 
 Curry, J. L. M. Difficulties, complications and limitations connected with 
 
 the education of the Negro. Baltimore, 1895. 23 pp. 8vo. J. F. 
 
 Slater P\ind papers. 
 Curry, J. L. M. Education of Negroes since 1860. Baltimore, 1890. 32 
 
 pp. 8vo. J. F. Slater fund papers. 
 Douglass, H. P. Christian Reconstruction in the South. Boston, 1909. 
 
 407 pp. 
 DuBois, W. E. B. The Souls of Black Folk. Chicago, 1903. viii (1), 
 
 264 (1) pp. 8vo. 
 Easton, Hosea. A treatise on the intellectual character and condition of 
 
 the colored people of the United States. Boston, 1837. 54 pp. 8vo. 
 Eaton, John. Report of freedmen's schools for 1864-1865. (Contained in 
 
 report of the General Superintendent of Freedmen. Department of 
 
 the states of Tennessee and Arkansas. 1864-5.) 
 Goodwin, M. B. History of schools for the colored population in the Dis- 
 trict of Columbia. U. S. Bureau of Education. Special report on 
 
 District of Columbia for 1869. Pp. 193-300. 
 Gregoire, H. Enquiry concerning the intellectual and moral faculties, 
 
 etc., of Negroes. Brooklyn, 1810. 253 pp. 8vo. 
 Hartshorn, W. N. An Era of Progress and Promise. Boston, 1910. 
 
 576 pp. 
 Haygood, Atticus Green. Our Brother in Black, etc. New York, 1881. 
 
 252 pp. 12mo. 
 
BIBLIOQRAPHY 9 
 
 Haygood, Atticus Green. The case of the Negro, as to education in the 
 
 southern states, etc. Atlanta, 1885. 59 pp. 8vo. 
 Lovinggood, R. S. Why hie, haec, hoc for the Negro? Marshall, Tex., 
 
 1900. 56 pp. 16 mo. 
 Mayo, Amory Dwight. How shall the colored youth of the South be edu- 
 cated? Boston, 1897. (1), 213-224 pp. 8vo. 
 Mayo, Amory Dwight. Northern and Southern women in the education 
 
 of the Negro in the South. U. S. Bureau of Education. Circular 
 
 of Information, No. 1, p. 71. 1892. 
 Mayo, Amory Dwight. The opportunity and obligation of the educated 
 
 class of the colored people in the Southern states. N. p., 1899 (?). 
 
 32 pp. 8vo. 
 Miller, Kelly. Race Adjustment. New York and Washington, 1908. 
 
 306 pp. 
 Miller, Kelly. The Education of the Negro. Washington, 1902. U. S. 
 
 Bureau of Education Reports, 1900-01. Vol. I, pp. 731-859. ■ 
 Mitchell, E. C. Higher Education and the Negro. N. p., 1896. 19 pp. 
 
 12mo. 
 Negro Young People's Christian and Educational Congress, Atlanta, 1902. 
 
 600 pp. 8vo. The United Negro. Atlanta, 1902. 
 
 Richings, G. P. Evidences of Progress among Colored People. ,1896. 
 
 United States Bureau of Education. Education of the colored race. Ne- 
 groes in America. Washington, 1896. (In report of Commissioner 
 
 for 1893-94. Vol. I, 1038-1061 pp.) 
 United States Bureau of Education. Education of the colored race. 
 
 Washington, 1901. Report 1899-1900. 
 United States Bureau of Education. Education of the colored race. 
 
 Washington, 1902. Report 1900-1901. 
 Wright, Richard R. Brief Historical Sketch of Negro Education in 
 
 Georgia. Savannah, Ga., 1894. 58 pp. 8vo. 
 
 Part II. Periodical Literature 
 
 American Journal of Social Science: 
 
 Higher education of Negroes. H. L. Wayland. 34:68. 
 
 Present problem of the education of Negroes. W. H. Baldwin. 
 
 37:52. 
 Education of Negroes. C. D. Warner. 38:1. 
 Education of Negroes. K. Miller. 39:117. 
 American Negro Academy: Occasional Papers. 
 
 No. 3. (a) Civilization the primal need of the race, (b) The attitude 
 of the American mind toward the Negro intellect. Alexander 
 Crummell. 
 No. 8. The educated Negro and his mission. W. S. Scarborough. 
 Atlantic: 
 
 Education of Negroes. W. T. Harris. 69:721. 
 
10 THE COLLEQE=BRED NEGRO 
 
 Training of black men. W. E. B. DuBois. 90:289-97. 
 Charities Review: 
 
 Atlanta University Conferences. W. E. B. DuBois. 10:435. 
 Dial: 
 
 Function of the Negro college. K. Miller. 32:267. 
 Education: 
 
 Education of Negroes. C. G. Andrews. 6:221. 
 
 Training of the Negro teacher. N. B. Young. 21:359. 
 Educational Review: 
 
 Education of the Negro in its historical aspects. D. L. Kiehle. 27 :299. 
 Forum: 
 
 Negro and higher learning. W. S. Scarborough. 33,349. 
 Gunton's Magazine: 
 
 Atlanta: the center of Negro education of the world. M. G. Ander- 
 son. 25:433-41. 
 Independent: 
 
 Negro graduates. 53:1147-8. 
 
 Education of white and black. E. A. Alderman. 53:2647-9. 
 
 Higher education for the colored youth. A. F. Hilger. 54:1500-2. 
 Missionary Review: 
 
 What intellectual training is doing for the Negro. W. E. B. DuBois. 
 27:578-82. 
 Nation: 
 
 Education of Negroes of the South. 24:276. 
 
 Higher education for the colored youth. 74:381. 
 
 South and the educated Negro. 76:324. 
 
 Educated Negro and the South. 78:143. 
 National Quarterly Review: 
 
 Intellectual position of the Negro. R. T. Greener. 41:164. 
 New England Magazine: 
 
 Education of Negroes. A. D. Mayo. 17:213. 
 North American Review: 
 
 Education and civilization of freedmen. E. E. Hale. 101:528. 
 
 Negro intellect. W. Matthew. 149:91. 
 
 Will education solve the race problem? J. R. Straton. 170:785-801. 
 Outlook: 
 
 Training of Negroes for social power. W. E. B. DuBois. 75:409-14. 
 Popular Science Monthly: 
 
 Higher education for the colored youth. A. F. Hilger. 57:437-8. 
 Slater Fund, Proceedings and Occasional Papers of the: 
 
 No. 3. Curry: Education of Negroes since 1860. 
 
 No. 5. Curry: Difficulties connected with education of Negroes. 
 Southern Literary Messenger: 
 
 Capabilities of Negroes. W. H. Holcombe. 33:401. 
 Spectator: 
 
 Capacity of Negroes. 75:927. 
 
THE COLLEQE=BRED NEGRO 
 
 Section 1. Scope of the inquiry 
 
 In 1900 Atlanta University made a study of the colored 
 colleges in the United States and colored graduates of them 
 and other colleges. Ten years later we come back to the 
 same study, made essentially on the same plan. 
 
 The first work was to determine which of the Negro insti- 
 tutions were to be considered colleges. This was done by test- 
 ing the entrance requirements of these institutions according 
 to the "Carnegie units, " i. e. the units of work laid down by 
 the Carnegie Foundation for the Advancement of Teaching. 
 
 The next work was to correspond with the colleges of the 
 land and find out the number of colored graduates. This 
 gave only approximate results as the color was not always 
 a matter of record. 
 
 Finally a list of living colored college graduates was ob- 
 tained and a blank with the following questions was sent them. 
 
 Deae Sir or Madame: 
 
 The Atlanta University Conference is repeating this year the in- 
 quiry made into the work and condition of college-bred Negro Americans, 
 which it made first in 1900. This study was used, quoted and read all 
 over the world, and the present study will be equally in demand. 
 
 I ask your earnest and prompt co-operation. Please fill out and re- 
 turn the enclosed blank immediately. AH answers are strictly confiden- 
 tial. 
 
 THE COLLEGE-BRED NEGRO AMERICAN, 1910 
 
 1. No . . 2. Sex . . .3. Address 
 
 4. Born in (State and place) in the year . . . 
 
 5. Single, married, widowed or divorced . ; year of 
 marriage .... 
 
 6. Number of children: living . ; dead (including still bom) 
 
 7. Early life and training. 
 
 8. Education (school, college, professional school, etc.) 
 
 9. Honorary degrees. 
 
 10. Occupation since graduation, with terms of service. 
 
 11. Membership in learned societies. 
 
 12. Publications: Essays and books. 
 
 13. Public offices held, and political activity. 
 
 14. Activity in charitable work and work of social reform. 
 
 15. Amount of land owned. 
 
 16. Assessed value of real estate, land and houses. 
 
12 THE COLLEQE=BRED NEGRO 
 
 17. Total property owned (market value— confidential). 
 
 18. How shall you educate your children? 
 
 19. What have been your chief hinderances? 
 
 20. Briefly, what is your present practical philosophy in regard to 
 the Negro race in America? ( 
 
 About 800 answers to these blanks were received. 
 
 Section 2. The Negro College 
 
 The first annual report of the President and Treasurer of 
 the Carnegie Foundation for the Advancement of Teaching 
 lays down the following standard requirements for admission 
 to college: at least fourteen units, "a unit being a course of five 
 periods weekly throughout the academic year of the prepara- 
 tory school. For the purposes of the Foundation the units in 
 each branch of academic study have also been quantitatively 
 defined, the aim being to assign values to the subjects in 
 accordance with the time usually required to prepare ade- 
 quately upon them for college entrance. ' ' 
 
 The fourth annual report suggests as a statement that a 
 unit "represents a year's study in any subject in a secondary 
 school, constituting approximately a quarter of a full year's 
 work." This statement assumes "a well ordered high school 
 course" and "limits to four units the amount of credit possi- 
 ble to attain within a given year." 
 
 In accordance with this we may arrange the following 
 tables of Negro colleges. In these tables students are graded 
 according to work done. If, for instance, a student has finish- 
 ed the 12th grade and is studying regularly in the institu- 
 tion he is counted as Freshman College, altho he may be 
 in the Normal school. Professional students are not included 
 in these tables. 
 
 FIRST GRADE COLORED COLLEGES 
 
 (14 or more units of entrance requirements and more than 20 students of college rank) . 
 
 1. Howard . 238 7. Clark . 35 
 
 2. Fisk . . .117 8. Knoxville . 29 
 
 3. Atlanta 78 9. Spelman . . 27 
 
 4. Wiley. . 50 10. Claflin . 23 
 
 5. Leland ... 43 11. Atlanta Baptist 22 
 
 6. Virginia Union . 36 
 
THE NEQRO COLLEGE 
 
 13 
 
 SECOND GRADE COLORED COLLEGES 
 
 (12 to 14 units of entrance requirements and over 20 students) . 
 
 12. Lincoln . . .132 
 
 Talladega 
 
 13. 
 
 14. 
 
 30 
 19 
 
 (A) 
 
 Wilberforce 
 
 OTHER COLORED COLLEGES 
 
 Those with 14 or more units of entrance requirements, but 20 or fewer students. 
 
 15. Bane .... 20 
 
 16. G. R. Smith . . 20 
 
 17. State, Louisville, 
 
 Ky. 18 
 
 18. Bishop . 18 
 
 19. Walden . . 16 
 
 20. New Orleans . 15 
 
 21. Bennett . 13 
 
 22. Morgan 10 
 
 23. Straight . . 9 
 
 24. Lincoln Institute . 4 
 
 25. Hartshorn ... 3 
 
 26. Miles Memorial 2 
 
 (B) Those "with less than 12 units of entrance requirements and more than 20 stu- 
 
 27. 
 28. 
 
 Shaw . . 
 Benedict 
 
 51 
 36 
 
 dents. 
 
 (C) Colleges with less than 12 units of entrance requirements and few college stu- 
 
 29. Morris Brown 
 
 30. Paine . 
 
 20 
 7 
 
 31. Langston .... 6 
 
 32. So. Carolina State . 3 
 
 To these we may append the rank of the best industrial 
 
 schools: 
 
 9-12 units. 
 
 Kentucky (Frankfort) 
 A. & M. College (N. C.) 
 Hampton (Va.) 
 Tallahassee (Fla.) 
 
 4-6 units. 
 Tuskegee (Ala.) 
 
 Princess Anne (Md.) 
 Prairie View (Tex.) 
 Institute (W. Va.) 
 
 Pine Bluff (Ark.) 
 
 The standard of the leading colored colleges, as shown in 
 the above groupings, may be compared with that of the lead- 
 ing white colleges of the South. 
 
 University of North Carohna . 
 West Virginia University 
 Randolph-Macon College . 
 Trinity College . . . 
 University of Georgia . 
 University of Virginia . . 
 University of South Carolina . 
 Washington and Lee University 
 University of Alabama 
 Roanoke College . 
 
 RequircTnents 
 
 for admission 
 
 in units, 
 
 1907-S^ 
 
 14.7 
 14.3 
 14 
 14 
 12 
 
 11.52 
 1L2 
 11 
 10.5 
 7.5 
 
 IThird Annual Report of the President and Treasurer of the Carnegie Foundation, pp. 92, 
 3. 2In 1909. 14.5 units. 
 
H 
 
 THE COLLEQE=BRED NEGRO 
 
 The date of founding and the number of students in Negro 
 colleges appear in the following table. Where there are sev- 
 eral courses, such as college, normal, academic, etc., the stu- 
 dents are all classified according to the grade of work which 
 is being done: 
 
 1909- 
 
 TABLE GIVING DATE OF ESTABLISHMENT OP COLLEGE DEFT., 
 
 
 
 ■s 
 
 5« 
 
 Number students 
 
 in 
 
 Number students 
 
 
 LOCATION 
 
 Jl 
 
 3& 
 
 college classes 
 
 
 in high school 
 
 INSTITUTION 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 .S-B 
 
 
 
 
 to 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 1 
 
 's 
 
 i 
 
 1 
 
 1 
 
 s 
 
 ^ 
 
 rfS 
 
 ^ 
 
 
 1 
 
 3 
 
 
 
 1 
 
 to 
 
 t^ 
 
 ^ 
 
 ■g 
 
 4 
 
 1 
 
 s 
 
 <s^ 
 
 ^ 
 
 o 
 
 •g 
 
 1 
 
 s 
 
 1. Miles Memorial CoUeg-e 
 
 Birmingham, Ala. 
 
 1907 
 
 
 
 1 
 
 
 1 
 
 
 2 
 
 1 
 
 11 
 
 12 
 
 14 
 
 
 38 
 
 2. Talladega College . . 
 
 Talladega, Ala. . . 
 
 1885 
 
 
 
 6 
 
 7 
 
 5 
 
 5 
 
 30 
 
 18 
 
 12 
 
 81 
 
 55 
 
 
 116 
 
 3. Howard University . . . 
 
 Washington, D. C. 
 
 1868 
 
 1 
 
 3i 
 
 36 
 
 46 
 
 82 
 
 39 
 
 238 
 
 46 
 
 58 
 
 113 
 
 167 
 
 18 
 
 402 
 
 4. Atlanta Baptist College 
 
 Atlanta, Ga 
 
 1890 
 
 
 
 8 
 
 7 
 
 5 
 
 
 22 
 
 14 
 
 10 
 
 9 
 
 23 
 
 
 56 
 
 5. Atlanta University . . 
 
 Atlanta, Ga. . . 
 
 1872 
 
 2 
 
 
 10 
 
 16 
 
 43 
 
 2 
 
 78 
 
 35 
 
 48 
 
 70 
 
 145 
 
 
 298 
 
 6. Morris Brown,College . . 
 
 Atlanta, Ga. . . 
 
 1894 
 
 
 
 
 8 
 
 12 
 
 
 20 
 
 28 
 
 31 
 
 37 
 
 49 
 
 
 145 
 
 7. Spelman Seminary . , . 
 
 Atlanta, Ga. . . 
 
 1897 
 
 
 
 2 
 
 12 
 
 12 
 
 
 27 
 
 11 
 
 12 
 
 26 
 
 66 
 
 
 105 
 
 8. Paine College . 
 
 Augusta, Ga. . . 
 
 1888 
 
 
 
 3 
 
 1 
 
 3 
 
 
 7 
 
 21 
 
 28 
 
 29 
 
 30 
 
 
 108 
 
 9. Clark University . . 
 
 South Atlanta, Ga. 
 
 1879 
 
 
 
 8 
 
 2 
 
 21 
 
 
 35 
 
 9 
 
 29 
 
 43 
 
 71 
 
 
 162 
 
 10. State University . . 
 
 Louisville, Ky. . 
 
 
 
 
 2 
 
 
 13 
 
 \ 
 
 18 
 
 12 
 
 18 
 
 27 
 
 43 
 
 
 100 
 70 
 
 11. Leland University . . . 
 
 New Orleans, La. 
 
 1870 
 
 24 
 
 
 3 
 
 2 
 
 10 
 
 
 43 
 
 15 
 
 9 
 
 15 
 
 31 
 
 
 12. New Orleans University 
 
 New Orleans, La. 
 
 1874 
 
 
 5 
 
 2 
 
 1 
 
 7 
 
 
 15 
 
 10 
 
 19 
 
 33 
 
 63 
 
 
 125 
 
 13. Straight University 
 
 New Orleans, La. 
 
 1869 
 
 4 
 
 
 
 
 5 
 
 
 9 
 
 12 
 
 9 
 
 16 
 
 40 
 
 10 
 
 86 
 
 14. Morgan College . . 
 
 Baltimore, Md. . . 
 
 1884 
 
 
 
 3 
 
 2 
 
 5 
 
 
 10 
 
 17 
 
 16 
 
 15 
 
 19 
 
 
 67 
 
 15. Lincoln Institute .... 
 
 Jefferson City, Mo. 
 
 1890 
 
 
 
 2 
 
 
 2 
 
 
 4 
 
 57 
 
 49 
 
 36 
 
 71 
 
 
 213 
 
 16. Geo. R. Smith College " 
 
 Sedalia, Mo 
 
 1898 
 
 
 
 
 5 
 
 16 
 
 
 20 
 
 20 
 
 38 
 
 28 
 
 46 
 
 6 
 
 137 
 
 17. Bennett College . 
 
 Greensboro, N. C. . 
 
 
 
 
 6 
 
 3 
 
 5 
 
 
 13 
 
 8 
 
 14 
 
 16 
 
 29 
 
 
 67 
 
 18. Shaw University * . . 
 
 Raleigh, N. C. . . . 
 
 1870 
 
 
 
 8 
 
 11 
 
 18 
 
 14 
 
 51 
 
 16 
 
 
 
 27 
 
 
 43 
 
 19. Wilberforce University 
 
 Wilberforce, 0. . . 
 
 1866 
 
 a 
 
 
 
 
 
 
 
 
 
 
 
 
 
 20. Col. A. & M. College *. . 
 
 Langston, Okla. . . 
 
 
 
 
 2 
 
 1 
 
 3 
 
 
 6 
 
 2 
 
 8 
 
 22 
 
 26 
 
 4 
 
 62 
 
 21. Lincoln University . ^. . 
 
 Lincoln Univ., Pa. 
 
 i864' 
 
 
 28 
 
 30 
 
 45 
 
 29 
 
 
 132 
 
 
 
 
 
 
 
 22. Benedict College . . 
 
 Columbia, S. C. . . . 
 
 1894 
 
 2 
 
 5 
 
 4 
 
 12 
 
 13 
 
 
 36 
 
 48 
 
 40 
 
 61 
 
 32 
 
 
 181 
 
 23. Claflin University 
 
 Orangeburg, S. C. 
 
 1878 
 
 
 6 
 
 1 
 
 1 
 
 15 
 
 
 23 
 
 42 
 
 40 
 
 62 
 
 56 
 
 246 
 
 214 
 
 24. S. C. State College . 
 
 Orangeburg, S. C. 
 
 1896 
 
 
 3 
 
 
 
 
 
 3 
 
 24 
 
 32 
 
 39 
 
 43 
 
 
 138 
 
 25. Lane College ... 
 
 Jackson, Tenn. . . 
 
 1900 
 
 
 2 
 
 3 
 
 6 
 
 9 
 
 
 20 
 
 25 
 
 6 
 
 19 
 
 44 
 
 1 
 
 96 
 
 26. Knoxville College 
 
 Knoxville, Tenn. . 
 
 1877 
 
 
 5 
 
 4 
 
 9 
 
 11 
 
 
 29 
 
 29 
 
 24 
 
 36 
 
 32 
 
 25 
 
 146 
 
 27. Fisk University 
 
 Nashville, Tenn. . 
 
 1871 
 
 6 
 
 20 
 
 28 
 
 20 
 
 43 
 
 
 117 
 
 42 
 
 47 
 
 39 
 
 58 
 
 1 
 
 187 
 
 28. Walden University . . . 
 
 Nashville, Tenn. . 
 
 1873 
 
 
 3 
 
 
 3 
 
 7 
 
 3 
 
 16 
 
 17 
 
 18 
 
 29 
 
 76 
 
 19 
 
 169 
 
 29. Bishop College . . 
 
 Marshall, Tex. 
 
 
 
 4 
 
 4 
 
 4 
 
 6 
 
 
 18 
 
 18 
 
 23 
 
 25 
 
 55 
 
 
 121 
 
 30. Wiley University . . 
 
 Marshall, Tex. 
 
 
 
 11 
 
 9 
 
 13 
 
 17 
 
 
 50 
 
 19 
 
 36 
 
 35 
 
 34 
 
 2 
 
 125 
 
 31. Hartshorn Mem. Col. . . 
 
 Richmond, Va. 
 
 1892 
 
 
 1 
 
 1 
 
 1 
 
 
 
 3 
 
 3 
 
 5 
 
 8 
 
 15 
 
 
 31 
 109 
 
 32. Virginia Union Univ . . 
 
 Richmond, Va. 
 
 1898 
 
 1 
 40 
 
 8 
 
 5 
 
 8 
 
 14 
 
 
 36 
 
 23 
 
 23 
 
 42 
 
 21 
 
 
 Total . 
 
 162 
 
 189 
 
 245 
 
 432 
 
 64 
 
 1131 
 
 642 
 
 722 
 
 962 
 
 1470 
 
 110 
 
 3896 
 
 •Catalog 1908-9. 
 
 aExact information unobtainable. 
 
 ftlncluding 7 taking "Special Courses" and 17 in Business College (Catalog p. 79). 
 
THE NEGRO COLLEGE 
 
 15 
 
 -1910 
 
 WITH THE NUMBER OF STUDENTS BY CLASSES AND GRADES 
 
 
 
 Number students in grades 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Total 
 
 
 
 
 
 
 
 
 
 
 
 Profes- 
 
 iTidus- 
 
 
 in 
 
 
 
 
 
 
 
 
 
 
 
 sional 
 
 trial 
 
 Music 
 
 whole 
 school 
 
 
 
 
 
 
 
 
 
 g 
 
 e 
 
 
 
 
 
 
 ^ 
 K 
 
 S 
 
 
 
 * 
 
 1 
 
 >-< 
 
 1 
 
 -u 
 
 g 
 
 
 
 
 
 21 
 
 33 
 
 24 
 
 38 
 
 20 
 
 18 
 
 13 
 
 12 
 
 
 179 
 
 
 
 49 
 
 268 
 
 38 
 
 54 
 
 57 
 
 76 
 
 73 
 
 73 
 
 72 
 
 42 
 
 70c 
 
 554 
 
 28 
 592 
 
 
 
 728 
 1232 
 
 25 
 
 26 
 
 31 
 
 24 
 
 
 
 
 
 1 
 
 107 
 
 38 
 
 
 
 223 
 376 
 
 41 
 
 52 
 
 62 
 
 84 
 
 81 
 
 77 
 
 79 
 
 85 
 
 
 561 
 
 39 
 
 
 
 765 
 
 46 
 
 59 
 
 64 
 
 89 
 
 51 
 
 54 
 
 40 
 
 25 
 
 led 
 
 443 
 
 28 
 
 43 
 
 2 
 
 648 
 
 35 
 
 41 
 
 37 
 
 18 
 
 15 
 
 
 
 
 1 
 
 147 
 
 16 
 
 
 
 278 
 
 48 
 
 55 
 
 54 
 
 41 
 
 27 
 
 32 
 
 13 
 
 11 
 
 9 
 
 290 
 
 
 
 
 477 
 
 21 
 
 11 
 
 
 
 
 
 
 
 
 32 
 
 8 
 
 
 
 158 
 
 17 
 
 44 
 
 32 
 
 40 
 
 48 
 
 16 
 
 7 
 
 4 
 
 2 
 
 210 
 
 26 
 
 
 
 349 
 
 38 
 
 34 
 
 64 
 
 55 
 
 59 
 
 44 
 
 29 
 
 37 
 
 22c 
 
 382 
 
 2 
 
 1 
 
 
 626 
 
 39 
 
 43 
 
 72 
 
 86 
 
 79 
 
 96 
 
 56 
 
 58 
 
 20/ 
 
 548 
 
 
 
 6 
 
 649 
 77 
 
 I 72 
 
 34 
 
 43 
 
 10 
 
 
 
 
 
 29 
 
 188 
 
 
 
 
 405 
 
 22 
 
 16 
 
 2 
 
 6 
 
 2 
 
 1 
 
 
 
 
 47 
 
 
 
 
 204 
 
 28 
 
 29 
 
 53 
 
 
 21 
 
 9 
 
 2 
 
 8 
 
 
 160 
 
 
 
 
 230 
 
 69 
 
 69 
 
 76 
 
 29 
 
 
 
 
 
 
 242 
 
 206 
 
 19 
 
 4 
 
 665 
 
 67 
 
 46 
 
 42 
 
 116 
 
 
 
 
 
 4 
 
 273 
 
 62 
 
 26 
 
 
 367 
 194 
 
 44 
 
 52 
 
 94 
 
 31 
 
 45 
 
 40 
 
 26 
 
 41 
 
 
 373 
 
 57 
 
 
 
 647 
 
 48 
 
 48 
 
 57 
 
 71 
 
 81 
 
 73 
 
 23 
 
 7 
 
 103ff 
 
 511 
 
 
 
 
 748 
 
 SO 
 
 92 
 
 88 
 
 81 
 
 79 
 
 65 
 
 
 
 
 466 
 
 
 6 
 
 
 602 
 
 24 
 
 50 
 
 63 
 
 
 
 
 
 
 
 127 
 
 42 
 
 
 
 284 
 
 38 
 
 28 
 
 36 
 
 24 
 
 38 
 
 17 
 
 6 
 
 11 
 
 
 197 
 
 8 
 
 29 
 
 
 409 
 
 11 
 
 14 
 
 13 
 
 12 
 
 12 
 
 8 
 
 10 
 
 9 
 
 
 89 
 
 
 13 
 
 51 
 
 467 
 
 45 
 
 32 
 
 19 
 
 18 
 
 
 
 
 
 
 114 
 
 402 
 
 2 
 
 
 693 
 
 54 
 
 34 
 
 22 
 
 
 
 
 
 
 
 110 
 
 
 
 
 249 
 
 54 
 
 54 
 
 61 
 
 65 
 
 42 
 
 30 
 
 
 
 35 
 
 341 
 
 22 
 
 
 
 538 
 
 28 
 
 23 
 
 32 
 
 39 
 
 
 
 
 
 3 
 
 125 
 
 
 
 
 169 
 
 21 
 
 29 
 
 
 
 
 
 
 
 
 50 
 
 26 
 
 
 
 221 
 
 1043 
 
 1100 
 
 1186 
 
 1049 
 
 773 
 
 653 
 
 376 
 
 1 
 
 350 
 
 315 
 
 6846 
 
 1602 
 
 139 
 
 112 
 
 13726 
 
 cThirty-five in night schools and 35 in kindergarten. 
 dStudents in night school. ' 
 
 eStudents in night school. 
 /Students in kindergarten. 
 <7ln afternoon free school. 
 
16 
 
 THE COLLEGE-BRED NEQRO 
 
 PROPORTION 
 DEVOTED 
 
 ATLANTA 
 
 nsK 
 
 ATLANTA BAPTIST 
 HOWARD 
 SPELMAN 
 Ci-ARK 
 STRAIGHT 
 LANE- 
 VIRGINIA UNION 
 
 N£w Orleans 
 VIALDEN 
 
 Bishop 
 talladega 
 
 CLAFLIN 
 
 MORGAN 
 
 WILEY 
 
 GEO.R. SMITH 
 
 BENNETT 
 
 OF TOTAL COLLEGE Tlf^E 
 TO DIFFERENT STUDIES 
 
 /. ANCJENT LANOWAGes 
 *. MOOERW LANGUAGES 
 
 '. NATURAL. Sciences 
 
 -» MATHEMArics 
 -f ENGLISH 
 
 6. SocioLOer a«o History 
 
 7. PHILOSOPHY 
 
 8. M/SCELLANEOI/S 
 
 iiiiii 
 
 ^ ^ 
 ^ ^ 
 
THE NEGRO COLLEGE 17 
 
 As has been shown, there are about thirty-t-v^o colored 
 institutions doing college work; but the leading colleges, 
 according to the Carnegie Foundation units, which have a 
 reasonable number of students are: 
 
 Howard University Knoxville College 
 
 Fisk University Spelman Seminary 
 
 Atlanta University Claflin University 
 
 Wiley University Atlanta Baptist College 
 
 Leland University Lincoln University 
 Virginia Union University Talladega College 
 Clark University 
 
 In addition to their college work, nine of these institutions 
 are carrying on work in one or more of the professional de- 
 partments. These are Howard, Wiley, Leland, Virginia Union, 
 Knoxville, Spelman, Atlanta Baptist College, Lincoln and 
 Talladega. And almost all of them are doing work also in the 
 High School or Academy— which work corresponds to "College 
 Preparatory." Because of this latter fact, adverse criticism 
 has often been pronounced against these institutions of higher 
 learning. These institutions have been accused of going 
 under the name of college when so much of their work was 
 actual high school work. A more careful study of educational 
 conditions in the South, however, would present the case in a 
 different light. To be sure, much of the energy of these insti- 
 tutions has been devoted to training in high school branches; 
 but this has been absolutely necessary. The South has been 
 slow in providing public high schools for the education of her 
 Negro children and even today comparatively little is being 
 done in that direction. The report of the United States Com- 
 missioner of Education for the year ending July, 1909, showed 
 that in the whole South there were but one hundred and twelve 
 public high schools for Negroes. Even the larger cities which 
 provide something of primary and grammar school education 
 for Negroes make little or no provision for their high school 
 training. The results here are two: first, Negro children 
 graduating from the grammar school are unable to find public 
 
18 
 
 THE COLLEGE-BRED NEGRO 
 
 instruction in high school work; and second, the Negro colleges 
 are without public feeders. To meet this situation the Negro 
 colleges have been compelled to provide in large part their own 
 feeders. The rise of the Negro secondary schools thruout the 
 South, for the most part established and directed by gradu- 
 ates of these higher institutions and supported by voluntary 
 contributions, has been of great help in this direction. To 
 insure the best and largest results in the future the South 
 must take a more liberal view of public education for 
 Negroes. 
 
 To find the predominant character of these institutions we 
 may make the following table: 
 
 
 
 
 
 
 Total col- 
 
 Percent of col- 
 
 INSTITUTION 
 
 Total 
 
 Profes- 
 sioTial 
 
 College 
 
 All other 
 students 
 
 lege and 
 
 lower 
 students 
 
 lege to college 
 and lower 
 students 
 
 Howard . . 
 
 1232 
 
 592 
 
 238 
 
 402 
 
 640 
 
 37.2 
 
 Fisk . . 
 
 457 
 
 
 117 
 
 340 
 
 457 
 
 26.6 
 
 Atlanta . 
 
 376 
 
 
 78 
 
 298 
 
 376 
 
 20.7 
 
 Wiley . 
 
 638 
 
 22' 
 
 50 
 
 466 
 
 516 
 
 9.6 
 
 Leland .... 
 
 349 
 
 26 
 
 43 
 
 280 
 
 323 
 
 13.3 
 
 Virginia Union 
 
 221 
 
 26 
 
 36 
 
 159 
 
 195 
 
 18.4 
 
 Clark . . 
 
 477 
 
 
 35 
 
 442 
 
 477 
 
 7.3 
 
 Knoxville . 
 
 409 
 
 's' 
 
 29 
 
 372 
 
 401 
 
 7.2 
 
 Spelman . . 
 
 648 
 
 28 
 
 27 
 
 593 
 
 620 
 
 4.3 
 
 Claflin 
 
 748 
 
 
 23 
 
 725 
 
 748 
 
 3.07 
 
 Atlanta Baptist . . 
 
 223 
 
 38' 
 
 22 
 
 163 
 
 185 
 
 11.8 
 
 Lincoln ... 
 
 194 
 
 62 
 
 132 
 
 
 194 
 
 68.04 
 
 Talladega . 
 
 728 
 
 28 
 
 30 
 
 '670 ■ 
 
 700 
 
 4.2 
 
 By giving the per cent of college students to total college 
 and lower students the preceding table also shows with some 
 considerable degree of accuracy what share of each institu- 
 tion's work is being devoted to college training. 
 
 In order to determine the grade of college students more 
 carefully we may make the following table of Negro institu- 
 tions doing college work. This table is based upon the cata- 
 logs of the various institutions, those of 1909-10 being used in 
 
CURRICULA 
 
 19 
 
 almost all cases, and shows the distribution of students of 
 college rank by grade and class. The table is as follows: 
 
 1909=1910 
 Number of Students of College Rank According; to Catalog 
 
 INSTITUTION 
 
 *. "o S 
 
 1. Miles Memorial College . . 
 
 2. Talladega College . 
 
 3. Howard University . . 
 
 4. Atlanta University ... 
 
 5. Atlanta Baptist College . 
 
 6. Morris Brown College 
 
 7. Spelman Seminary 
 
 8. Paine College . . 
 
 9. Clark University 
 
 10. State University (Kentucky) 
 
 11- Leland University ... 
 
 12. New Orleans University . 
 
 13. Straight University 
 
 14. Morgan College . . 
 ■15- Lincoln Institute . . . 
 
 16. Geo. R. Smith College* . . 
 
 17. Bennett College . 
 
 18- Shaw University * . . . . 
 
 19. Colored A. & M. College * . . 
 
 20. Lincoln University . 
 
 21. Benedict College . 
 
 22. Claflin University 
 
 23. South Carolina State College . 
 24- Lane College . . . 
 
 25. Knoxville College - . 
 
 26- Fisk University . 
 
 27. Walden University - . 
 
 28. Bishop College 
 
 29. Wiley University 
 
 30. Hartshorn Memorial College . 
 
 31. "Virginia Union University . 
 
 78 
 22 
 27 
 27 
 15 
 36 
 18 
 43 
 16 
 
 9 
 10 
 
 4 
 20 
 13 
 67 
 
 6 
 132 
 
 20 
 29 
 117 
 16 
 18 
 50 
 
 • Catalog 1908-9. 
 
 Section 3. Curricula in Negro Colleges 
 
 The studies in Negro colleges can best be illustrated by the 
 following schedule which shows also the general division of 
 time between these subjects. The diagram which appears on 
 page 16 is a graphic presentation of the proportion of the total 
 college time (i. e. the total recitation time of a full college 
 course) devoted by these institutions to the different 
 studies: 
 
A/' 
 
 20 THE COLLEQE-BRED NEGRO 
 
 Comparison of college studies, number of liours devoted to eacli (by classes) , 
 
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CURRICULA 
 
 21 
 
 per cent of total college time (full college course) devoted to each 
 
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22 THE COLLEQE-BRED NEGRO 
 
 Section 4. A Personal Evaluation 
 
 A student of social and educational conditions among- Ne- 
 groes, who has had opportunity thru frequent visits to form 
 an opinion of the work done in Negro colleges, makes the 
 following tabular statement of his evaluation of some twenty 
 odd institutions: 
 
 
 Thoroness of work 
 done 
 
 Adherence to catalog 
 announcements 
 
 Quali- 
 ty of 
 
 NAME OF INSTITUTION 
 
 
 o 
 o 
 
 to 
 
 
 x ■ 
 
 x ' 
 
 X 
 
 x ' 
 X 
 
 " 6 
 
 1 
 
 1 
 
 1 
 
 work 
 done 
 
 A. and M. College (N.C.). 
 Arkansas Baptist College . . . 
 Atlanta Baptist College . . 
 Atlanta University . 
 Benedict College . . 
 Bennett College . . 
 Bishop College . 
 Clafiin University . . 
 Clark University 
 Fisk University ... 
 Georgia State College . 
 Howard University . 
 Knoxville College . 
 
 Lane College 
 
 Miles Memorial College . 
 Morris Brown College . . 
 New Orleans University 
 Paine College ... 
 Paul Quinn College . 
 
 Shaw University 
 
 South Carolina State College . 
 State University . 
 Straight University . . 
 Tougaloo University 
 Walden University . . 
 Wilfaerforce University . 
 Wiley University . 
 
 X 
 X 
 
 X ■ 
 x ■ 
 
 x ■ 
 
 X 
 X 
 
 X ■ 
 
 x ' 
 X 
 
 x 
 
 X 
 X 
 
 x ■ 
 
 x ' 
 x 
 
 x ■ 
 
 X 
 
 x 
 X ■ 
 
 X ■ 
 
 X 
 
 X ' 
 X 
 
 x ■ 
 X ■ 
 
 X ' 
 
 "x ■ 
 
 X 
 X 
 
 x 
 
 X 
 
 x ■ 
 
 X 
 
 x ■ 
 
 x ■ 
 x 
 
 x ■ 
 
 x ' 
 
 x ■ 
 X ■ 
 
 X ' 
 X 
 
 x 
 x ■ 
 
 X 
 X 
 
 x ■ 
 
 X 
 
 Fair 
 Poor 
 Good 
 Good 
 Fair 
 Poor 
 Good 
 Fair 
 Fair 
 Good 
 Fair 
 Fair 
 Good 
 Fair 
 Poor 
 Poor 
 Fair 
 Fair 
 Poor 
 Fair 
 Poor 
 Poor 
 Fair 
 Good 
 Fair 
 Fair 
 Good 
 
 Excellent— About 90 to 99 per cent- 
 Good— About 75 to 89 per cent 
 Fair— About 60 to 74 per cent. 
 Poor— Below 60 per cent. 
 
 Section 5. Tlie Attitude of other Colleges towards Negro 
 Students 
 
 Negroes have attended northern colleges for many years, 
 both as graduate and undergraduate students. As early as 
 
 k 1826 a Negro was graduated from Bowdoin College and almost 
 every year from that time till today has added to the number 
 of Negro graduates from such schools. Many of the largest 
 
 \ and best colleges of the North welcome Negroes to their stu- 
 
ATTITUDE OF OTHER COLLEGES 23 
 
 dent bodies— a welcome which has been taken advantage of 
 by many young men and women of the Negro race. 
 
 The rise in the standard of the Negro college has created, 
 among other desires, the desire for more knowledge; so that 
 each year we find many graduates from the Negro colleges 
 applying for admission to the large colleges of the North- 
 sometimes as graduate, sometimes as undergraduate students. 
 Too, many Negro teachers of the South take advantage of the 
 summer quarter to do further educational work. Harvard, 
 Columbia and the University of Chicago have enrolled many 
 such students. 
 
 In collecting data for this study the following letter was 
 sent to officials of other colleges: 
 MyDeae Sir:— 
 
 Atlanta University is making a study of Negro college graduates 
 similar to one made in 1900. May I ask your co-operation? 
 
 1. Can you furnish me the names, class and addresses of such of 
 your graduates as are of Negro descent? 
 
 2. In general what has been their success and what is the attitude 
 of the institution and student body toward them? 
 
 Some replies are given here: 
 
 "Princeton University has never had any graduates of Negro de- 
 scent." 
 
 "The Johns Hopkins University has not yet conferred a degree upon 
 a Negro; none have ever applied for a degree, tho to be sure but two men 
 have studied here." 
 
 Wells College, Aurora, N. Y. — "We have never graduated a student 
 of Negro descent." 
 
 "We have never had a Negro woman as a student in Br3nn Mawr 
 College." 
 
 Mills College, Calif ornia. — "There are no graduates of Negro descent 
 on our rolls." 
 
 Rockford, 111. — "We have never had any graduates of Negro descent 
 from Rockford College. ' ' 
 
 ' 'We have reason to believe that we have at one time had among the 
 students at Barnard College a girl of Negro descent." 
 
 Yale University. — "The success of these graduates has varied con- 
 siderably. Many of them, such as '04, '03 Law, '96, 
 
 have made most creditable records in every way. Yale University has 
 
 </ 
 
24 THE COLLEQE=BRED NEQRO 
 
 never tried to attract Negro students and, on the other hand, has never felt 
 justified in refusing admittance to those who became qualified to enter. " 
 
 Beloit College, Wisconsin. — "These young people were treated with 
 
 unfailing courtesy by the faculty and students of the college. Mr. 
 
 was a man of some ability as a speaker, and of fair ability as a student. 
 
 He has not made much of a record since graduation. Mr. , while 
 
 not a thoro student when in college, is a man of unusually attractive 
 qualities, and was a decided favorite while here. He won a large repu- 
 tation by his rendering of the part of King Oedipus in Sophocles' drama, 
 Oedipus Tyrannus, and also won the second place in the interstate contest 
 in oratory, including twelve states of the interior. On his return from 
 this triumph he was met by the students of the college and I had the 
 pleasure of seeing them carrying him on their shoulders from the train to 
 the carriage which t^e students then drew themselves instead of the 
 horses doing it. I have often said that this was a sight that could be 
 seen nowhere excepting in an American college. 
 
 "Miss was a faithful worker, but had hardly mental power 
 
 enough for her college work. She was favored by the faculty on account 
 of her handicaps, and was graduated; but her health was not good after 
 graduation and she accomplished nothing before her death." 
 
 Leland Stanford University. — "! have never been aware of any hos- 
 tile attitude on the part of the student body toward Negro students. Of 
 course, we have never had but an occasional Negro student in the Uni- 
 versity. ' ' 
 
 Fordham University, New York. — "We have had no applicants for 
 admission from the black race. What we should do were the applicants 
 to come I just cannot say." 
 
 St. Vincent College, Beatty, Pennsylvania. — "I cannot tell what the 
 attitude of the student body should be towards Negroes, but we shall not 
 risk a trial of it. Applications are very rare— one during the last four 
 years. We do not think it wise here under the prevailing conditions to 
 accept any distinctively colored students into the college. ' ' 
 
 Hanover, Indiana— "For obvious reasons we have no colored students 
 in Hanover College." 
 
 Park College, Parkville, Mo. — "Never a Negro graduate nor a stu- 
 dent. Couldn't do it in Missouri if we wanted to." 
 
 Missouri Valley College, Marshall, Mo. — "We have never had any 
 graduates of Negro descent and are not likely to ever have. ' ' 
 
 Carleton College, Farmington, Mo. — "We have never had any Negro 
 or any person with Negro blood graduate from Carleton College in its 
 history. I have not found a student in the state that would tolerate a 
 Negro in the college. And it is even worse since the Johnson-Jeffries 
 fight." 
 
ATTITUDE OF OTHER COLLEQES 25 
 
 Tarkio College, Tarkio, Mo. — "We have had one Negro student who 
 spent a year in our Preparatory Department. I do not suppose any other 
 white college in the state would receive a Negro student. This young 
 man remained in the school for a year with credit to himself and the 
 school, was a member of its glee club and never an individual intimated 
 to me any objection to his presence. I regard this as a remarkable expe- 
 rience for a Missouri college." 
 
 Greenville College, Illinois. — "There is no attitude either for or 
 against them. We do not have applications from members of the colored 
 race." 
 
 Union College, College View, Nebraska. — "We have had several Ne- 
 gro students in the past and accept them in our school at the present 
 time. As far as we are able to judge there has not been much distinc- 
 tion made among our students between the Negro students and the others. 
 It depends very largely upon the student himself how he is received by 
 the student body." 
 
 "The University of North Dakota is open to all students of any rank 
 or race who are prepared. ' ' 
 
 South Dakota State College, Brookings, S. D. — "The attitude towards 
 Negro students is not favorable with the student body." 
 
 Simpson College, Indianola, Iowa. — "The sentiment of the students 
 seems to be along the line of being willing to help these students in any 
 way possible and, of course, we are far enough North so that race preju- 
 dice is not very manifest." 
 
 Occidental College, Los Angeles, Cal. — "So far as I know a Negro 
 applying for admission would receive a cordial welcome from the student 
 body. We have Japanese, Koreans and Chinese, and there is no race 
 prejudice in this school so far as I know. Th*e question has never been 
 raised." 
 
 Thiel College, Greenville, Pa. — "Should any apply for admission they 
 would be welcome." 
 
 Earlham College, Richmond, Ind. — "Sofar as I know Negro students 
 here are treated with respect by the student body. We never have many 
 of them and they are not thrown closely with the other students in a 
 social way, but all students are measured by their work whether they are 
 white or colored." 
 
 Oskaloosa College, Iowa. — "We have had at various times Negro 
 students who have made excellent records in their class-room work. ' ' 
 
 Upsala College, Kenilworth, N. J. — "We have had some Negro stu- 
 dents and they have been treated with same respect as other students." 
 
 Hope College, Holland, Mich. — "Hope Colleg^has never been favored 
 with having Negro graduates nor even Negro students. I feel confident. 
 
26 THE COLLEQE-BRED NEQRO 
 
 however, that if young men of that blood should present themselves as 
 students they would be kindly treated." 
 
 Salina Chautauqua Association, Kansas. — "As far as I know the atti- 
 tude of the student body towards the Negro student has been in most 
 respects at least the same as their attitude toward other students. Our 
 student body, so far as I know, holds no prejudice against the Negro. ' ' 
 
 Worcester Polytechnic Institute, Mass. — ' 'There has been one [Negro] 
 student in the Freshman Class this year, and, so far as I have been able 
 to notice, no discrimination of any sort has been made either in his favor 
 or against him by the student body. ' ' 
 
 Oregon Agricultural College, Corvallis, Oregon. — "There were two 
 Negro students registered during the past year and I understand they 
 have been making very good records. One of the young men in question 
 is very active in certain student enterprises, particularly the Cosmopolitan 
 Club, and is popular with the students generally. The attitude of the 
 student body of the Oregon Agricultural College towards colored students, 
 so far as the writer's observation and experiences are concerned, has 
 been very friendly." 
 
 Franklin and Marshall College, Lancaster, Pa. — "I am sure such a 
 student would be well received and have courteous treatment from our 
 student body. ' ' 
 
 Pittsburg College of the Holy Ghost. — ' 'There was within my recol- 
 lection a Negro student in the college. Our boys treated him as they did 
 the other boys. ' ' 
 
 Des Moines College, Iowa. — "There has never been any objection on 
 the part of faculty or students toward the presence of Negro students in 
 our institution." 
 
 The University of Nebraska. — "We have had a number of Negro 
 graduates and so far as I know the general student body feels very 
 kindly towards them and towards our Negro undergraduates. On com- 
 mencement days a Negro usually receives a little more applause than a 
 white boy when he walks over the stage. I presume some things happen 
 in his personal relations with his fellow students that are not entirely 
 pleasant, but they never come to the surface. I doubt if there is a school 
 in the country which is freer from race prejudice than the University of 
 Nebraska." 
 
 Section 6. Negro Alumni of the Colleges of Iowa (by Prof. Paul 
 S. Peirce) 
 
 So far as the writer has been able to determine, there are thirty-four 
 colored alumni of lowa'coUeges and universities and these persons hold 
 some forty degrees taken in cursu. Of the thirty-four, twenty-six are 
 
NEGRO ALUMNI OF IOWA COLLEGES 27 
 
 males and eight are females; of those receiving more than one degree in 
 Iowa institutions, three are men and two are women (one man holding 
 three degrees). 
 
 These alumni are distributed among eleven institutions, the State 
 University claiming eleven of them, Drake University six, Iowa Wesleyan 
 University five. Tabor College three, Iowa State College and Coe College 
 two each, and Grinnell, Cornell, Penn, Amity and Highland Park colleges 
 one each. It is a curious coincidence that no one of these institutions 
 seems to have graduated both colored men and colored women, altho all 
 are co-educational; seven have graduated only men of this race and four 
 only women. 
 
 The colored alumnus of Iowa colleges seems to be a phenomenon 
 peculiar to the last three decades, and it is interesting, tho not sur- 
 prising, to note the progressive increase in the number of graduates from 
 decade to decade: during the first decade (1880-1890) six degrees were 
 conferred upon colored candidates; during the next (1890-1900) thirteen; 
 during the decade just closing twenty-one, that is, more than during both 
 the other two. 
 
 Equally interesting and reassuring is the increasing range and diver- 
 sity of courses pursued. During the first decade law and liberal arts held 
 the whole field (law 2, liberal arts 4) ; during the second decade law and 
 liberal arts were still in the center of the field, but medicine, agriculture 
 and graduate work have entered (law 4, liberal arts 4, medicine 1, gradu- 
 ate 3 and agriculture 1) ; while during the last decade no less than seven 
 lines of study were completed by colored men and women (law 3, liberal 
 arts 10, pharmacy 4, medicine, dentistry, agriculture and graduate 
 courses one each). The distribution by courses for the entire period is 
 as follows: liberal arts 18, law 9, graduate 4, pharmacy 4, agriculture 
 2, medicine 2, dentistry 1. 
 
 Geographical Distribution 
 
 1. As to place of birth, data were secured from twenty-five of the 
 total thirty-four, some neglecting to reply at all and others, who replied 
 to most questions, omitting the answer to this one. Of those reporting 
 ten were born in Iowa, seven in Missouri, two each in North Carolina and 
 South Carolina and one in each of the following states: Alabama, Texas, 
 Virginia and Nebraska. 
 
 2. As to migration, several have lived in more than one state since 
 graduation, but as data concerning such movements are quite incomplete 
 we will simply compare birthplaces with present locations. Of the ten 
 born in Iowa five are now in that state, two in Oklahoma, one in Wyoming, 
 one in Minnesota, and one in Venezuela; of the seven bom in Missouri 
 two are in Iowa, two in Mississippi, one in Missouri, one in Alabama and 
 one in Oklahoma; of the two born in North Carolina one is in Illinois and 
 one in Missouri; the native of Virginia is a resident of Iowa; the native 
 
28 THE COLLEGE-BRED NEGRO 
 
 of Texas is in Tennessee; the native of Alabama lives in Texas; the na- 
 tive of Nebraska is in Iowa; and of the two South Carolinians one is in 
 Illinois and the other in Georgia. 
 
 3. By way of summary of present location, it may be noted that of 
 the thirty-four, twelve have settled in Iowa, four in Missouri, three each 
 in Oklahoma and Illinois, two each in Mississippi and Tennessee, and one 
 in each of the following: Minnesota, Georgia, Texas, Wyoming, Alabama, 
 Venezuela, District of Columbia; and one died in Liberia. 
 
 4. These figures show a pretty even division between the northern 
 states on the one hand and the southern and border states on the other, 
 so far as place of birth is concerned and so far as present location goes. 
 But statistics of birthplace and migration are too fragmentary to warrant 
 very definite conclusions as to movements from the one section to the 
 other. 
 
 Agre statistics 
 
 1. As to age of graduation some facts are perhaps noteworthy: 
 First, that the average age is earlier for women than for men, that of 
 
 the former being 21J and of the latter 22^^; second, the average has 
 slightly increased from decade to decade, being 21 years for men and 
 women from 1880-1890, 22 years from 1890-1900 and 22t'i from 1900-1910. 
 This increase seems much more noticeable among the men than among 
 the women. 
 
 2. As to present age, of the twenty-four reporting sixteen are still 
 under thirty-five and only one is over fifty. 
 
 The Family 
 
 In view of the fact that so large a proportion of the alumni studied 
 are recent graduates, it is not surprising to find a large proportion of 
 them still unmarried. Of the twenty-six reporting twelve were married- 
 ten men and two women, twelve were single— eight men and four women; 
 one is a widower, and one woman is separated from her husband. That 
 is, about one-half have married and one-half remained single, with a very 
 low percentage of separated. Among the men the percentage of mar- 
 riages was naturally much greater among graduates of the first two de- 
 cades, while the proportion of marriages among the women was highest 
 for graduates of the last decade. 
 
 Of the thirteen who have been married the average age of marriage 
 was for men 30 years, for women 25 years; of the wives of graduates the 
 average age at marriage was 23 years, and of husbands of graduates 
 (only three reported) the average age at marriage was 35 years. 
 
 The total number of children of these marriages was twenty-two, of 
 whom seventeen are living and five dead. These children were distributed 
 among seven of the thirteen marriages, four reporting no children, three 
 reporting one child each, two reporting two children each, three reporting 
 three children each and one reporting six children. 
 
NEQRO ALUMNI OF IOWA COLLEGES 29 
 
 Occupation 
 
 The thirty-three living alumni studied are at present distributed 
 among the following pursuits: teachers 8, lawyers 5, clergymen 4, physi- 
 cians 3, pharmacists 3, homemakers 3, editors 2, students 3, dentists 1, 
 civil service 1, railway service 1, restaurant work 1, parcel message de- 
 livery 1 (three duplicates). 
 
 In addition it should be noted that nine have previously served as 
 teachers for a longer or shorter period, two have been lawyers, one a 
 book agent, one has run a carpet-cleaning establishment and one has been 
 an editor, while fourteen have never had any other than their present 
 occupation. 
 
 Testimony of College Authorities as to Negro Students 
 
 Amity College. — "Miss B. was a girl of excellent conduct and good 
 scholarship. Her mother (a -widow) is still a resident of College 
 Springs, their home for many years. She was a slave, can not write and 
 reads only a little with difficulty. Her livelihood for herself and children 
 has been earned by hard toil washing and ironing. ' ' 
 
 Central University. — "! will say that while Negroes are admitted to 
 the college freely, but few have attended and none have graduated. We 
 had one year, 1902-1903, a young woman, a quadroon, who received a 
 prize for highest scholarship in the entire school. That was an unusual 
 experience, however. As a rule our Negro students have not done a high 
 grade of work." 
 
 Cornell College. — "We have had but one Negro graduate from Cor- 
 nell College and he made a very fine record as a student while in college. 
 During his college course he was a member of our base ball team and 
 was elected to membership in one of our literary societies." 
 
 Coe College. — ' 'So far as I can learn only two Negroes have graduated 
 from Coe College. One was a good student and gave class poem on com- 
 mencement day. Unfortunately he is a dwarf physically— a hunchback— 
 and for that reason chiefly, I presume, he has not been able to secure 
 such a position as his scholarship would merit. The other was a student 
 of fair ability and fine athlete (football)." 
 
 Des Moines College. — ' 'We have none. Within the last twenty years 
 we have had only two students of that race. Neither of them went be- 
 yond the freshman year. Both were good students. One of them is 
 doing an excellent work now as pastor of one of the strongest Negro 
 churches in this city. The other, a young woman, who was with us last 
 year, passed perfect examination in her Latin, a thing that had probably 
 never occurred in that class before. 
 
 Highland Park College. — "We have never had but one Negro gradu- 
 ated from the regular college of pharmacy. We have had very few Ne- 
 groes in the past and two years ago, you will probably remember, we 
 
30 THE COLLEQE-BRED NEGRO 
 
 announced that we would not receive Negroes any longer, not that we 
 had anything against the Negro, on the other hand we shall be glad to 
 ' do anything that we can to further Negro education; but it became hu- 
 , miliating to the Negro and compromising to the school; the students 
 would not sit by them in school and would have no communication with 
 them, and since we had only one or two each quarter, we thot it 
 \ would be better for all parties concerned to have the Negro seek his edu- 
 cation under more favorable circumstances. " 
 
 Leander Clark College. — "We have had a number of Negro students 
 in past years. Some of them did good, creditable work, and have made 
 useful citizens. We have never had a graduate from any of the depart- 
 ments. " 
 
 Penn College. — "There has been only one Negro graduate. This one 
 was a student of fair ability. Since graduation she has been teaching 
 and has met with excellent success. We have one Negro woman in 
 school at the present time; she is a fair student, above the average in 
 language courses." 
 
 Parsons College. — "We have never had a Negro graduate. To my 
 knowledge no Negro has attended this school." 
 
 Tabor College. — "We have reason to be proud of our Negro alumni : 
 Mr. High tower T. Kealing, A. M., editor of A. M. E. Review, Nashville, 
 Tenn. ; Mr. Edward L. Blackshear, A. M., principal of Texas State Indus- 
 trial School at Prairie View, Texas; and the Rev. W. H. Speese, B. L., 
 pastor of A. M. E. church of Brookport, Illinois. These men have all 
 demonstrated their worth and are an honor to our institution." 
 
 State University. — "The Negro graduates of this University have 
 varied in point of scholarship widely as have the white alumni. But their 
 average has been quite as high as the general average for all alumni, 
 and among their number have been some of marked superiority. A for- 
 mer teacher of logic here said of one of them that he had never had a 
 keener mind in his class room. And another, Mr. S. Joe Brown, was 
 elected to the local chapter of Phi Beta Kappa." 
 
 Appreciation of College Training 
 
 All are confident that their college training has benefited them. To 
 this question the response is always a positive yes. But two of the num- 
 ber addressed felt that it would have been better if their liberal arts 
 work had been supplemented by some commercial or manual training. 
 The rest believed that no other than the course pursued would have been 
 better for them. 
 
 Worlc of Teachers 
 
 No vocation has claimed so many of the Negro graduates of Iowa 
 institutions as teaching, and thru no other channel has the influence of 
 college training reached so far. About one-fourth of the total number 
 
NEQRO ALUMNI OF IOWA COLLEGES 31 
 
 are now teachers, and more than one-half have been teachers at some 
 time in their lives. In the aggregate they represent more than one hun- 
 dred and thirty years of teaching, and judging from their own estimates 
 which are, of course, only rough at best their educational endeavor has, 
 either thru themselves personally or thru their pupils who have become 
 teachers, touched nearly a hundred thousand lives. For the most part 
 these lives have been those of Negroes, altho there is at least one notable 
 instance of a colored graduate conducting a school for whites and several 
 instances where some whites have been taught by persons of color. The 
 grade of teaching done has varied from primary to collegiate. At present 
 three of the alumnae are teaching in the grades of Kansas City and Buxton; 
 while of the alumni one has recently established a small industrial insti- 
 tute in Mississippi, another has been for five years professor in the state 
 colored agricultural and normal university at Langston, Oklahoma, one 
 has been for fourteen years principal of the State Normal at Prairie 
 View, Texas, and two are trained agriculturalists, directing that line at 
 Tuskegee and Clark University. 
 
 The Work of Lawyers 
 
 Of the nine who have completed courses in law seven seem to have 
 undertaken the practice of that profession. Of this latter number two 
 failed to respond to the questionnaire; one reports that after eight years' 
 practice in Des Moines and St. Joseph he has gone into the messenger 
 delivery business; another after four years' practice in Des Moines entered 
 the consular service; a fifth, a young attorney in St. Joseph, reports that 
 his cases are mostly criminal and chiefly colored; the sixth, located in 
 Des Moines, combines law with journalism, and says fully one-half his 
 practice consists of white cases; and the seventh, the only one with a 
 solid collegiate training as a basis for legal studies, after nine years' expe- 
 rience, reports a practice of $1,500 to $2,000, largely criminal but includ- 
 ing several civil rights cases; he has some white clients, has practiced in 
 state and federal courts in three states and has usually been successful. 
 
 Work of Physicians 
 
 Of the three physicians in the list two completed liberal arts courses 
 before entering upon the study of medicine. Two are located in northern 
 states and one in Tennessee. Only one has thus far responded to the 
 questionnaire, but this one is no doubt the most successful of all. He made 
 an enviable record at the State University of Iowa, first in liberal arts 
 and then in medicine; he was the first Negro graduate of the college of 
 medicine in that institution and in the examination by the State Board 
 of Medical Examiners he ranked second in a class of fifty-six. For three 
 years he has been practicing at Buxton, Iowa, his home town, a mining 
 community of some 4,500 inhabitants, mostly colored. He is assistant 
 surgeon for the Northwestern Railway and surgeon for the local mining 
 
32 THE COLLEGE-BRED NEGRO 
 
 company. He reports a plentiful and varied practice among both whites 
 and blacks. He has recently been chosen state vice-president of the Na- 
 tional Medical Association, consisting of the Negro doctors, dentists and 
 pharmacists of the United States. 
 
 Work of Pharmacists 
 
 Of the four graduates in pharmacy, all had received high school 
 training before beginning the pharmacy course; one had spent a year 
 at Drake University and two held bachelor's degrees from Fisk Univer- 
 sity. Two are men and one is a woman. One, a graduate of last year, 
 has not yet begun work as a pharmacist; one is proprietor of a drug store 
 and two are managers of drug companies. All are located in communities 
 having a considerable colored element: one in Oklahoma, one in Missis- 
 sippi and one at Buxton, Iowa. All, however, report patronage from both 
 races. None of these is a graduate of more than three years' standing, 
 so none has a long business record, but the reports of all are hopeful and 
 reassuring: 
 
 "I have met with much success since I have broken the barrier of 
 prejudice againt a woman pharmacist by accuracy, neatness and prompt- 
 ness. " 
 
 ' 'I have only been in business a few months, yet I get patronage from 
 both races and the white druggists give me many professional courtesies. " 
 
 "The fact that a number of whites from this place took the board 
 examination in October and all failed, while I passed, gave me a high 
 professional standing. ' ' 
 
 The Work of Dentists 
 
 The only dental graduate and practitioner completed his course one 
 year ago. He has located in St. Joseph, Mo., and reports that he has 
 been very successful thus far and has a number of white patients. 
 
 Work of Ministers 
 
 Of the three who have gone into the ministry two were born in North 
 Carolina and one in Iowa. Two took their first degree in liberal arts and 
 one in law. All had good records as students. One followed his collegiate 
 course with theological seminary training, another entered the ministry 
 only after seven years' experience as a school principal, the third and 
 youngest became a pastor after several years of small-scale business ex- 
 perience. They are located in three separate states: Iowa, Illinois and 
 Missouri. Each represents a different decade of Negro graduation in 
 Iowa. Two are identified with the A. M. E. Church and one with the M. 
 E. Church. The oldest of the three has won recognition in his profession 
 as shown by the fact of his appointment as district superintendent in the 
 M. E. Church. 
 
NEORO ALUMNI OF IOWA COLLEGES 33 
 
 Work as Editors 
 
 The transition from minister to editor is easy and natural, since the 
 most notable figure in the editorial group is the editor of the A. M. E. 
 Church Review, Nashville, Tenn., Mr. H. T. Kealing, the oldest colored 
 alumnus of an Iowa college and an editor and lecturer for fifteen years. 
 The only other journalist in the group is John L. Thompson, editor of the 
 one colored journal in the state of Iowa {The Iowa State Bystander) and 
 president of the Western Negro Press Association. 
 
 Civil Service 
 
 Two of the Iowa Negro alumni have entered the civil service: Alex- 
 ander Clark, one of the older men, died in Liberia, whither he was sent 
 as United States Minister; H. R. Wright, one of the more recent gradu- 
 ates, has been in the consular service five or six years and is now consul 
 at Puerto Cabello, Venezuela. 
 
 Political Activity 
 
 Most of the male graduates stated that they vote and that their votes 
 are counted. The only exceptions are those living in Alabama, Missis- 
 sippi and Georgia; they have either failed to reply to questions relating 
 to voting practice and experience or have stated that they do not vote. 
 
 Very few have held public office and none has attained to other than 
 minor elective and appointive positions in the state of Iowa, viz: deputy 
 county treasurer, township clerk, file clerk of the general assembly of the 
 state senate, clerk in the hall of archives, judge of election and candidate 
 for nomination for city councilman Des Moines. 
 
 Real Estate Ownersliip 
 
 For the seventeen who stated the assessed value of real estate which 
 they owned the holdings ranged in value from $500 to $10,000, and showed 
 an average of $3, 000. This number includes a few of the recent graduates, 
 whose property accumulations were naturally small. 
 
 Literary Work 
 
 Only two seem to have published books, both on religious and moral 
 themes. A dozen or more have contributed articles to magazines, news- 
 papers and bulletins with a wide range of topics and titles, short stories 
 for children, orations and poems, industrial training, agricultural bulletins, 
 abridgment of rights of Negro citizens, discourses on temperance and 
 other social, moral and religious themes. 
 
 Advanced Defi:rees 
 
 At least thirteen have taken more than one degree, the second or 
 third degree being in most cases A. M., in some cases professional and 
 occasionally honorary. At least three others haVe pursued post-graduate 
 study. 
 
34 THE COLLEQE=BRED NEQRO 
 
 Learned Societies 
 
 At least ten belong to learned societies, including Phi Beta Kappa, 
 N. E. A., A. A. A. S., National Medical Association, state teachers' asso- 
 ciations, etc. 
 
 Qroup Leadersiiip 
 
 Aside from the pursuit of their regular vocations most of these men 
 and women have been more or less active in various lines of social and 
 civic service. Many have engaged in religious activities and some have 
 figured rather prominently as laymen in religious organizations, one as a 
 conference delegate and president of Iowa Sunday-school Institute, another 
 as district superintendent of A. M. E. Sunday-schools, another as director 
 of the boys' department of a local Y. M. C. A. and lecturer on physiology 
 and hygiene, one lady has been prominent as a speaker before religious 
 and educational meetings and active in W. C. T. U. and juvenile improve- 
 ment work, several have turned their attention to leadership in local re- 
 ligious and moral needs. A number have solicited and raised money for 
 schools in which they were interested. One helped in the settlement of 
 the Alton school fight. A few have addressed themselves to the agricul- 
 tural and industrial uplift of their people and have conducted farmers' 
 congresses or organized farmers' institutes and otherwise led in instruc- 
 tion in agricultural lines. One was former national legal adviser and is 
 now state president of the Afro-American Council. A few have been 
 identified with local business enterprises, such as banks, drug companies, 
 real estate companies, etc. ; and one claims the distinction of starting the 
 movement for a Semi-Centennial of Negro Progress since 1863. 
 
 The Future 
 
 Nearly all these men and women have come up thru adversity and 
 have triumphed despite the heavy odds against them. All express them- 
 selves as hopeful for the future of their people in this country. Their 
 suggestions as to the solution of the problems of their race vary widely 
 and reveal diverse philosophies, but for the most part they vouch for the 
 usefulness of these alumni to the communities of which they form a part 
 and to the race whose leadership they in part provide. 
 
 Section 7. Colored Students and Graduates of the University 
 of Kansas ' {by Mr. Larry M. Peace) 
 
 Thirty-nine years ago, when old North College was the University, 
 among the few lank youths and bronzed haired maidens who came from 
 the prairies of Kansas to begin their college careers with the study of 
 grammar, geography, arithmetic, and the like, there was a single dusky 
 face. The enrollment of the colored people in the University of Kansas 
 
 1 Printed in The Graduate Magazine, University of Kansas. 
 
UNIVERSITY OF KANSAS 35 
 
 began then, in 1870, when just one student, a woman, entered the fresh- 
 man class of the preparatory department. It was not until 1873, however, 
 that this same woman, upon entering what is now the college of liberal 
 arts and sciences, became also the first colored person to do real univer- 
 sity work. 
 
 During the years subsequent to 1870, there has been no session of the 
 University which has not been attended by colored students. From 1870 
 to 1890 the number of such students was small; only one, or occasionally 
 two new ones would come each year. From 1890 to 1909 their enrollment 
 has been from four or five to ten new persons each year, the greater 
 numbers having come within the five years just passed. The University 
 register shows that of the forty-four enrolled for the year 1908-1909, nine 
 are in the school for the first time. 
 
 The total registration of colored people in the University has been 
 two hundred and eleven: one hundred and forty- three men and sixty-eight 
 women. The six— all, in fact — who came prior to 1876, were women. 
 Beginning with two men in 1876, by far the majority of those who came 
 later were men. 
 
 Excepting two, who registered only in the normal department, the 
 twenty-two colored students who came first to the University began their 
 work in the preparatory department. Only six of these, however, re- 
 mained long enough to enter the collegiate department, where three of 
 them continued to graduation, receiving the degree of bachelor of arts. 
 To one of these three, as will be seen later, was granted the additional 
 degree of bachelor of didactics, the only normal degree ever granted to a 
 colored person by the University of Kansas. 
 
 At some time during the past forty years the University has had col- 
 ored students in every school and in almost every department. At present 
 the writer does not have in mind any course for which some colored per- 
 son has not enrolled. Just how many have done some work in the graduate 
 school is uncertain, but there have been several, one of whom— a man- 
 received credit for full work leading to a degree. Counting the students 
 of the preparatory department there have been altogether, in what is now 
 the college of liberal arts and sciences, one hundred and eighteen: fifty- 
 nine men and fifty-nine women. In the school of engineering ten men 
 have studied at least thru the freshman year. Thirty men have studied 
 in the school of law, while only two men and seven women have enrolled 
 in the school of fine arts. In the school of pharmacy twenty-six men and 
 two women have been registered, as compared with a total of sixteen men 
 in the school of medicine. 
 
 A glance at the following simple table will show the number of men 
 and women who have been enrolled in the various schools of the Univer- 
 sity, together with the number of degrees granted to each sex. 
 
 It will be noticed that no colored women have ever studied in the 
 schools of medicine, law and engineering, and that no colored person has 
 
36 
 
 THE COLLEQE=BRED NEGRO 
 
 ever graduated from the schools of medicine and fine arts. It will also be 
 noticed that very few colored women have enrolled for the professional 
 courses, while in the courses in the college they have kept pace with the 
 men not only in number but also in the quality of their work. 
 
 
 Enrollment 
 
 Degrees granted 
 
 
 Total 
 
 Men 
 
 Women 
 
 Total 
 
 Men 
 
 Womem, 
 
 All schools 
 
 211 
 
 (?) 
 
 118 
 10 
 30 
 9 
 28 
 16 
 
 143 
 Several 
 59 
 10 
 30 
 2 
 26 
 16 
 
 68 
 
 Several 
 
 59 
 
 7 
 2 
 
 60 
 1 
 
 31 
 2 
 
 18 
 
 8 
 
 45 
 1 
 
 16 
 2 
 
 18 
 
 8 
 
 15 
 
 The School of Liberal Arts and Sciences , 
 
 The School of Engineering 
 
 The School of Law . . 
 
 The School of Fine Arts . . 
 
 The School of Pharmacy 
 
 The School of Medicine 
 
 15 
 
 By far the majority of the colored students who have come to the 
 University did not remain thru the sophomore year. Three-fourths of 
 the preparatory students left before reaching the freshmen year of the 
 college. Nearly all of those who passed the sophomore year continued to 
 graduation. This statement is true only for the college. 
 
 To the sixty degrees just listed must be added the degree of bachelor 
 of didactics which, together with the degree of bachelor of arts, was 
 granted in 1885 to one man who then became the first colored graduate of 
 the University of Kansas. The table shows that no colored women have 
 been enrolled in the schools of engineering, law or medicine, and that 
 only two have been enrolled in the school of pharmacy; neither one of the 
 latter, however, continued to graduation. 
 
 Of the thirty-one degrees granted by the college fifteen were received 
 by women, all bachelor of arts degrees. No other degrees have ever been 
 received from the university by colored women. 
 
 During the attendance of such students at the University for forty 
 years the number to graduate at any one time has varied, sometimes one, 
 sometimes two, and at a few commencements there has been none. The 
 greatest number to graduate at any one time finished in 1901, when eight 
 degrees were granted to colored persons: five by the College, two by the 
 School of Pharmacy and one by the School of Law. During all these 
 years only one person has appeared for a higher degree, one man having 
 received the degree of master of arts in 1908. 
 
 Taking no account of gymnasium work, voice culture, theme writing 
 and hygiene, the following table of subjects will show in detail the num- 
 ber of men and women enrolled in any subject in the list; the total credits 
 given for that subject, and the number of credits received by men and 
 women respectively, the greatest number of credits received by men and 
 women; and finally, the number of each sex who received three or more 
 credits in any one subject: 
 
UNIVERSITY OF KANSAS 
 
 37 
 
 
 
 
 
 
 
 Greatest 
 
 Three or more 
 
 
 Enrollment ] 
 
 
 Credits | 
 
 credit 
 
 credits 
 
 SUBJECTS 
 
 
 1 
 
 
 
 
 
 
 
 Total 
 
 Men 
 
 W&mem 
 
 Total 
 
 Men 
 
 WoTrven 
 
 Mm 
 
 Wojnen 
 
 Men 
 
 Women 
 
 Eng-lish ... 
 
 28 
 
 13 
 
 15 
 
 130 
 
 45 
 
 86 
 
 10 
 
 10 
 
 5 
 
 13 
 
 Mathematics . . . 
 
 23 
 
 12 
 
 11 
 
 63 
 
 34 
 
 29 
 
 3 
 
 3 
 
 6 
 
 5 
 
 Physical sciences . 
 
 41 
 
 23 
 
 18 
 
 57 
 
 39 
 
 18 
 
 8 
 
 2 
 
 5 
 
 
 Chemistry . . 
 
 22 
 
 11 
 
 11 
 
 37 
 
 25 
 
 12 
 
 4 
 
 1 
 
 S 
 
 
 Physics . 
 
 3 
 
 3 
 
 
 3 
 
 a 
 
 
 2 
 
 
 
 
 Geology 
 
 16 
 
 9 
 
 7 ' 
 
 17 
 
 11 
 
 6 
 
 2 
 
 i 
 
 
 
 Biological sciences 
 
 38 
 
 27 
 
 21 
 
 89 
 
 63 
 
 26 
 
 15 
 
 6 
 
 7' 
 
 
 Zoology 
 
 19 
 
 12 
 
 7 
 
 33 
 
 26 
 
 7 
 
 7 
 
 1 
 
 2 
 
 
 Botany ... 
 
 22 
 
 11 
 
 11 
 
 45 
 
 30 
 
 15 
 
 6 
 
 2 
 
 5 
 
 
 Entomology 
 
 5 
 
 4 
 
 1 
 
 8 
 
 7 
 
 1 
 
 2 
 
 1 
 
 
 
 Physiology. . 
 
 2 
 
 
 2 
 
 3 
 
 
 3 
 
 
 2 
 
 
 
 Philosophy 
 
 15 
 
 '8' 
 
 7 
 
 36 
 
 ' is' 
 
 18 
 
 '4' 
 
 7 
 
 '3 
 
 2 
 
 History . 
 
 24 
 
 11 
 
 13 
 
 77 
 
 34 
 
 43 
 
 10 
 
 8 
 
 5 
 
 6 
 
 Economics 
 
 3 
 
 3 
 
 
 10 
 
 10 
 
 
 8 
 
 
 1 
 
 
 Foreign languages 
 
 71 
 
 32 
 
 39 
 
 220 
 
 90 
 
 140 
 
 25 
 
 27' 
 
 12 
 
 22 
 
 Latin 
 
 16 
 
 8 
 
 8 
 
 47 
 
 21 
 
 26 
 
 7 
 
 8 
 
 3 
 
 3 
 
 Greek . 
 
 7 
 
 3 
 
 4 
 
 22 
 
 13 
 
 9 
 
 6 
 
 4 
 
 3 
 
 2 
 
 German . 
 
 26 ' 
 
 13 
 
 13 
 
 98 
 
 42 
 
 56 
 
 8 
 
 8 
 
 6 
 
 11 
 
 French 
 
 18 
 
 6 
 
 12 
 
 46 
 
 10 
 
 36 
 
 2 
 
 5 
 
 
 6 
 
 Spanish . 
 
 4 
 
 2 
 
 2 
 
 7 
 
 4 
 
 3 
 
 2 
 
 2 
 
 
 
 Astronomy ... 
 
 1 
 
 1 
 
 
 1 
 
 1 
 
 
 1 
 
 
 
 
 Education . . 
 
 12 
 
 5 
 
 v 
 
 36 
 
 17 
 
 19 ' 
 
 6 
 
 a' 
 
 3 " 
 
 4 
 
 Evolution . 
 
 8 
 
 5 
 
 3 
 
 9 
 
 6 
 
 4 
 
 2 
 
 1 
 
 
 
 Sociology 
 
 16 
 
 10 
 
 6 
 
 43 
 
 24 
 
 19 
 
 5 
 
 6 
 
 4 ' 
 
 '3 
 
 A glance at the table will show that when arranged in the order of 
 their popularity, which is determined by the number of credits given in 
 each case, the subjects stand as follows: foreign languages, first; English, 
 second; biological sciences, third; history, fourth; mathematics, fifth; 
 physical sciences, sixth, and social sciences, seventh. In making the cal- 
 culations economics and sociology are combined. The two subjects are so 
 closely related that they were not carefully kept separate in the table. 
 A few of the credits, therefore, which are assigned to sociology should be 
 given to economics. 
 
 It may be seen from the table that the ratios of the credits received 
 by men in the various subjects, to those received by women, can be ex- 
 pressed as follows: English, 1:1.8; mathematics, 1.1:1; physical sciences, 
 1.2:1; biological sciences, 2.5:1; philosophy, 1:1; history, 1:1.3; social 
 sciences, 1.4:1; foreign languages, 1:1.5. The women clearly outclassed 
 the men, from the standpoint of credits, in the languages and in history, 
 while the men took the lead in biological, physical and social sciences and 
 in mathematics. Upon the whole, the number of men to have received 
 credits in the various subjects is well balanced by that of women. 
 
 Three subjects, astronomy, physics and economics, were taken by 
 men only. No subject, however, was taken by women only. Credits in 
 physiology were not assigned to men in the table because such students 
 took the work in the School of Medicine. 
 
 An examination of the grades of all colored students who hold degrees 
 from the College of Liberal Arts and Sciences shows no special fitnesses 
 
38 THE COLLEGE-BRED NEQRO 
 
 or abilities peculiar to either men or women. Excellent students, as well 
 as very poor ones, were found among those of both sexes in every course. 
 The grade records show that the men must have taken the sciences and 
 the women the languages for other reasons than special ability along 
 these particular lines of work. Excepting the great disparities in the 
 biological sciences and also the physical sciences the number of individual 
 credits by men and women in any particular subject is almost the same 
 for one sex as it is for the other. 
 
 Summing up the grades of all colored people who hold degrees from 
 the college and arranging them in the order, grade I, grade II and grade 
 III, the aggregate of I's, II's and Ill's, sustain the relation 8:12:4. This 
 is an easy but unsatisfactory way of obtaining a notion of the scholarship 
 as a whole. 
 
 To compare their standing with that of the white people who hold 
 degrees from the same school is more difficult and even more unsatisfac- 
 tory. In fact, there is no method of comparison which would be fair to both. 
 
 A preliminary comparison was made by selecting from the entire list 
 of those who hold degrees from the college the names of white men and 
 women equal in number to those colored men and women who hold degrees 
 from the same school. One or two names were selected from nearly 
 every class list, by dropping the pencil point upon it and taking the name 
 nearest the point. Thus the records of thirty-one white students, out of 
 a total of seventeen hundred, were secured to be compared with the re- 
 cords made by the thirty-one colored students. Summing up their grades 
 it was found that in the order of grades, I, II and III, as before, they 
 presented the relation 8:9:3— not a great deal different from the 8:12:4 
 upon the part of the colored students. 
 
 In the list of white students was one man who made a complete record 
 of grades one. This standard was not quite reached by any colored stu- 
 dent. A few, however, came very near to it, one reaching a total of 
 thirty-two grades one out of thirty-eight credits. Upon the other hand, 
 no individual colored student received quite as many grades three as did 
 an individual white student. 
 
 It has already been pointed out that the total number of colored peo- 
 ple to attend the University is two hundred and eleven. The total number 
 of white people is said to have been nearly twenty-five thousand. The 
 ratio of the attendance of colored students to that of white students is 
 accordingly about 1 :123. The ratio of the number of colored students to 
 finish to the total number to enter is 1 :3. The ratio of the number of white 
 students to finish to the number to enter is 1:7.3. The ratio of the number 
 of colored students to graduate to the number of white students to finish 
 is 1 :56. An interesting fact to be noticed here is that while there has been 
 one colored student among every one hundred and twenty-three to enter 
 the University there has been an average of one in every fifty-six to 
 finish. 
 
UNIVERSITY OF KANSAS 39 
 
 Something of interest pertaining to the colored student in the College 
 of Liberal Arts and Sciences may be gleaned from what has already been 
 said but not a great deal has been said concerning him in the other schools 
 of the University. 
 
 The School of Engineering, with only two colored graduates, and the 
 School of Medicine, with none, will be passed without further comment. 
 The School of Law, in the matter of degrees granted, ranks next to the 
 college but owing to the manner of keeping the records no exact data 
 could be obtained. Like the college, however, it has sent out a few ex- 
 cellent students along with the poor ones. 
 
 It has been only within the past ten years that any number of colored 
 students have undertaken work in the School of Phannacy. A few of 
 these have done creditable work. 
 
 Whatever have been the accomplishments of the colored student in 
 the class-room, he has taken an insignificant part in university affairs in 
 general. A few have been identified with the various university literary 
 societies, and have even represented the university in debate. This liter- 
 ary inactivity is only a seeming one, for the colored students have done 
 quite creditable things in the town literary societies which they have 
 always maintained. They have generally supported two or three of such 
 societies, holding weekly meetings where all the various literary programs 
 could be rendered. They have maintained exclusive clubs for both men 
 and wonion, one of the most progressive of which is a girls' club of some 
 years' standing. This one is strictly a university girls' club, in which, to 
 quote from their current year book, such subjects as "Macaulay as a 
 Critic," "Religious Troubles in England" and "Warren Hastings" are 
 discussed. 
 
 Like their literary powers, the religious talents of the colored students 
 have been little exercised on Mount Oread. Upon the other hand, these 
 same students have taken the lead in the down-town churches. In times 
 past the Sunday-school, the Christian Endeavor, the Baptist Young Peo- 
 ple's Union and various other church societies would have suffered with- 
 out their help. They have held aU church offices, from Sunday-school 
 teacher and chorister to minister. 
 
 While the colored students do not take any part in the social life of 
 the University, in conjunction with the town people they provide them- 
 selves with all the latest fads and luxuries of social enjoyment. They 
 have their receptions, their banquets, their club dances, and their annual 
 spring parties. 
 
 Tho they have looked well to their literary, religious and social train- 
 ing, they have had very little to do with athletics. Aside from one or 
 two baseball men and a football player the colored students have had 
 very little interest in university sports. This athletic inactivity is due in 
 part to the circumstances under which nearly every one of these students 
 must acquire his education. Aside from the disparity of their numbers 
 
40 THE COLLEQE=BRED NEQRO 
 
 it may be found that one of the great differences between white and col- 
 ored students in the University lies in the circumstances under which each 
 race accomplishes what it does. 
 
 If it is more difficult for some colored students to rank high in schol- 
 arship from a standpoint of grades than it is for white students it may be 
 owing to the fact that this excellence is not expected of them. Good work 
 on the part of a colored student nearly alwayi calls forth comment or even 
 expressions of surprise. The white students do not necessarily have to 
 meet a condition of this nature. 
 
 For reasons too obvious to be discussed the associates of the colored 
 student are not men and women schooled and highly cultured, both at 
 home and abroad. He has not the lure of the Phi Beta Kappa or other 
 honorary society, with friends and relatives to assist him, to advise and 
 direct him, as well as to scheme for him, in order that he may make an 
 enviable record. The white student may have all of these favors. 
 
 Again, nearly all of the colored students are wholly or in part self- 
 supporting. This was the case with fifty-three out of the sixty who now 
 hold degrees from the University. It may be that the earning of one's 
 way through school does not need to be a handicap. Those reporting upon 
 the subject differ in opinion. Indeed an examination of the records of 
 the colored students shows that the students who labored most strenu- 
 ously to meet expenses while in school often far surpassed the students 
 who were not at all self-supporting. 
 
 It may be, however, that the colored student is somewhat handicapped 
 because of the nature of the work which he must perform for a living. 
 He is usually able to obtain an abundance of work and is willing to do it, 
 but the work is, as a rule, not very remunerative and often takes his 
 time inopportunely. There were no clerks, stenographers, bookkeepers, 
 and the like, among those fifty-three people who worked their way 
 through the University. They were table-waiters, janitors, porters, farm- 
 ers, maids and laundresses. 
 
 In addition to these employments they were bound to their social du- 
 ties. The white student can forego any social demands with impunity 
 and applause while he is at school. This is not true of the colored student; 
 his social opportunities and obligations increase with his schooling. If he 
 is not brave enough to ignore adverse criticism and remain loyal to his 
 studies his scholarship must suffer. It is true he is needed in society; he 
 is from the best of homes, perhaps, so that much is expected of him; 
 nevertheless, he has yet to learn that toil for a living, society and schol- 
 arship do not make an harmonious trio. Twenty-five of the graduates 
 have been happily married. Of this number only one couple have been 
 united as the result of a college romance. 
 
 Again, it is more difficult for the colored student to succeed because 
 of his home life. In most cases he comes from parents whose opportuni- 
 ties have not fitted them for assisting him in an educational way. Often 
 
ATTITUDE AT OBERLIN 41 
 
 they are innocently indifferent, unsympathetic, and in some cases, even 
 antagonistic. 
 
 However well or ill those two hundred former students and graduates 
 fared while in school all are emphatic in their loyalty to a great university 
 where men and women from the humblest walks of life and without money 
 can tarry and get wisdom. 
 
 So far as is known all but fourteen of these former students and 
 graduates are still living and doing well. The dead are eleven women 
 and three men. Of these, three— one woman and two men— were gradu- 
 ates. Of the former students eight are practicing physicians, holding 
 degrees from other universities. Three of those holding degrees from 
 the University of Kansas are now studying in other universities for higher 
 degrees. Of the remaining graduates of the University, one, having ob- 
 tained his degree of doctor of medicine from another school, is practicing 
 medicine; three bachelors of law and twenty-one bachelors of arts are 
 teaching. Of the latter, three are college professors, two are high school 
 teachers and three are ward principals. Two bachelors of art are foreign 
 missionaries. With one exception those holding degrees from the School 
 of Pharmacy are practicing their profession. One law graduate is a min- 
 ister of the gospel, while another is in the diplomatic service of the United 
 States. Eleven bachelors of law and one bachelor of arts are practicing 
 law. One bachelor of arts and a pharmacist are in the civil service de- 
 partment of the United States. One former student is a successful 
 manufacturer. 
 
 Communications from nearly all of these graduates insist that a col- 
 lege training is worth while. 
 
 Section 8. Attitude Toward Negro Students at Oberlin 
 
 Oberlin College is especially notable because it was the 
 great pioneer in the work of blotting out the color-line in 
 colleges. During the early thirties Lane Seminary in Cincin- 
 nati became a center of anti-slavery enthusiasm. The trus- 
 tees of the seminary attempted to prohibit the discussion of 
 the slavery question in the institution and this led to a great 
 secession of students. Many of the seceders proposed to go 
 to Oberlin College which had been established in 1833 and 
 there form a theological department, on condition, however, 
 that they have Charles G. Finney, the noted revivahst, as 
 their teacher. Mr. Finney says: 
 
 "I had understood that the trustees of Lane Seminary had acted' 
 'over the heads' of the faculty; and, in absence of several of them, had 
 
42 
 
 THE COLLEQE-BRED NEQRO 
 
 passed the obnoxious resolution that had caused the students to leave. I 
 said, therefore, that I would not go at any rate, unless two 
 
 points were conceded by the trustees. One was, that they should never 
 interfere with the internal regulation of the school but should leave that 
 entirely to the discretion of the faculty. The other was, that we should 
 be allowed to receive colored people on the same conditions that we did 
 white people; that there should be no discrimination made on account of 
 color."! 
 
 These conditions were met, Finney entered upon his work 
 in Oberlin, and the college thus became an anti-slavery strong- 
 hold. Each year since that time has found a considerable 
 number of Negro students enrolled in Oberlin College; and 
 the institution has graduated more Negroes than any other 
 institution of its kind. There have been the following Negro 
 graduates from Oberhn: 
 
 NEGRO GRADUATES FROM OBERLIN 
 
 
 Living 
 
 Dead 
 
 
 
 Male 
 
 Female 
 
 Male 
 
 Female 
 
 Total 
 
 1844-49. . 
 1850-64. . 
 
 2 
 
 
 2 
 1 
 1 
 2 
 6 
 2 
 2 
 1 
 1 
 2 
 
 l' 
 
 3 
 3 
 3 
 
 2 ' 
 
 l' 
 3 
 
 4 
 4 
 
 1865-59. . 
 1860-64. . . 
 1865-69. . 
 1870-74. . 
 1875-79. . 
 1880-84. . 
 1886-89. . 
 1890-94. . 
 1895-99. . 
 1900-04. . 
 1905-09 
 
 2 
 2 
 
 1 
 S 
 
 7 
 5 
 10 
 7 
 10 
 13 
 
 1 
 3 
 3 
 3 
 5 
 5 
 4 
 9 
 1 
 6 
 11 
 
 7 
 10 
 
 9 
 
 8 
 10 
 13 
 11 
 24 
 
 8 
 16 
 26 
 
 Total . 
 
 62 
 
 61 
 
 21 
 
 16 
 
 149 
 
 Lately the color line has appeared at Oberlin, as the fol- 
 lowing quotations show: ^ 
 
 . Like any other condition which depends upon the under- 
 graduate state of mind it changes with the changing classes. Under nor- 
 mal conditions the attitude of the senior class determines the attitude of 
 the student body and there is some reason to think that the feeling against 
 having colored men in the literary societies is stronger in the present 
 senior class than in the other classes. If the present attitude were merely 
 sporadic— a temporary aberration of the men of 1910— it would not be 
 
 'Memoirs of Rev. Charles G. Finney, written by himself, p. ; 
 2 From the Oberlin Alumni Magazine. 
 
 New York, 1876. 
 
ATTITUDE AT OBERLIN 43 
 
 worth comment. That this is not the case is clear from several facts. In 
 1905 Alpha Zeta refused to admit a man because of his color. (This action 
 was reversed under pressure from alumni of Alpha Zeta.) Since the 
 graduation of this man no colored men have been members of the literary 
 societies. 
 
 "This feeling against the colored men is, of course, not shared by all 
 of the men of the college and we are glad to print here articles from the 
 undergraduates expressing their beliefs on both sides of the question." 
 
 " Phi Delta is not a reformers' club; it is an association of 
 
 men for literary and social purposes. I know that to me one of the most 
 treasured factors of my socieiy life has been the fellowship and good feel- 
 ing so evident all thru our work, the feeling of friendship and brotherliness 
 for every fellow member. And this element has had its very important 
 influence on the grade of our literary work, first for Alma Mater, next 
 for the honor of Phi Delta. And, to speak plainly, the presence of a col- 
 ored man in our ranks would for many of us spoil utterly the social side 
 of society life. It may be a sign of narrowness, but many of us have a 
 very strong feeling in that respect and knew that this step would be a 
 cruel blow at Phi Delta. 
 
 "As for the man himself this same feeling would have injured him. 
 Personally, I have nothing but respect and good will toward this indi- 
 vidual nor had any of us, but few of us would have been able to give him 
 the glad hand of fellowship and the social equality which would have been 
 his due if admitted. Furthermore, even if he had been taken in and made 
 one of us in every way, many of you older men know full well how small 
 a degree of any such treatment he could have outside Oberlin walls. 
 Would you tantalize a human soul with the vision of a promised land 
 from which an impassable gulf will soon shut him off? And, inasmuch as 
 there are few, if any others of his race, worthy of admission to Phi Delta 
 this step would have isolated him from those with whom his future must 
 be linked." 
 
 " For what greater opportunity could come to a society 
 
 organized to orate and debate on current problems than actually to help 
 solve one of these problems? And how can this particular problem be 
 solved except by the co-operation of the better classes of each race and 
 the encouragement on the part of the dominant race of those who are 
 struggling to overcome the handicap given them by fortune? 
 
 "It is hard, of course; for race prejudice is no thing of the imagina- 
 tion, but is real and deeply rooted. But merely because it is hard is no 
 reason why we should shrink from it, but is all the more reason for facing 
 the matter squarely whenever the opportunity is presented. To face the 
 matter squarely is not to hope for some act of congress or other miracle 
 but to make the problem a personal one, for each individual to use his 
 
44 THE COLLEQE=BRED NEQRO 
 
 education to supplant prejudice with reason. For race prejudice is di- 
 rectly opposed to reason in that it regards each member of the race as a 
 type rather than as a person. And if college men have not the foresight 
 to look at the situation in its entirety and the justice to judge a college 
 man on his own manly qualities rather than on the traditional qualities of 
 his race, then these men need not be horrified at the cruelties which the 
 same prejudice may lead mobs of their ignorant brothers to perform. ' ' 
 
 "In your March issue (p. 224) you announce 'that it has become gen- 
 erally understood' that men like Frederick Douglass, Paul Lawrence 
 Dunbar and Booker Washington 'are not wanted' in the literary societies 
 of the progressive Oberlin of today. 
 
 "Is this a fair representation of the 'modem scholarship' of Oberlin, 
 or is it a slanderous fiction? Has color and not character or talent become 
 the 'open sesame' to literary honory on the campus once graced by Tappan 
 Hall, and once the inspiring center of impulse to heroisms of self-sacrifice 
 for men of every color and clime? Has the Missionary Arch, the memo- 
 rial of men and women who lived and died for those of an off color, 
 crumbled into dust and been forgotten, or has the spirit of some Legree 
 been permitted to come back from the realm of Pluto to misrepresent the 
 Oberlin of today?" 
 
 " I hardly know which surprises me most; the existence of 
 
 the state of feeling here recorded, or the matter-of-fact way in which the 
 article seems to accept it as something in the order of natural development 
 and progress. Can it be that the present generation of students and in- 
 structors have cut themselves loose from the past history and traditions 
 of Oberlin so that they do not realize the foundations on which its present 
 prosperity rests? Oberlin during its early history stood out from other 
 colleges for two fundamental principles, the higher education of women 
 and the brotherhood of man, including the black man. These two ideas 
 gave her friends and prestige in every state of the union and in many 
 foreign countries. It is because of these that Oberlin has a national repu- 
 tation instead of being a small, local Ohio college. Its liberal and pro- 
 gressive policy has attracted students, friends and money, and so has made 
 its present success possible." 
 
 I belonged to Phi Delta in the years 1875 to 1878. If I re- 
 member correctly every man in college except three or four belonged to a 
 society, and some colored men were the strongest members. It was not 
 the custom to solicit members for one society rather than another, but 
 new students were expected to visit society meetings and to make their 
 own choice. I never knew of any one being rejected. Any man whose 
 character and scholarship enabled him to stay at Oberlin College could be 
 sure of admission to the society of his own choice. The democratic spirit 
 of all the societies was unquestioned. . 
 
NUMBER OF NEGRO COLLEGE GRADUATES 
 
 45 
 
 "If it is true that colored young men who desire to join a college 
 society refrain from applying because they fear they will not be welcome, 
 this is a serious misfortune for them, and still more serious for the socie- 
 ties if such an unwillingness to admit them really exists. I can appreciate 
 the sensitive and gentlemanly attitude of those who quietly hold back from 
 going where they suspect they may not be wanted, but I am alarmed for 
 those who are willing to have any share in barring out any of their fellow 
 students from the valuable opportunities of our Oberlin College societies. " 
 
 Section 9. The Number of Negro College Graduates 
 
 The number so far as can be ascertained of persons of 
 Negro descent who have been graduated from American col- 
 leges may be arranged in the following tables: 
 
 NEGRO COLLEGE GRADUATES BY YEARS 
 
 1823 . 
 
 . 1 
 
 1861 
 
 3 
 
 1879 
 
 48 
 
 1895. 
 
 . 130 
 
 1826 . 
 
 .1 
 
 1862 
 
 3 
 
 1880 
 
 60 
 
 1896 . 
 
 .104 
 
 1828. 
 
 . 1 
 
 1864 
 
 2 
 
 1881 
 
 65 
 
 1897. 
 
 . 128 
 
 1841. 
 
 .1 
 
 1866 
 
 6 
 
 1882 
 
 39 
 
 1898. 
 
 .144 
 
 1844. 
 
 .2 
 
 1867 
 
 4 
 
 1883 
 
 74 
 
 1899. 
 
 89 
 
 1847 . 
 
 . 1 
 
 1868 
 
 9 
 
 1884 
 
 64 
 
 1900. 
 
 92 
 
 1849 . 
 
 .3 
 
 1869 
 
 .11 
 
 1886 
 
 . 100 
 
 1901. 
 
 . 145 
 
 1860. 
 
 .1 
 
 1870 
 
 .26 
 
 1886 
 
 94 
 
 1902. 
 
 . 128 
 
 1851. 
 
 . 1 
 
 1871 
 
 .16 
 
 1887 
 
 90 
 
 1903. 
 
 .148 
 
 1852 . 
 
 . 1 
 
 1872 
 
 .26 
 
 1888 
 
 87 
 
 1904. 
 
 .139 
 
 1853 . 
 
 . 1 
 
 1873 
 
 .29 
 
 1889 
 
 86 
 
 1905. 
 
 .267 
 
 1854. 
 
 . 1 
 
 1874 
 
 .27 
 
 1890 
 
 96 
 
 1906. 
 
 .182 
 
 1856. 
 
 .6 
 
 1875 
 
 .26 
 
 1891 
 
 99 
 
 1907. 
 
 .133 
 
 1858 . 
 
 .1 
 
 1876 
 
 .37 
 
 1892 
 
 -70 
 
 1908. 
 
 .224 
 
 1869 . 
 
 . 1 
 
 1877 
 
 . 43 
 
 1893 
 
 .137 
 
 1909. 
 
 . 165 
 
 1860. 
 
 .6 
 
 1878 
 
 .37 
 
 1894 
 
 . 130 
 
 Total. 
 
 .3,866 
 
 The following table shows the increase by decades from 
 three graduates during the decade 1820-1829 to 1,613 graduates 
 during the decade 1900-1909: 
 
 Decade 
 
 1820-1829 , 
 1830-1839 . 
 1840-1849 . 
 1850-1859 
 1860-1869 
 1870-1879 
 1880-1889 
 1890-1899 
 1900-1909 . 
 
 Number of Negro 
 college gradiicutes 
 
 Total 
 
 3,856 
 
46 
 
 THE COLLEGE-BRED NEQRO 
 
 NEGRO GRADUATES OF OTHER COLLEGES (BY SEX) 
 
 INSTITUTION 
 
 Oberlin . . 
 Dartmouth . 
 Ohio State . . 
 Radcliffe 
 Smith . . . 
 Iowa State 
 
 Vassar 
 
 Western Reserve . 
 
 Indiana 
 
 University of Pittsburg 
 College of the City of N.Y, 
 University of Minnesota . 
 Harvard . . 
 Yale . . . 
 
 Columbia 
 
 Univ. of Pennsylvania . . 
 
 Amherst 
 
 University of California . 
 Northwestern . . 
 Boston 
 
 Coe 
 
 Iowa Wesleyan 
 Bowdoin . . 
 Butler . . 
 Case . . 
 
 Catholic .... 
 Cornell College . 
 Dickinson . . 
 Beloit . . 
 
 Bucknell 
 
 Rhode Island State . 
 
 Baldwin 
 
 Washington and Jefferson 
 Hillsdale . 
 
 Monmouth 
 
 University of Cincinnati 
 Kansas 
 
 Armour 
 
 University of Nebraska. 
 
 New York . . 
 
 Illinois . . . 
 
 Mt. Holyoke . . 
 
 Shurtliff . . 
 
 Bellevue . . 
 
 Adrian . 
 
 Allegheny . . 
 
 Colby . . 
 
 De Pauw 
 
 Penn 
 
 Olivet. . 
 
 Washburn . . 
 
 Omaha 
 
 University Park, 
 Upper Iowa . . 
 
 Fe- 
 male 
 
 149 
 
 14 
 
 13 
 
 4 
 
 4 
 
 2 
 
 1 
 
 13 
 
 8 
 
 10 
 
 2 
 
 8 
 
 41 
 
 37 
 
 3 
 
 29 
 
 14 
 
 INSTITUTION 
 
 University of Illinois . . 
 University of Wooster . 
 University of Vermont . 
 Middlebury .... 
 Southwest Kansas . 
 St. Stephens . 
 Trinity . . 
 Otterbein 
 Tabor . 
 Moravian . . 
 Mt. Union . . 
 Ohio Wesleyan . . 
 Marietta . . 
 McKendree . . 
 Ohio . . 
 
 Denison 
 
 University of Rochester 
 Purdue . . 
 
 Pomona 
 
 Wesleyan (Conn.) 
 Bloomington , . , 
 Iowa State College . 
 Lafayette 
 Albion . 
 Amity . 
 Franklin . 
 Bates 
 
 Rutgers . . 
 Westminster . 
 Eureka . . 
 Hiawatha 
 Hiram . . 
 Heidleburg . . 
 Lawrence 
 Lebanon . . 
 Wittenburg 
 
 Lombard 
 
 Univ. of Washington . . 
 Univ. of So. California . 
 Lake Forest . 
 Grove City . 
 Geneva . , 
 Syracuse . . 
 
 Berea 
 
 New Hampshire . . . 
 University of Kansas 
 Wheaton . 
 Welle sley . . 
 
 Williams 
 
 University of Denver 
 Grinnell . 
 
 Hamilton 
 
 Cornell University . 
 
 Total. 
 
 Male 
 
 Fe- 
 male 
 
 Total 
 
 144 693 
 
 7 
 1 
 3 
 4 
 1 
 4 
 1 
 2 
 3 
 1 
 1 
 3 
 6 
 1 
 3 
 7 
 1 
 3 
 1 
 5 
 1 
 2 
 1 
 3 
 1 
 3 
 
 13 
 1 
 2 
 1 
 1 
 S 
 1 
 1 
 2 
 4 
 1 
 1 
 1 
 1 
 1 
 
 10 
 2 
 
 35 
 1 
 
 60 
 3 
 3 
 7 
 4 
 1 
 1 
 
 10 
 
 The above table is made from the reports of 107 colleges 
 (not Negro) and shows the total number of Negro graduates 
 to be 693; 549 or 79.2 per cent of them are men while 144 
 or 20.8 per cent are women. 
 
NUMBER OF NEQRO COLLEaE GRADUATES 
 
 GRADUATES OF NEGRO COLLEGES (BY SEX) 
 
 47 
 
 INSTITUTION 
 
 Mcde 
 
 Fe- 
 rruile 
 
 Total 
 
 INSTITUTION 
 
 Male 
 
 Fe- 
 Tnale 
 
 Total 
 
 New Orleans 
 Branch ... 
 Georgia State . . 
 Paul Quinn . 
 Bishop 
 Wiley . 
 Clark . . 
 Knoxville . 
 Howard . . 
 
 Tillotson 
 
 Hartshorn Memorial . . 
 Morris Brown . . 
 Shorter . 
 Claflin . . 
 Atlanta . 
 Biddle . . 
 Fisk . . 
 Lincoln . 
 
 36 
 10 
 
 4 
 37 
 28 
 35 
 67 
 54 
 159 
 
 1 
 
 27' 
 
 18 
 
 61 
 129 
 275 
 187 
 617 
 
 14 
 2 
 
 is' 
 
 2 
 
 5 
 36 
 18 
 23 
 
 2 ' 
 
 3 
 14 
 18 
 34 
 
 ' 68 ' 
 
 60 
 
 12 
 
 4 
 
 66 
 
 30 
 
 40 
 
 93 
 
 72 
 
 182 
 
 1 
 
 2 
 
 30 
 
 32 
 
 79 
 
 163 
 
 275 
 
 245 
 
 617 
 
 Wilberforce . . 
 Bennett ... 
 Geo. R. Smith . 
 Spelman .... 
 Atlanta Baptist . . 
 Benedict 
 Tougraloo 
 Paine . 
 Shaw . 
 Walden . 
 Straig-ht .... 
 
 Virginia Union 
 
 Colored A. & M. (Okla.) . . 
 St. Augustine . . 
 Arkansas Baptist . . 
 Central City . . . 
 
 Total 
 
 114 
 68 
 6 
 
 42' 
 22 
 
 9 
 15 
 136 
 62 
 28 
 46 
 
 2 
 42 
 11 
 
 3 
 
 24 
 71 
 
 'is' 
 
 i' 
 
 3 
 
 4 
 82 
 15 
 
 9 
 
 1 ' 
 15 
 4 
 
 138 
 139 
 • 6 
 13 
 42 
 26 
 12 
 19 
 218 
 77 
 37 
 46 
 3 
 57 
 16 
 3 
 
 2450 
 
 514 
 
 2964 
 
 The above table is made from the reports of 34 Negro 
 colleges and shows a total of 2,964 graduates; 2,450 or 82.7 
 per cent of them are men, while 514 or 17.3 per cent of them 
 are women. Most, tho not all, of these schools are co-educa- 
 tional. Biddle, Lincoln, Atlanta Baptist College and Virginia 
 Union University are schools for male students, while Spel- 
 man and Hartshorn Memorial are for female students only. 
 
 It is shown that the following Negro colleges have sent 
 forth a hundred or more graduates: 
 
 Atlanta University 
 Bennett College . 
 Biddle University . 
 Fisk University . 
 Howard University 
 Lincoln University . . 
 Shaw University 
 Wilberforce University 
 
 . 163 
 . 139 
 .275 
 . 245 
 . 182 
 .617 
 . 218 
 . 138 
 
48 THE COLLEQE-BRED NEGRO 
 
 NEGRO GRADUATES OF OTHER COLLEGES BY TIME GROUPS 
 
 NAME 
 OF COT,T,F,GE 
 
 i 
 
 1 
 
 S 
 
 i 
 
 1 
 1 
 
 t 
 
 GO 
 
 1 
 
 T-t 
 
 00 
 
 i 
 
 
 SB 
 
 55 
 
 1 
 
 1 
 
 1 
 g 
 
 i 
 1 
 
 2 
 2 
 
 i 
 
 1 
 
 1 
 1 
 1 
 
 ■ 3 
 
 3 
 1 
 1 
 
 8 
 
 1 
 
 Oberlin . . 
 Dartmouth 
 Ohio State . . 
 Radcliffe 
 Smith ... 
 Iowa State. . 
 
 Vassar 
 
 Western Reserve . . 
 
 Indiana 
 
 Univ. of Pittsburg. . 
 College City of N.Y.. 
 Univ. of Minnesota . . 
 Harvard . . 
 Yale. . . 
 Columbia . . 
 Univ. of Penn. 
 
 Amherst 
 
 Univ. of California. . 
 Northwestern . . 
 Boston . . 
 
 Coe 
 
 Iowa Wesleyan 
 Bowdoin . . 
 Butler . . 
 Case . . 
 
 Catholic 
 
 Cornell College 
 Dickinson . , 
 Beloit . . 
 Bucknell 
 
 Baldwin 
 
 Rhode Island State . 
 Washington & Jeff 'n . 
 Hillsdale . 
 
 Monmouth 
 
 Univ. of Cincinnati , . 
 Kansas State . . 
 Armour Institute . . 
 Univ. of Nebraska . . 
 New York . . 
 Illinois ... 
 Mt. Holyoke . . 
 Shurtliffe... 
 Bellevue . . 
 Adrian . 
 Allegheny 
 Colby . . 
 De Pauw 
 Penn 
 Olivet. . 
 Washburn . . 
 Omaha .... 
 University Park . . . 
 
 Upper Iowa 
 
 University of Illinois . 
 Univ. of Wooster 
 Univ. of Vermont . . 
 
 Middlebury 
 
 Southwest Kansas . . 
 St. Stephens . . 
 Trinity . 
 Otterbein. . . 
 Tabor ... 
 
 1 
 
 i 
 
 
 4 
 1 
 
 4 
 ■ * 
 
 7 
 
 • ■ 
 
 10 
 
 9 
 
 1 
 
 1 
 
 8 
 
 1 
 
 i 
 
 1 
 
 ■ ■ 
 
 10 
 1 
 
 i 
 
 1 
 1 
 
 13 
 1 
 
 1 
 2 
 3 
 1 
 2 
 1 
 
 1 
 1 
 
 1 
 1 
 
 1 
 
 11 
 
 1 
 
 1 
 
 1 
 
 2 
 2 
 
 i 
 
 2 
 
 i 
 
 1 
 1 
 
 24 
 2 
 
 1 
 
 'l 
 
 1 
 
 2 
 3 
 2 
 1 
 9 
 3 
 
 3 
 2 
 
 1 
 
 1 
 2 
 
 1 
 
 1 
 
 1 
 
 1 
 1 
 
 i 
 
 8 
 3 
 4 
 1 
 
 2 
 
 4 
 2 
 
 i 
 
 4 
 6 
 1 
 6 
 1 
 
 1 
 
 i 
 1 
 
 2 
 
 1 
 
 2 
 
 i 
 
 1 
 
 2 
 2 
 
 i 
 
 16 
 2 
 
 i 
 
 3 
 1 
 
 4 
 1 
 2 
 
 2 
 10 
 9 
 
 6 
 3 
 
 i 
 
 1 
 
 1 
 1 
 1 
 1 
 
 i 
 1 
 
 3 
 2 
 
 1 
 
 2 
 2 
 
 25 
 6 
 
 7 
 2 
 
 1 
 
 6 
 3 
 5 
 2 
 
 1 
 20 
 15 
 
 4 
 6 
 3 
 
 6 
 
 1 
 
 1 
 1 
 2 
 1 
 3 
 2 
 
 3 
 
 1 
 5 
 
 149 
 14 
 13 
 4 
 4 
 2 
 1 
 13 
 8 
 10 
 2 
 8 
 41 
 37 
 3 
 29 
 14 
 3 
 6 
 3 
 2 
 5 
 1 
 4 
 2 
 2 
 1 
 1 
 3 
 7 
 2 
 1 
 3 
 3 
 1 
 3 
 6 
 5 
 6 
 3 
 1 
 2 
 2 
 1 
 2 
 1 
 3 
 1 
 1 
 2 
 7 
 1 
 4 
 1 
 7 
 1 
 3 
 4 
 1 
 4 
 1 
 2 
 3 
 
NUMBER OF NEQRO COLLEGE GRADUATES 
 
 49 
 
 NEGRO GRADUATES OF OTHER COLLEGES BY TIME GROUPS- 
 
 CONTINUED 
 
 NAME 
 OF COLLEGE 
 
 
 1 
 
 i 
 
 1 
 
 i 
 
 00 
 
 1 
 s 
 
 05 
 
 us 
 
 ? 
 
 1 
 
 en 
 
 i 
 
 1 
 S 
 
 
 tH 
 
 at 
 
 00 
 
 r^l 
 
 1 
 1 
 
 
 E? 
 
 Moravian , 
 Mt. Union ... 
 Ohio Wesleyan 
 Marietta. . 
 McKendree ... 
 Ohio . . 
 
 Denison 
 
 Univ. of Rochester . 
 Purdue . 
 
 Pomona 
 
 Wesleyan (Conn.) . . 
 Bloomington 
 Iowa . . 
 Lafayette . . 
 Albion. . 
 Amity . . 
 Franklin 
 Bates ... 
 Rutgers ... 
 Westminster 
 Eureka . 
 Hiawatha . 
 Hiram ... 
 Heidleburg 
 Laurence . 
 Lebanon . . 
 Wittenburg . , 
 
 Lombard 
 
 Univ. of Washington . 
 Univ. of So. Calif omia 
 Lake Forest . . 
 Grove City 
 Geneva . 
 Syracuse ... 
 
 Berea 
 
 New Hampshire . . . 
 Univ. of Kansas . . . 
 Wheaton 
 Wellesley.. . 
 Williams .... 
 Univ. of Denver . . . 
 Grinnell . . 
 
 Hamilton 
 
 Cornell University. . 
 
 1 
 
 
 1 
 'i 
 
 i 
 
 
 2 
 
 i 
 i 
 
 - - 
 1 
 
 i 
 '2 
 
 1 
 
 i 
 1 
 
 '2 
 
 ■ ■ 
 
 i 
 
 1 
 
 '2 
 
 i 
 i 
 
 1 
 
 '2 
 
 i 
 
 1 
 
 1 
 
 i 
 1 
 
 "1 
 1 
 
 3 
 
 1 
 
 i 
 1 
 1 
 
 1 
 2 
 
 1 
 
 '2 
 
 1 
 • ■ 
 
 i 
 
 " 1 
 
 6 
 
 i 
 
 ■ - 
 '2 
 
 i 
 2 
 
 1 
 
 ■ i 
 
 1 
 
 i 
 
 i 
 
 1 
 
 1 
 
 1 
 
 1 
 1 
 
 i 
 
 1 
 2 
 1 
 
 1 
 3 
 
 '1 
 
 3 
 1 
 
 1 
 '2 
 
 '2 
 
 1 
 
 '3 
 
 1 
 
 ■ • 
 
 i 
 1 
 2 
 
 i 
 1 
 
 1 
 1 
 
 '2 
 
 36 
 
 '60 
 3 
 2 
 
 lb 
 
 1 
 1 
 3 
 6 
 1 
 3 
 7 
 1 
 3 
 1 
 6 
 1 
 2 
 1 
 3 
 1 
 3 
 
 13 
 1 
 2 
 1 
 1 
 3 
 1 
 1 
 2 
 4 
 1 
 1 
 1 
 1 
 1 
 
 10 
 2 
 
 35 
 1 
 
 60 
 3 
 3 
 7 
 4 
 1 
 1 
 
 10 
 
 Total . 
 
 3 
 
 
 7 
 
 6 
 
 7 
 
 12 
 
 13 
 
 15 
 
 19 
 
 33 
 
 36 
 
 78 
 
 81 
 
 89 
 
 149 
 
 146 
 
 693 
 
50 
 
 THE COLLEQE-BRED NEQRO 
 
 GRADUATES OF NEGRO 
 
 NAME 
 OF COLLEGE 
 
 •gg 
 
 CO 
 
 
 i 
 
 Ol 
 
 i 
 
 s 
 
 §3 
 
 i 
 
 1 
 
 i 
 
 i 
 
 c- 
 
 1 
 
 rH 
 
 ! 
 
 New Orleans . 
 
 Branch Normal . . 
 
 Georgia State . 
 
 Paul Quinn , 
 
 Bishop 
 
 Wiley . 
 
 Clark . . • . 
 
 Knoxville . 
 
 Howard . . 
 
 Tillotson 
 
 Hartshorn Memorial . . . 
 Morris Brown . . 
 Shorter . 
 Claflin . . 
 
 Atlanta 
 
 Biddle . . 
 Fisk . . 
 Lincoln .... 
 Wilberforce . . 
 Bennett .... 
 George R. Smith . . 
 Spelman. ... 
 Atlanta Baptist . . 
 Benedict ... 
 Tougaloo ... 
 Paine... 
 Shaw . 
 Walden... 
 Straight .... 
 
 Virginia Union 
 
 Colored A. and M. (Okla.) 
 St. Augustine . . 
 Arkansas Baptist . . 
 Central City . . 
 
 5 
 
 4 
 48 
 11 
 
 2 
 
 6 
 1 
 
 8 
 
 1 
 
 2 
 
 2 
 
 3 
 
 4 
 2 
 6 
 1 
 
 - • 
 
 i 
 
 3 
 
 1 
 
 4 
 2 
 2 
 6 
 2 
 
 6 
 1 
 3 
 
 1 
 
 2 
 
 5 
 4 
 4 
 4 
 1 
 
 5 
 8 
 
 ■ • 
 
 2 
 
 4 
 
 's 
 
 2 
 6 
 4 
 3 
 
 ' 12 
 6 
 
 6 
 
 S 
 6 
 6 
 5 
 4 
 
 ■ • 
 
 5 
 5 
 5 
 
 2 
 1 
 
 2 
 3 
 1 
 
 1 
 
 4 
 1 
 
 1 
 
 1 
 2 
 
 4 
 
 is 
 
 1 
 7 
 17 
 3 
 
 6 
 6 
 
 2 
 4 
 
 ■ 1 
 1 
 2 
 
 3 
 
 3 
 4 
 14 
 6 
 
 4 
 
 i 
 
 2 
 
 1 
 
 2 
 
 1 
 3 
 
 2 
 6 
 13 
 23 
 5 
 1 
 
 ' 10 
 
 ■ ■ 
 
 3 
 -3 
 
 4 
 7 
 3 
 23 
 2 
 2 
 
 12 
 4 
 1 
 
 ' 11 
 
 . . 
 
 3 
 
 1 
 2 
 
 " " 
 
 4 
 
 3 
 
 8 
 
 20 
 
 ^ 
 1 
 
 4 
 2 
 
 1 
 
 i 
 1 
 
 5 
 6 
 
 3 
 7 
 19 
 3 
 3 
 
 ' 13 
 
 2 
 
 1 
 
 2 
 1 
 
 4 
 5 
 5 
 
 3 
 3 
 12 
 17 
 
 ■4 
 7 
 
 3 
 
 3 
 
 4 
 
 3 
 
 2 
 
 12 
 
 6 
 
 1 
 
 1 
 
 ' 19 
 3 
 
 Total 
 
 68 
 
 20 
 
 19 
 
 30 
 
 33 
 
 43 
 
 60 
 
 23 
 
 50 
 
 45 
 
 69 
 
 75 
 
 63 
 
 62 
 
 69 
 
 54 
 
 It is impossible to ascertain the exact number of Negroes 
 who have graduated from colleges in the North for many of 
 these institutions keep no record of race or nationality of their 
 graduates. We quote from the rephes from Brown Univer- 
 sity and from the University of Michigan which are typical of 
 such cases: 
 
 University of Michigan. — "I find that in our alumni records no men- 
 tion is made as to the color of graduates. ' ' 
 
 Brown University. — "There is no one who can give a list of the Ne- 
 gro graduates of Brown University. We have never kept any list of 
 students according to race or nationality. While from one point of view 
 
NUMBER OF NEGRO COLLEGE GRADUATES 
 
 COLLEGES BY YEARS 
 
 51 
 
 Si 
 
 i 
 
 i 
 
 i 
 
 CO 
 
 i 
 
 CO 
 
 CO 
 
 s 
 
 1 
 
 i 
 
 i 
 
 1 
 
 1 
 
 1 
 
 1 
 
 i 
 
 r-t 
 
 i 
 
 1 
 
 1 
 
 1 
 
 [li bo 
 
 o 
 
 4 
 
 4 
 
 1 
 
 1 
 1 
 2 
 
 5 
 7 
 12 
 19 
 
 1 
 
 4 
 
 1 
 
 2 
 
 1 
 1 
 1 
 
 S 
 " 2 
 
 " v 
 
 6 
 18 
 2 
 2 
 
 2 
 
 i 
 
 6 
 2 
 
 1 
 
 i 
 
 1 
 
 2 
 S 
 
 2 
 £ 
 14 
 
 20 
 2 
 4 
 
 3 
 
 18 
 
 1 
 
 2 
 
 1 
 
 1 
 
 2 
 3 
 
 5 
 
 10 
 8 
 
 36 
 4 
 5 
 
 1 
 
 2 
 
 10 
 
 1 
 
 1 
 
 1 
 
 3 
 
 1 
 
 1 
 8 
 
 4 
 
 12 
 
 11 
 
 27 
 
 2 
 
 8 
 
 3 
 9 
 
 2 
 
 1 
 
 1 
 
 1 
 
 2 
 3 
 
 "s 
 
 9 
 
 15 
 19 
 5 
 3 
 
 2 
 
 5 
 
 2 
 
 2 
 1 
 
 2 
 
 I 
 2 
 3 
 2 
 
 4 
 
 6 
 
 9 
 
 19 
 
 6 
 
 14 
 
 3 
 
 1 
 
 6 
 2 
 
 2 
 
 1 
 
 1 
 4 
 
 . . 
 2 
 
 8 
 8 
 
 2 
 
 3 
 8 
 11 
 18 
 S 
 15 
 
 3 
 
 4 
 
 3 
 
 10 
 
 2 
 
 " i 
 
 2 
 
 2 
 8 
 2 
 5 
 
 3 
 
 g 
 10 
 11 
 21 
 
 8 
 
 " 5 
 2 
 2 
 
 ■ 2 
 3 
 
 5 
 
 1 
 
 1 
 2 
 1 
 4 
 
 ' 2 
 
 4 
 
 IS 
 8 
 
 26 
 6 
 
 15 
 
 1 
 
 i 
 
 3 
 4 
 3 
 
 ■ 3 
 
 2 
 
 2 
 
 1 
 
 4 
 
 1 
 11 
 
 6 
 
 13 
 13 
 27 
 3 
 8 
 
 2 
 4 
 1 
 1 
 
 2 
 
 10 
 
 2 
 
 3 
 
 " 4 
 
 1 
 1 
 4 
 4 
 7 
 
 ' 3 
 
 4 
 
 13 
 
 9 
 
 •23 
 5 
 S 
 
 3 
 2 
 3 
 
 3 
 8 
 3 
 1 
 4 
 
 ■ 3 
 2 
 
 6 
 
 V 
 
 3 
 
 6 
 
 7 
 
 1 
 
 'ib 
 
 14 
 22 
 27 
 2 
 
 4 
 1 
 1 
 1 
 2 
 5 
 2 
 
 7 
 
 " 2 
 
 1 
 
 3 
 2 
 
 4 
 
 8 
 7 
 6 
 
 6 
 
 14 
 21 
 28 
 
 10 
 2 
 
 3 
 
 1 
 3 
 
 ' 1 
 2 
 
 4 
 
 1 
 
 2 
 
 4 
 
 6 
 4 
 8 
 2 
 11 
 
 8 
 
 " 8 
 
 21 
 
 22 
 
 18 
 
 8 
 
 7 
 
 2 
 6 
 
 1 
 
 7 
 3 
 
 5 
 
 6 
 
 2 
 
 2 
 
 6 
 3 
 
 8 
 4 
 10 
 
 1 
 
 1 
 22 
 23 
 24 
 
 7 
 11 
 
 i 
 
 7 
 
 1 
 
 6 
 3 
 1 
 3 
 
 4 
 4 
 
 1 
 
 7 
 13 
 7 
 9 
 3 
 6 
 
 3 
 
 "lb 
 
 13 
 
 16 
 
 19 
 
 9 
 
 5 
 
 i 
 
 5 
 1 
 1 
 
 4 
 1 
 
 9 
 
 5 
 2 
 
 1 
 
 " 5 
 
 3 
 
 5 
 4 
 17 
 
 2 
 2 
 
 "lb 
 
 13 
 20 
 
 4 
 
 3 
 2 
 3 
 2 
 
 " 17 
 4 
 
 9 
 3 
 7 
 
 1 
 
 2 
 
 'is 
 
 2 
 
 17 
 
 1 
 
 2 
 
 7 
 11 
 34 
 
 10 
 
 2 
 9 
 
 .' 8 
 5 
 
 3 
 
 "32 
 79 
 
 6 
 
 50 
 
 12 
 
 4 
 
 65 
 
 30 
 
 40 
 
 93 
 
 72 
 
 182 
 
 1 
 
 2 
 
 30 
 
 32 
 
 79 
 
 163 
 
 275 
 
 376 
 
 617 
 
 138 
 
 139 
 
 6 
 
 13 
 
 42 
 
 26 
 
 12 
 
 19 
 
 218 
 
 77 
 
 37 
 
 46 
 
 3 
 
 67 
 
 15 
 
 3 
 
 64 
 
 54 
 
 83 
 
 99 
 
 88 
 
 76 
 
 85 
 
 107 
 
 93 
 
 105 
 
 122 
 
 116 
 
 129 
 
 127 
 
 168 
 
 160 
 
 150 
 
 137 
 
 128 
 
 12C 
 
 2.%4 
 
 such distinctions are valuable, from another point of view it may be said 
 that the constant effort of the college should be to ignore such distinctions, 
 and replace them with the distinctions of ability and character. It is 
 possibly for this reason that we have never kept any record of race dis- 
 tinctions among our alumni." 
 
 It is similarly true of other schools, which consequently do 
 not appear in the above tables, tho they are known to have 
 graduated Negroes. The University of Chicago, Columbia 
 University and Tufts College are but a few additions to this 
 list— all of which have sent forth Negro graduates of power 
 and efficiency. There are also a few notable cases of Ameri- 
 can Negroes who have been graduated from colleges abroad. 
 
52 
 
 THE COULEGE-BRED NEGRO 
 
 It is probably safe to say that 5,000 Negro Americans have 
 graduated from college. 
 
 Section 10. Statistics of Certain Living- Negro Graduates 
 
 In answer to the questionnaire sent to Negro college grad- 
 uates about eight hundred answers were received. These 
 answers come from graduates of eighty-one colleges as fol- 
 lows: 
 
 NEGRO COLLEGES 
 
 Allen 
 
 Morris Brown 
 
 Atlanta Baptist 
 
 New Orleans 
 
 Atlanta University 
 
 Paine 
 
 Bennett 
 
 St. Augustine 
 
 Biddle 
 
 Shaw 
 
 Bishop 
 
 Shorter 
 
 Central City 
 
 Spelman 
 
 Claflin 
 
 State (Georgia) 
 
 Clark 
 
 Straight 
 
 Fisk 
 
 Talladega 
 
 Geo. R. Smith 
 
 Tougaloo 
 
 Gilbert 
 
 Virginia Union 
 
 Howard 
 
 Walden 
 
 Knoxville 
 
 Wilberforce 
 
 Leland 
 
 Wiley 
 
 Lincoln 
 
 
 OTHER COLLEGES 
 
 Adelbert 
 
 New York University 
 
 Albion 
 
 Oberlin 
 
 Allegheny 
 
 Ohio State 
 
 Amherst 
 
 Olivet 
 
 Amity 
 
 Otterbein 
 
 Armour 
 
 Pomona 
 
 Bates 
 
 Rutgers 
 
 Bellevue 
 
 ShurtlifF 
 
 Berea 
 
 Stanford 
 
 Boston University 
 
 Tabor 
 
 Brown 
 
 University of Cincinnati 
 
 Bucknell 
 
 University of Denver 
 
 Colby 
 
 University of Illinois 
 
 Cornell 
 
 University of Indiana 
 
 Dartmouth 
 
 University of Iowa 
 
 Denison 
 
 University of Kansas 
 
SOME STATISTICS 
 
 53 
 
 Dickinson 
 
 Franklin 
 
 Harvard 
 
 Hillsdale 
 
 Kansas State 
 
 Lawrence 
 
 Massachusetts Agr. Col. 
 
 Middlebury 
 
 University of Minnesota 
 University of Pennsylvania 
 University of Rochester 
 University of Vermont 
 Washburn 
 Wesleyan 
 Western Reserve 
 Williams 
 
 Nebraska State University Yale 
 
 NEGRO GRADUATES REPORTING, BY COLLEGE AND TIME OF 
 
 GRADUATION 
 
 INSTITUTION 
 
 1 
 £ 
 
 1 
 
 DO 
 
 i 
 
 
 3 
 
 e 
 
 INSTITUTION 
 
 1 
 i 
 
 1 
 
 1 
 
 s 
 
 1 
 
 1 
 
 Adalbert 
 
 
 
 
 1 
 
 2 
 
 'l 
 
 1 
 
 26 
 
 29 
 
 ii 
 
 2 
 19 
 2 
 
 2 
 
 i 
 
 12 
 5 
 
 2 
 4 
 2 
 
 1 
 58 
 1 
 3 
 1 
 3 
 
 6 
 1 
 
 14 
 
 S 
 20 
 1 
 
 'e 
 
 1 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 31 
 
 55 
 
 3 
 
 1 
 
 19 
 
 10 
 
 48 
 
 3 
 
 1 
 
 6 
 
 1 
 
 2 
 
 24 
 
 13 
 
 2 
 
 2 
 
 4 
 
 4 
 
 1 
 
 117 
 
 2 
 
 3 
 
 1 
 
 4 
 
 1 
 
 17 
 
 1 
 
 29 
 
 1 
 
 17 
 
 61 
 
 1 
 
 1 
 
 7 
 
 Nebraska State Univ. . 
 New Orleans . 
 
 
 
 1 
 
 6 
 3 
 
 1 
 3 
 1 
 13 
 4 
 
 8 
 
 1 
 
 ' i 
 15 
 3 
 
 1 
 7 
 
 ' i 
 
 13 
 9 
 
 ' i 
 1 
 1 
 2 
 
 1 
 
 i 
 
 17 
 3 
 2 
 4 
 1 
 7 
 7 
 
 i 
 
 1 
 
 Albion 
 
 
 
 
 ^ 
 
 Allegheny . . 
 Allen . . 
 
 
 1 
 1 
 
 i 
 
 New York University . 
 
 Oberlin . . 
 
 Ohio State . 
 
 Olivet . . 
 
 Otterbein 
 
 Paine . 
 
 Pomona 
 
 Rutgers .... 
 
 St. Augustine 
 
 Shaw . . 
 
 Shorter . . 
 
 Shurtliff . 
 
 Spelman . 
 
 Stanford 
 
 State (Georgia) . . . 
 Straight . 
 Tabor. . 
 Talladega. . 
 
 3 
 1 
 
 ' 4 
 
 ' i 
 
 15 
 
 'l 
 
 1 
 
 1 
 
 26 
 
 H 
 
 Amity 
 
 
 
 1 
 
 
 
 
 
 1 
 
 Atlanta Baptist . . 
 Atlanta University . . 
 Bates 
 
 
 14 
 
 5 
 12 
 3 
 1 
 7 
 4 
 16 
 
 i 
 
 3 
 
 1 
 1 
 7 
 4 
 2 
 
 11 
 1 
 1 
 
 
 
 
 s 
 
 Bennett . . 
 Berea . 
 Biddle . . 
 Bishop ■ ■ ■ ,- 
 
 
 1 
 4 
 13 
 
 1 
 
 39 
 4 
 1 
 7 
 1 
 
 Brown . . 
 Bueknell 
 
 
 1 
 
 1 
 
 4 
 
 Central Citv 
 
 
 
 9 
 
 Claflin . . 
 Clark 
 
 
 6 
 4 
 
 13 
 9 
 
 Colby 
 
 Univ. of Cincinnati . . 
 University of Denver 
 University of Illinois . 
 University of Indiana . 
 University of Iowa . . 
 University of Kansas . 
 Univ. of Minnesota , 
 Univ. of Pennsylvania 
 Univ. of Rochester . . 
 Univ. of Vermont . . 
 Virginia Union . . 
 Walden . . 
 Washburn ... 
 Wesleyan. ... 
 Western Reserve . . . 
 Wilberforce 
 Wiley.... 
 Williams ... 
 Yale . 
 
 
 i 
 i 
 
 2 
 
 ' i 
 ' i 
 
 i 
 
 3 
 
 1 
 
 
 
 
 1 
 
 
 
 
 
 4 
 
 
 
 
 2 
 
 9 
 
 
 
 
 •> 
 
 Fisk. . . 
 
 
 23 
 
 36 
 1 
 
 6 
 1 
 
 Geo R Smith 
 
 
 
 1 
 
 
 
 
 
 1 
 
 Harvard . . 
 
 Hillsdale 
 Howard ... 
 
 
 1 
 1 
 7 
 
 ' i 
 
 1 
 17 
 12 
 
 9. 
 
 Knoxville . 
 
 Lawrence . . 
 
 Leland 
 
 Lincoln 
 
 ' 1 
 
 6 
 1 
 2 
 
 21 
 
 9 
 
 7 
 19 
 
 7 
 1 
 22 
 9 
 1 
 
 Middlebury . 
 Morris Brown . 
 
 
 1 
 
 1 
 
 5 
 
54 
 
 THE COLLEQE-BRED NEQRO 
 
 TABLE SHOWING PLACE OF BIRTH AND PRESENT RESIDENCE 
 OF NEGRO GRADUATES REPORTING 
 
 LIVING IN - 
 BORN IN 
 
 1 
 
 1 
 
 1 
 
 1 
 
 to 
 
 1 
 
 1 
 
 s 
 
 1 
 
 1 
 
 •8 
 
 1 
 
 1 
 
 i3 
 
 1 
 
 s 
 
 1 
 1 
 
 1 
 
 1 
 
 s 
 1 
 1 
 
 1 
 
 1 
 1 
 
 1 
 
 1 
 
 S 
 1 
 
 1 
 
 35 
 1 
 
 i 
 
 .s 
 
 1 
 1 
 
 1 
 
 1 
 1 
 
 1 
 
 
 
 Total 
 
 ' ^ I 
 
 
 Louisiana . 
 Kentucky , . 
 Illinois. . 
 Ohio . . 
 Tennessee . . 
 Virginia .... 
 South Carolina 
 North Carolina . 
 Florida 
 Kansas 
 
 1 
 
 1 
 
 2 
 
 '3 
 
 1 
 
 i 
 
 ' 1 
 
 2 
 6 
 9 
 4 
 1 
 1 
 
 's 
 
 1 
 
 2 
 2 
 4 
 
 28 
 7 
 12 
 
 1 
 
 2 
 
 i 
 
 9 
 
 1 
 1 
 
 1 
 
 1 
 
 4 
 3 
 6 
 62 
 86 
 2 
 
 2' 
 1 
 
 1 
 
 1 
 1 
 
 8 
 89 
 
 2 
 
 2 
 4 
 
 ■5 
 3 
 
 14 
 4 
 6 
 6 
 4 
 
 '3 
 
 1 
 
 ■3 
 3 
 
 '2 
 4 
 1 
 
 ' i 
 i 
 
 i 
 
 '2 
 
 '4 
 5 
 5 
 
 4 
 
 14 
 1 
 2 
 43 
 11 
 4 
 3 
 1 
 
 24 
 1 
 1 
 3 
 6 
 3 
 7 
 4 
 2 
 
 ' 1 
 7 
 14 
 
 ■3 
 
 ' 7 
 
 ' 7 
 6 
 1 
 
 ' i 
 
 1 
 
 ' 1 
 
 
 1 
 
 1 
 1 
 
 
 1 
 
 1 
 
 1 
 6 
 2 
 2 
 
 ,' i 
 
 ' 1 
 2 
 1 
 
 i 
 
 32 
 
 27 
 
 9 
 
 32 
 
 68 
 
 70 
 
 99 
 
 115 
 
 7 
 
 10 
 
 Mississippi 
 Texas . . 
 Michigan 
 
 '2 
 
 15 
 2 
 1 
 
 1 
 1 
 
 '20 
 12 
 
 i 
 
 1 
 2 
 1 
 
 1 
 
 28 
 17 
 5 
 
 Maryland . 
 
 1 
 
 2 
 
 20 
 
 Arkansas . 
 Ontario ... 
 Canada . . 
 Nova Scotia . . 
 
 
 1 
 ' 1 
 
 12 
 1 
 3 
 1 
 
 South Africa ... 
 
 
 
 
 1 
 
 1 
 
 48 
 
 123 
 
 6 
 
 2 
 
 1 
 
 2 
 
 4 
 
 12 
 
 5 
 
 n 
 
 3 
 
 2 
 7 
 
 British West Indies . . 
 
 Alabama 
 
 Georgia . 
 
 Iowa 
 
 Massachusetts 
 Connecticut . . 
 New Jersey . . 
 
 1 
 
 6 
 1 
 
 ' i 
 
 ' 1 
 2 
 
 ' 1 
 
 1 
 
 2 
 4 
 
 '3' 
 1 
 3 
 8 
 
 Pennsylvania . 
 West Virginia .... 
 
 
 3 
 
 District of Columbia 
 
 
 1 
 
 Rhode Island 
 Unknown . , 
 
 
 1 
 
 1 
 
 
 Total . 
 
 19 
 
 42 
 
 92 
 
 276 
 
 61 
 
 47 
 
 141 
 
 99 
 
 2 
 
 
 3 
 
 2 
 
 18 
 
 802 
 
 From the above table the following facts concerning birth- 
 place of these 802 graduates are noted: 
 
SOME STATISTICS 
 
 55 
 
 South Atlantic States' 
 
 
 
 Maryland 
 
 20 . 
 
 2.5 per cent 
 
 District of Columbia . 
 
 11 . 
 
 1.4 " " 
 
 Virginia ... 
 
 70. 
 
 . 8.7 " " 
 
 West Virginia . 
 
 5. 
 
 .62" " 
 
 North Carolina 
 
 . 115 . . 
 
 . 14.3 " " 
 
 South Carolina 
 
 99 
 
 12.3 " " 
 
 Georgia . 
 
 123. 
 
 15.2 " " 
 
 Florida . 
 
 7 
 
 .87" " 
 
 Total . 
 
 450 
 
 56. 1 per cent 
 
 South Central States 
 
 
 
 Kentucky . 
 
 27 
 
 3.3 per cent 
 
 Tennessee . 
 
 68. 
 
 8.5 " " 
 
 Alabama . 
 
 48 . 
 
 5.9 " " 
 
 Mississippi 
 
 28. 
 
 3.5 " " 
 
 Arkansas 
 
 12 . 
 
 1.5 " " 
 
 Louisiana . 
 
 32. 
 
 4. " " 
 
 Texas . 
 
 17 
 232 
 
 2.1 " " 
 
 Total . 
 
 28.9 per cent 
 
 Total South . 
 
 682. 
 
 . 85 " " 
 
 The leading states of the North on the basis of birth of 
 Negro college graduates reporting are as follows: 
 
 Ohio. , 
 
 32 j Missouri . 14 | Pennsylvania . 12 | Kansas . 10 | Illinois . . 9 
 
 Further using the census nomenclature we draw the fol- 
 lowing facts concerning present residence of these 802 gradu- 
 ates: 
 
 Present residence 
 
 New England States 
 
 Southern North Atlantic States . 
 Northern South Atlantic States . 
 Southern South Atlantic States . 
 Eastern North Central States . 
 Western North Central States 
 Eastern South Central States . 
 Western South Central States 
 Elsewhere 
 
 Total . 
 
 Number Per cent of total 
 
 19 
 
 2.4 
 
 42 
 
 5.2 
 
 92 
 
 1L5 
 
 276 
 
 34.4 
 
 61 
 
 7.6 
 
 47 
 
 5.9 
 
 141 
 
 17.6 
 
 99 
 
 12.3 
 
 25 
 
 3.1 
 
 802 
 
 100 
 
 The following table is a clear statement of the movements 
 of these graduates: 
 
 * Census nomenclature used- 
 
56 
 
 THE COLLEQE=BRED NEGRO 
 
 
 Total 
 
 Living in 
 
 BORN IN 
 
 North 
 
 South 
 
 Places out- 
 side U.S. 
 
 UnkTWfwn 
 
 North . 
 
 South 
 
 103=100% 
 682=100% 
 
 66=63 % 
 
 102=16 % 
 
 3=30 % 
 
 5=71 % 
 
 35=34 % 
 
 563=82.5% 
 
 7=70 % 
 
 1=14 % 
 
 1=1 % 
 2= .3% 
 
 2=2 % 
 15=2.2% 
 
 Unknown , 
 
 
 1=14 % 
 
 Total . 
 
 802=100% 
 
 176=21.8% 
 
 606=75.6% 
 
 3=3 % 
 
 18=2.2% 
 
 The above table shows that of 103 graduates born in the 
 North, sixty-five or 63 per cent of them remained in the 
 North, while thirty-five or 34 per cent went to the South to 
 labor among their people. Of 682 graduates born in the South 
 102 or 15 per cent of them went to the North, while 563 or 
 82. 5 per cent of them remained in the South. 
 
 These statistics cover only about one-fourth of the living 
 Negro college graduates but they are typical of the whole 
 group. Three facts are clearly shown: 
 
 1. The greater part of the labors of college-bred Negro 
 Americans is expended in the South where the great masses 
 of Negroes dwell. 
 
 '2. The great majority of southern born Negro college 
 graduates have remained in the South to labor among their 
 people. 
 
 3. There has been a continuous stream of northern born 
 college-bred Negroes who have come to the South and joined 
 in the work of lifting black people to higher planes of culture 
 and intelligence. 
 
 There has been a rapid and encouraging development in the 
 family life of the American Negro since the emancipation. 
 For more than two hundred years the Negroes in America 
 suffered the social evils of the slave regime. It may be said 
 that the greatest evils of slavery in America were the break- 
 ing up of family ties and the consequent premium placed 
 upon promiscuous sexual relations. The evident tendencies 
 then were toward uncertainty of and disregard for the mar- 
 riage vow. During the forty odd years of freedom great 
 
SOME STATISTICS 
 
 57 
 
 progress has been made in the eradication of these evils as is 
 evidenced by the number of well ordered Negro homes built 
 upon constant family relations. In this great work the college- 
 bred men and women of the Negro' race have had a large 
 share. 
 
 The statistics are meagre but they shor' som'^thing of 
 present tendencies. 
 
 CONJUGAL CONDITION 
 
 
 Male 
 
 FemoXe 
 
 Total 
 
 Married . . 
 Sing-le . . 
 Widowed 
 Divorced 
 
 465=67.3% 
 207=30 % 
 17= 2.4% 
 1 
 
 34=31.1 % 
 72=66.05% 
 
 2= 1.88% 
 
 1 
 
 499= 62 % 
 279= 35 % 
 
 19= 2% 
 
 2 
 
 Total 
 
 690=100 % 
 
 109=100 % 
 
 799=100 % 
 
 The above table shows that 67.3 per cent of the males and 
 31.1 per cent of the females reporting are married. It must 
 be remembered that many of these reports come from gradu- 
 ates of quite recent years. The per cent of divorced is exceed- 
 ingly low. 
 
 AGE AT MARRIAGE 
 
 Age at Marriage 
 
 Under 20 years 
 20-24 years 
 25-29 years 
 30-34 years 
 35-39 years 
 40-44 years 
 45 years and over . 
 Not given . 
 
 Total 
 
 Males 
 
 49 
 170 
 161 
 
 53 
 
 19 
 9 
 
 11 
 
 Females 
 
 10 
 17 
 
 3 
 59 
 187 
 164 
 53 
 19 
 10 
 14 
 
 The above table shows that of the 465 male graduates re- 
 porting themselves as married the majority have married 
 between the ages of twenty-five and thirty-four, and of the 
 thirty-four female graduates reporting themselves as married 
 the majority have married between the ages of twenty and 
 twenty-nine. 
 
58 
 
 THE COLLEOE-BRED NEGRO 
 
 The tables which follow contain statistics of children born 
 to families of Negro college graduates reporting themselves 
 as having been married. , The first of these tables shows that 
 the families of 134 male graduates and of seven female grad- 
 uates are childless. Here also it must be remembered that 
 noi a fe"^qf thp°s sepoicts come from graduates of quite recent 
 date. The families of the remaining graduates reporting 
 themselves as having been married report from one child to 
 fourteen children each; that is, the families of 378 graduates 
 report 1,411 children or roughly speaking an average of four 
 children per family. The average for all families of graduates 
 reporting themselves as having been married would be slightly 
 less. 
 
 The following table shows: 
 
 CHILDREN BORN TO FAMILIES OF GRADUATES REPORTING 
 
 
 Number Families of 
 
 CHILDREN 
 
 Number Families of 
 
 CHILDREN 
 
 Male 
 graduates 
 
 Female 
 graduates 
 
 Male 
 graduates 
 
 Female 
 graduates 
 
 No children . 
 One child . . 
 Two children . 
 Three children 
 Four children . 
 Five children 
 Six children , . 
 Seven children .... 
 
 134 
 82 
 55 
 63 
 44 
 36 
 24 
 17 
 
 7 
 7 
 4 
 4 
 
 3 
 2 
 2 
 
 Eig-ht children . 
 Nine children 
 Ten children . . 
 Eleven children 
 Twelve children 
 Thirteen children 
 Fourteen children 
 
 9 
 10 
 6 
 2 
 3 
 2 
 1 
 
 1 
 
 1 
 
 The following tables combine the number of children born 
 to and the number of children lost by families of Negro 
 graduates reporting. The death statistics include still-birth. 
 It is seen that the families of 208 graduates reporting children 
 have lost none. The remaining 170 families report the loss of 
 one child to eight children each; that is, a total loss of 344 
 children or an average loss of barely one child per family of 
 the families reporting children. 
 
 It is no small part of the mission of the educated to see to 
 it that children are well born. The college-bred Negro 
 American has helped in this direction. Meagre as these sta- 
 tistics are they are nevertheless of value. 
 
EARLY LIFE AND TRAINING 
 
 59 
 
 FAMILIES OF MALE GRADUATES REPORTING 
 
 
 
 Families having, 
 
 BORN 
 
 2 
 
 1 
 
 o 
 G 
 O 
 
 Children 
 
 Total 
 
 Families losing by 
 
 DEATH (including 
 
 still-birth) 
 
 2 
 
 3 
 
 4 
 
 6 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 82 
 
 65 
 
 63 
 
 44 
 
 36 
 
 24 
 
 17 
 
 ' 
 
 10 
 
 6 
 
 2 
 
 3 
 
 2 
 
 1 
 
 354 
 
 
 No children . 
 One child . . 
 Tw^o children . 
 
 68 
 14 
 
 41 
 10 
 4 
 
 39 
 16 
 7 
 2 
 
 23 
 
 12 
 
 6 
 
 3 
 
 1 
 
 11 
 6 
 
 12 
 4 
 2 
 1 
 
 6 
 4 
 8 
 4 
 2 
 
 2 
 6 
 5 
 2 
 2 
 
 1 
 
 3 
 
 1 
 2 
 1 
 
 ' i 
 1 
 
 3 
 
 4 
 1 
 
 1 
 
 ' 1 
 
 ' 3 
 
 i 
 
 2 
 
 ' 1 
 1 
 
 ' 1 
 2 
 
 ' i 
 
 1 
 
 i 
 
 196 
 71 
 49 
 18 
 
 
 
 
 9 
 
 Five children . 
 Six children . . 
 Seven children 
 Eight children. . 
 
 
 
 
 6 
 4 
 
 i 
 
 Total . 
 
 82 
 
 65 
 
 63 
 
 44 
 
 36 
 
 24 
 
 17 
 
 9 
 
 10 
 
 6 
 
 2 
 
 3 
 
 2 
 
 1 
 
 364 
 
 FAMILIES OF FEMALE GRADUATES REPORTING 
 
 
 Families having bokn- 
 
 One 
 child 
 
 Children 
 
 Total 
 
 Families losing by 
 
 DEATH (including 
 
 still-birth) 
 
 2 
 
 3 
 
 4 
 
 6 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 1 
 
 12 
 
 1 
 
 
 7 
 
 4 
 
 4 
 
 
 3 
 
 2 
 
 2 
 
 
 
 
 24 
 
 
 No children . . 
 One child . . 
 Two children . 
 Three children 
 Four children . 
 
 6 
 
 1 
 
 2 
 ' 2 
 
 1 
 3 
 
 
 3 
 
 ' 1 
 1 
 
 1 
 
 1 
 
 
 
 
 ' i 
 
 1 
 
 12 
 6 
 4 
 2 
 1 
 
 Total . 
 
 7 
 
 4 
 
 4 
 
 
 3 
 
 2 
 
 2 
 
 
 
 
 1 
 
 1 
 
 24 
 
 Section IL Early Life and Training: 
 
 Reports of early life and training do not lend themselves 
 to ready tabulation. The following quotations are taken from 
 the reports of these Negro college graduates and are both 
 typical and interesting— showing as they do something of the 
 childhood and youth thru which these men and women have 
 passed. 
 
 "I was carefully reared by parents who had been slaves, attended 
 public schools, removed to Ohio and attended high school. ' ' 
 
 "I was bom and reared on a cotton farm. My early training was 
 such as could be received in an ex-slave home and three-months-in-the- 
 year school. Mother and father were honest tho unlettered and strove to 
 make the best of their opportunities and left that impression upon their 
 children. Best of all, I was reared in a Christian home. ' ' 
 
60 THE COLLEQE-BRED NEGRO 
 
 "I went from Virginia to Vermont December 23, 1863. I worked on 
 the farm nine months during the year and attended common school three 
 months. I did this till 1872. I then went to Andover, Massachusetts, 
 March 7, 1872. Attended Phillips Andover Academy from 1872 to 1875; 
 then to Middlebury College, Vermont, 1875 to 1880; Boston University, 
 1880 to 1883." 
 
 "My early life was spent on the farm. My early training was two 
 months of public school each year and studying at night by lightwood 
 knots. I went from this to the graded school of Wilson, North Carolina, 
 and from there to Lincoln University, Pennsylvania." 
 
 "I was bom of poor, hard-working parents and was left an orphan 
 at eleven years. I went to night school in the town where I was being 
 reared by a family of white people who were the ex-owners of my parents. 
 I entered school as a day student at age of seventeen, completed the 
 academic course at twenty and then went to college. ' ' 
 
 "Being born a slave, my early training was quite meagre until I was 
 eleven or twelve years old, having simply learned to read and spell well 
 up to my twelfth year. My literary training was obtained in Tennessee, 
 to which I was brought in very early life." 
 
 "My early life was one of poverty and longing for better things." 
 
 ' 'I was born on a farm and remained there until I was well up in age. 
 I have chopped cotton, worked com, pulled hay, because I had no scythe 
 to cut it, peddled wood at the Fayetteville, North Carolina, market many a 
 winter with no shoes on and clothing extremely scarce. My life 
 
 was one of struggle from the time I could remember but in the future I 
 saw a star of hope and pushed in that direction every time I saw an oppor- 
 tunity to advance. I went to a country school in a log house in Cum- 
 berland county. North Carolina. I went to Wilmington to live and there 
 went to night school four or five months. ' ' 
 
 "My father deserted home when I was about five years old. My 
 mother died when I was twelve years old, leaving me in the care of an 
 illiterate foster mother. She was very kind to me and did laundry work 
 that I might be allowed to attend school. I finished the public school 
 course in 1895. In the summer of 1896 I went to Rhode Island to work. 
 From that time until I finished school in 1905 I paid my own expenses by 
 doing hotel work in summer. ' ' 
 
 "I was bom a slave. I leamed the alphabet in 1868 near Nashville, 
 Tennessee, and graduated from college in 1878." 
 
 "Early life on a plantation amid surroundings incident to slave life. 
 Attended public school more or less irregularly. ' ' 
 
 "I was a slave until eleven years of age. I leamed the bricklayer's 
 trade. I entered college in 1875. " 
 
EARLY LIFE AND TRAINING 61 
 
 ' 'I was bom in the country, worked on farm till eighteen years old, then 
 worked for railroad three years. I went to school about four months 
 before I was twenty. ' ' 
 
 "I passed my early life on the farm near the town of Franklinton, 
 North Carolina, and was trained in the Christian Institute and Albion 
 Academy. I never had the support of a father but was obedient to the 
 direction of a loving mother to whom I owe all 1 am and all I hope to be. " 
 
 "I worked on a farm and attended rural schools until I was sixteen 
 and then entered Fisk University." 
 
 "I was bom a slave and was freed by the Emancipation Proclama- 
 tion of Abraham Lincoln. ' ' 
 
 "I went to a private school when quite young. My father and mother 
 died when I was nine years old. I lived then with white people, working 
 for my board and clothes several years. While there I lacked one year 
 of completing the high school course. I went from there to Lincoln In- 
 stitute and completed the two years' Normal course. From Lincoln Insti- 
 tute I went to Fisk University and completed the bachelor of arts course. ' ' 
 
 "I was bom on a sugar plantation; spent early life as a farmer. I 
 had some advantages of public school instruction." 
 
 ' 'I assisted my father on the farm and in his winter work as the town 
 butcher during school vacations in the summer and on Saturdays. I at- 
 tended the public schools of Macon, Mississippi, during their sessions of 
 nine months. I was taught first by those whites who came from the 
 North as teachers during the seventies; then by Fisk and Rust University 
 graduates until I came to Fisk in 1887. I pushed my own way forward 
 mostly, i. e. with the occasional lift my father would give when I called 
 upon him, which I reluctantly did as he evidently had succeeded some in 
 his teaching of self-reliance— not running up the white flag upon every 
 occasion. ' ' 
 
 "I was bom on my father's farm in the traditional log cabin. Early 
 training was received in the country public school." 
 
 "My childhood and youth were spent in Atlanta. Most of my time I 
 was working to help support my family. Now and then I went to night 
 school and the summer country school. In 1876 I got desperate and broke 
 away from my family and entered Storr's School. Finishing there in the 
 spring of 1877, in the fall of the same year I entered Atlanta University 
 and there I remained till I was graduated in 1884." 
 
 "I was eighteen months old, the youngest of six children, when my 
 father died. My mother was left with a home and six children too young 
 to work. Having nothing left me and with brothers and sisters to be 
 supported by my mother, my early life was one of denial. I had the 
 necessary things of life— nothing else. When I became old enough to 
 work I secured a route on an afternoon paper and sold papers Sunday 
 
62 THE COLLEQE-BRED NEGRO 
 
 mornings. I did this all the time I was attending school in this city, 
 making from one and a half to three and a half dollars per week. My 
 people were free, able to read and write, and with a knowledge of refine- 
 ment above the average, therefore my home surroundings were above 
 the average. I had a good training along religious lines. ' ' 
 
 "During vacations and holidays I worked in the shop with my father 
 who was a wheelwright and wagon and carriage builder. I worked some 
 with an uncle on the farm when work in the shop was slack." 
 
 "I was born in slavery and came into freedom under the terms of 
 Lincoln's Emancipation Proclamation. While a slave I did various kinds 
 of light work for my master's family or for other white people to whom 
 I was often hired. From 1865 to 1867 I tried to help my mother support 
 her large family of children. From 1867 to 1880 I was in school in Atlanta, 
 Georgia, and Andover, Massachusetts." 
 
 "Beginning at the age of six I attended the country district school, 
 terms averaging about two and one-half months per year. I worked on 
 farm with my father until I was fifteen; then a few months on the rail- 
 road; but my chief work up to the age of twenty-one was in tobacco fac- 
 tories. " 
 
 "I worked at any and all kinds of common work, such as waiting 
 table and barber shop porter, attending the common schools and also 
 taking advantage of such private schools as were offered. ' ' 
 
 "I was sixteen when the war closed. I learned to read and write in 
 night school in Albany, Georgia, in 1866. i plowed all day and walked a 
 mile and a half at night to school." 
 
 "I was born a slave on a farm in Franklin county, Virginia. When 
 I was eight years old I walked with my parents to Kanawha county. West 
 Virginia, a distance of two hundred and fifty miles, in the month of March. 
 My father died when I was twelve. I never attended school until after 
 that time. ' ' 
 
 "I was a slave until I reached the age of thirteen years. I was taken 
 from my parents at ten years of age. I have been compelled to support 
 myself since 1865. I had about nine months of schooling before reaching 
 the age of twenty-one years. I have received most of my education 
 since I became twenty-one years of age." 
 
 "I was bom and reared on a farm, attended the country schools dur- 
 ing my boyhood days. I have done all kinds of laboring work, both on 
 the farm and on the railroad. I acted as a clerk in a supply department 
 at a summer resort for eighteen years during summer vacations while a 
 student and since I have been teaching." 
 
 "I was brought up on- a farm with no chance to educate myself. I 
 had to work for what I could eat and wear, having no one to help me in 
 life. Father was dead; mother could not help me because she was not 
 
EARLY LIFE AND TRAINING 63 
 
 able. I had no chance to go to school until I was nineteen years old. ' ' 
 
 "I jobbed around in summer and attended winter school, maintained 
 by my parents; taught generally by students from Oberlin College. I 
 was hired out as house-boy for a while; carried clothes back and forth as 
 my mother took in washing. I was naturally studious. I studied Latin 
 and Algebra myself. I went to Louisville, Kentucky, before the war 
 and assisted my brother-in-law in teaching free Negro children and slaves 
 who could get a permit From there I went to Ohio University, Athens, 
 Ohio, in 1849 and graduated there in 1853. ' ' 
 
 "I was educated largely by my own efforts, being left an orphan in 
 the state of Vermont after 1865." 
 
 "My mother died when I was six months old, father when I was seven 
 years old. Between the city and country I lived, survived and did not 
 perish. At the age of nineteen I was janitor of graded school in Durham, 
 North Carolina. I received ten dollars per month and my schooling. At 
 the end of the school term I passed the fourth grade, the proudest boy in 
 the world. I clerked in store that summer and in the fall I entered Fisk 
 with a vim to win. ' ' 
 
 "I was bom a slave. I was bound out for four years. I was taught 
 at nights by the daughters of the man to whom I was apprenticed for 
 four years. Lived and worked on farm most of the time till nineteen 
 years of age." 
 
 "I was born a slave and left an orphan. I was sent adrift empty- 
 hand without parents or guardian. I began education in night school. I 
 entered day school under Quakers at age of seventeen. I attended two 
 months during session for four years. Meanwhile I continued to bum 
 the midnight oil. I became clerk, bookkeeper, deputy sheriff, policeman, 
 public school teacher." 
 
 "I attended public schools of Augusta, Georgia, and worked between 
 times as a newspaper carrier and later on as a printer. I was graduated 
 from Ware High School in 1886 and then entered Atlanta University." 
 
 "I grew up on a farm with a 'scrapped up' education in fitful public 
 and private schools and private instruction." 
 
 "My early life and training was that of the ordinary youth of our 
 race: one of a large family of children, on a little farm, a few months' 
 attendance every year at public schools until large enough to work. At 
 the age of twenty I left for the North and by hard work by day and pri- 
 vate study by night I prepared to enter Lincoln University." 
 
 "I was bom a slave and was a farm boy until twenty-four years 
 old." 
 
 "I was born in the country in Missouri. Up to nine years of age I 
 had no schooling. I learned my A, B, C's from the Bible in my tenth 
 year. I had two terms of school, one three months, one five months in 
 
64 THE COLLEQE-BRED NEQRO 
 
 Missouri. My family emigrated to Nebraska when I was in my twelfth 
 year. Farmed there and finished common and high school at Seward, 
 Seward county, Nebraska." 
 
 "I was a farm boy until twenty-four years of age. I was born a 
 slave." 
 
 "Sea life for eight or ten years. I traveled much. I attended dis- 
 trict school in Massachusetts in winter. My academic training was 
 received at Pierce Academy, Middleboro, Massachusetts; college work at 
 Atlanta University." 
 
 Women 
 
 "I attended public school in a rural district until sixteen years old. 
 I then went to a small town and entered graded school. I made a good 
 average with attendance daily the first term and was promoted. The 
 next term I became tutor. My parents being dead my teachers became 
 interested in me and made it possible for me to enter college in 1893. ' ' 
 
 "I was reared on the farm until old enough to earn wages; then I 
 was hired out until about twenty years old, when I entered school for the 
 first time. Steady work and interested parties put me thru school." 
 
 "I was reared on a farm. My parents were poor yet they kept me 
 supplied with books and saw to it that I attended our rural school regu- 
 larly. At the age of fourteen I entered Tougaloo University." 
 
 "I was reared on a large farm owned by my father, who was one of 
 the most extensive cotton planters in Ouachita Parish. My parents were 
 not educated but both could read and write; and knowing the advantage 
 of an education they spent a fortune in educating their children, giving 
 thirteen— all who did not die in early childhood— a fair English training. 
 When I was nine years of age they employed a tutor in the home to pre- 
 pare me to be sent off to school, since educational advantages for Negroes 
 were so poor in that part of the state. The next year I entered Straight. ' ' 
 
 "I was bom in a cabin and attended a country school." 
 
 "The child of a college-bred mother and fairly intelligent father, my 
 home life and early training were good; I had every opportunity and 
 encouragement to acquire an education." 
 
 "I had a good home and intelligent parents, who were free people 
 before the war, hence I enjoyed some educational advantages before the 
 Civil War. My father was a barber and a lawyer, the first colored man 
 admitted to the bar in Tennessee. My mother was a skilled dressmaker 
 who served for Mrs. President Polk and others high in social life. ' ' 
 
 "I attended the public school of Oberlin, Ohio, for two years. We 
 moved South in 1883. From then I was taught in the home until I went 
 off to school in 1890." 
 
 "I was a pupil in the public school of Gainesville, Florida, until about 
 sixteen years of age. Then I entered the State Normal School at Talla- 
 
OCCUPATIONS 65 
 
 hassee, Florida, from which I graduated in 1902. While a student at 
 Tallahassee I taught each summer in rural schools. During each school 
 year I earned my board entirely by services rendered in the president's 
 family. After graduating I taught two consecutive terms in city schools 
 and in 1904 spent the summer studying at the University of Chicago. In 
 the fall of 1904 I returned South and entered Clark University. ' ' 
 
 "I was educated in Iowa. learned my way thru the University." 
 
 "My father was a man of fair education; mother not formally edu- 
 cated but a great reader from her youth up. Both were actively inter- 
 ested in the education of their children." 
 
 Section 12, Occupations 
 
 The value of any educational scheme is seen in the life arid 
 work of the men and women who have enjoyed the opportuni- 
 ties afforded by the same. In estimating the value of college 
 training for the Negroes of America it is quite natural, there- 
 fore, to ask. What are the college-bred Negro Americans doing? 
 As a matter of fact this is the first and in some degree the 
 crucial question asked concerning college-bred Negroes. The 
 Conference finds that these Negro graduates are at present, 
 with few exceptions, usefully and creditably employed and 
 that there is an increased and pressing demand for college 
 trained Negroes. 
 
 The statistics set forth in this section are compiled from 
 the reports of only about one-fourth of the total number of 
 living Negro college graduates in the United States. While 
 not exhaustive they are of much value, since they may be 
 regarded as typical of the whole group. 
 
 The following table compiled from the returned blanks of 
 the Negro college graduates reporting shows the various occu- 
 pations in which these graduates are engaged and the num- 
 ber engaged in each occupation: 
 
66 
 
 THE COLLEGE-BRED NEGRO 
 
 OCCUPATION OF NEGRO COLLEGE GRADUATES REPORTED BY 
 
 THEMSELVES 
 
 Architect . . 
 Banker 
 Barbers . . 
 
 Bookkeeper 
 
 Bookkeeper and editor 
 
 Business 
 
 Business manag^er of school . . 
 Cashier in bank . , 
 Caterer .... 
 Census worker 
 Civil engineer . . 
 Civil service . . . 
 
 Clerical workers 
 
 Clerk general Land Office (U. S.) . . 
 Clerk Treasury Department (U. S-) . 
 Dean of college . 
 
 Dentist 
 
 Director of publicity and research . . 
 Domestic . 
 Draftsman . . . 
 Draftsman (U. S.) . . 
 Dressmaker . . 
 
 Druggists 
 
 Druggists and physicians . . 
 
 Editors '■. . 
 
 Editor and preacher 
 Electrical engineers . 
 Elevator operator . 
 
 Farmers 
 
 Farmer and preacher . 
 
 Foreman 
 
 Government service . . 
 Grocer . . . 
 Housekeepers . . 
 Housewives . . 
 
 Insurance . 
 
 Internal revenue collector . . 
 Janitors . . 
 Judge . . 
 
 Lawyers 
 
 Lawyer and teacher . . 
 
 Librarian . . . 
 
 Lumber dealer 
 
 Mail carriers 
 
 Matron 
 
 Mechanical drawing 
 
 Merchant 
 
 Merchant and real estate dealer 
 Miner . . . 
 Missionaries . . 
 
 Music teachers 
 
 Newspaper correspondent 
 
 Physicians 
 
 Physician and druggist . . . 
 Planter and real estate dealer . . 
 Post office clerks 
 
 Preachers 
 
 Preacher and editor . . 
 Preacher and farmer . 
 Preacher and physician . . 
 Preacher and teacher . 
 
 Preceptress 
 
 Preceptress and matron . . 
 President of bank . . 
 President of college . . . ». 
 Railway mail service 
 Real estate dealers 
 Secretaries . 
 Shoe dealer . . 
 Stenographers 
 Students .... 
 
 Superintendents 
 
 Superintendent manual training 
 Surgeon and physician . 
 Tailor . . 
 Teachers . . 
 Teacher and editor 
 Teacher and lawyer . . 
 Teacher and matron .... 
 Teacher, preacher, farmer 
 
 Undertaker 
 
 United States clerkship .... 
 United States deputy marshal 
 United States Pension Bureau 
 Waiters . 
 
 5 
 1 
 1 
 1 
 
 1 
 1 
 6 
 2 
 1 
 
 46 
 2 
 1 
 
 12 
 
 97 
 2 
 1 
 1 
 
 47 
 2 
 1 
 1 
 1 
 
 10 
 3 
 2 
 1 
 2 
 
 28 
 4 
 1 
 2 
 1 
 353 
 1 
 1 
 1 
 1 
 1 
 2 
 1 
 2 
 2 
 
 It is seen from the table that the occupations which draw 
 the largest numbers of these graduates are teaching, preach- 
 ing, the practice of medicine and the practice of law. Of 
 those reporting occupations the numbers so engaged are as 
 follows: 
 
 OCCUPATION 
 
 Number 
 engaged 
 
 Per cent 
 
 of total 
 
 reporting 
 
 Teaching 
 Preaching . . 
 Medicine 
 Law . . 
 
 407 
 151 
 63 
 29 
 
 53.8 
 20 
 
 7 
 
 3.8 
 
OCCUPATIONS 67 
 
 Here indeed is shown the particular mission of the Negro 
 college: the training of teachers and leaders and professional 
 men and women for the black people of America. The work 
 of the educated Negro is largely the work of leadership. 
 
 Teachers 
 
 The crying need of the four million Negroes at the close 
 •of the Civil War showed itself in the call for teachers. In 
 response to this call came the early Negro colleges, established 
 primarily for the training of Negro teachers. That has been 
 and is today their chief mission. 
 
 The above statistics show that 407 or 53.8 per cent of the 
 total number of Negro college graduates reporting occupation 
 are engaged in the profession of teaching. These men and 
 women are scattered thruout the South and are engaged in 
 teaching in all kinds of institutions— from primary to colle- 
 giate. It can be truly said that the progress of the American 
 Negro during the forty-seven years since emancipation has 
 been due largely to the wholesome and helpful influence of 
 these Negro college graduates who have labored as teachers 
 of their people. 
 
 Preachers 
 
 The Negro church and the Negro preacher have occupied 
 a unique place in the social development of the black people 
 of this country. Both during and since the slave regime the 
 church has been the chief social center of the Negro people. 
 The church and the people alike have suffered from an igno- 
 rant ministry and the end of the suffering is not yet. It is 
 encouraging, however, to find that many educated Negroes 
 have entered and are entering this sphere of activity. Of the 
 number reporting occupation, 151 or 20 per cent are engaged 
 in the ministry. This indicates to some extent the work of 
 the Negro college in this important field and it likewise gives 
 hope for the future. 
 
 Most of. these ministers have been trained in the Negro 
 theological schools, chief of which are the following: 
 
 Gammon Theological Seminary, Atlanta, Georgia 
 
 Payne Theological Seminary, Wilberforce, Ohio 
 
68 THE COULEGE-BRED NEGRO 
 
 Virginia Union, Richmond, Virginia 
 Lincoln, Lincoln University, Pennsylvania 
 Atlanta Baptist, Atlanta, Georgia 
 Talladega, Talladega, Alabama 
 Fisk, Nashville, Tennessee 
 
 Many of these ministers have done work in theological 
 schools of the North. Among those reporting are graduates 
 of the following northern schools: 
 
 Yale Divinity School, New Haven, Connecticut 
 
 Andover Theological Seminary, Andover, Massachusetts 
 
 Hartford Theological Seminary, Hartford, Connecticut 
 
 Auburn Theological Seminary, Auburn, New York 
 
 Drew Theological Seminary, Madison, New Jersey 
 
 OberUn Theological Seminary, Oberlin, Ohio 
 
 Princeton Seminary, Princeton, New Jersey 
 
 Western Theological Seminary, Allegheny, Pennsylvania 
 
 Boston University School of Theology, Boston, Massachusetts 
 
 It is encouraging to note here that most of these ministers 
 have completed college before entering upon their theological 
 training. The Negro ministry is rapidly changing from an 
 uneducated to an educated factor in Negro life in America. 
 
 Physicians 
 
 The Negroes of the South are looking to the members of 
 their own race for medical attention and so the demand for 
 Negro physicians is great. Social conditions, too, have in- 
 creased this demand. There is, therefore, an ever widening 
 field for the Negro doctor. The above table shows that fifty- 
 three or seven per cent of the total number reporting occupa- 
 tions are engaged in the practice of medicine. The influence 
 of this profession upon the masses of Negroes cannot be over- 
 estimated. These men and women have done much to raise 
 the physical and moral tone of the communities in which they 
 have worked and their influence upon the cultural standards 
 of their people has been marked. These physicians report 
 themselves as graduates from the following medical schools: 
 
 Negrro Medical Schools 
 
 Leonard Medical School, Raleigh, North Carolina 
 Howard Medical School, Washington, District of Columbia 
 Meharry Medical School, Nashville, Tennessee 
 
OCCUPATIONS 69 
 
 Northern Medical Schools 
 
 Harvard Medical School, Boston, Massachusetts 
 
 University of Pennsylvania, Philadelphia, Pennsylvania 
 
 Albany Medical College, Albany, New York 
 
 Northwestern University Medical School, Chicago, Illinois 
 
 University of Michigan, Ann Arbor, Michigan 
 
 Chicago Medical School, Chicago, Illinois 
 
 Indiana Medical College, Indianapolis, Indiana 
 
 College of Physicians and Surgeons, Chicago, Illinois 
 
 lUinois Medical College, Chicago, Illinois 
 
 College of Physicians and Surgeons, Boston, Massachusetts 
 
 Denver Medical College, Denver, Colorado 
 
 University of Pittsburg, Pittsburg, Pennsylvania 
 
 University of Iowa, Iowa City, Iowa 
 
 Bennett Medical College, Chicago, Illinois 
 
 National Medical University, Chicago, Illinois 
 
 Lawyers 
 
 The lot of the Negro lawyer has not been on the whole a 
 pleasant one. While the need for his services has been great 
 he has not been given a fair chance to meet this need. Many 
 things have militated against him. In the first place the dis- 
 criminating laws of the South have so circumscribed the 
 ordinary and customary forms of legal procedure that the 
 Negro lawyer from the very start finds the odds against him. 
 The very laws under which he must practice and upon which 
 he must build his methods of procedure are in many instances 
 aimed directly against the people from whom he must draw 
 his clientele. In the second place the injustice which the 
 Negro meets all too frequently in the courts of the South has 
 made the success of the Negro lawyer all the more uncertain. 
 With judge and jury afl^icted with racial prejudice he cannot 
 always be sure of receiving justice at their hands, even tho 
 the evidence in the case and the accepted forms of judicial 
 procedure seem to assure success to his efforts. Lastly, the 
 Negro lawyer must meet the prejudice, the antipathy and the 
 lack of confidence on the part of his own people. The latter, 
 however, may be due largely to the conditions mentioned 
 above. When we note the confidence placed by Negroes in 
 their teachers, their preachers and their doctors it is only 
 
70 THE COLLEQE-BRED NEGRO 
 
 natural to presume that they would place similar confidence 
 in the lawyers of their race did social, political and economic 
 customs but give them an opportunity for doing so. 
 
 Nevertheless there have been many college-bred Negroes 
 to enter the legal profession. Of the number reporting- occu- 
 pations, 29 or 3.8 per cent are engaged in the practice of law. 
 The following schools of law have trained these men: 
 
 Howard University Law Department 
 
 Wilberforce University Law Department 
 
 Walden University Law Department 
 
 Allen University Law Department 
 
 Harvard University Law School 
 
 Boston University Law School 
 
 Yale University Law School 
 
 University of Minnesota Law School 
 
 Ohio State University Law School 
 
 Columbia University Law School 
 
 Kansas State University Law School 
 
 University of Michigan Law School 
 
 Chicago College of Law 
 
 Cleveland Law School 
 
 Kent Law School (Chicago) 
 
 Western Reserve University Law School 
 
 University of Iowa Law School 
 
 These lawyers are practicing in the following states: 
 
 Ohio Massachusetts 
 
 Connecticut Kentucky 
 
 Illinois Tennessee 
 
 Iowa South Carolina 
 
 Minnesota Georgia 
 
 Kansas Texas 
 
 Missouri Oklahoma 
 
 Pennsylvania District of Columbia 
 
 New York West Virginia 
 
 The work of the Negro professional men has been and is 
 of great importance in the educational, social and economic 
 uplift of the Negro race in America. By precept and by 
 example these men have taught the lessons of sacrifice and 
 perseverance— lessons so much needed by the newly emanci- 
 pated race. Likewise their example of thrift and economy 
 cannot be overestimated; it has indeed made for progress of 
 the Negro American. 
 
OWNERSHIP OF PROPERTY 
 
 71 
 
 Section 13. Ownership of Property 
 
 It is difficult to collect reliable statistics concerning the 
 ownership of property but the results here are worth the 
 effort. In collecting data for this study the Negro college 
 graduates were asked the amount of land owned, the assessed 
 value of real estate, lands and houses in their possession and 
 the market value of total property owned. 
 
 The statistics on landownership cover the ownership of 
 farm land and the ownership of lots and from these the fol- 
 lowing tables are compiled: 
 
 LANDOWNERS-FARM LAND 
 
 CLASS OF FARMS 
 
 No. of 
 owners 
 
 Total 
 acreage 
 
 Under three acres . . 
 Three and under 10 . 
 Ten and under 20 
 Twenty and under 50 . 
 Fifty and under 100 .... 
 
 45 
 23 
 21 
 86 
 28 
 30 
 11 
 10 
 4 
 2 
 
 44 
 
 117 
 
 260 
 
 1,179 
 
 2,007 
 
 3,868 
 
 One hundred and seventy-five and under 250 . 
 Two hundred and fifty and under 500 . 
 Five hundred and under 1,000 . 
 One thousand and over . 
 
 2,402 
 3,699 
 2,606 
 3,233 
 
 Total 
 
 210 
 
 19,305 
 
 LANDOWNERS-LOTS 
 
 NUMBER OF LOTS 
 
 No. of 
 owners 
 
 Total 
 lots 
 
 Under 5 lots ... 
 Five and under 10 . . 
 Ten and under 15 . . 
 Fifteen and under 25 . . 
 Twenty-five and under 45 . . 
 Forty-five and over . 
 
 150 
 19 
 15 
 9 
 2 
 2 
 
 293 
 113 
 179 
 157 
 66 
 719 
 
 Total 
 
 197 
 
 1,526 
 
 The tables show that two hundred and ten of the graduates 
 report the ownership of 19,305 acres of farm land, an average 
 of ninety-t\yo acres per graduate reporting ownership, while 
 one hundred and ninety-seven graduates report the ownership 
 of 1,526 lots, which is an average of eight lots per graduate 
 reporting ownership. 
 
72 
 
 THE COLLEGE-BRED NEGRO 
 
 The reports of assessed value of real estate, land and 
 houses, owned by Negro college graduates reporting are com- 
 compiled in the following table which shows total assessed 
 value of real estate of 458 graduates reporting ownership to 
 be $1,640,750.68 or an average of $3,582.42 per individual so 
 reporting: 
 
 ASSESSED VALUE OF REAL ESTATE 
 
 
 Number 
 
 Arnount 
 
 Less than $100 . . 
 
 $100-$250 
 
 ?250-$600 . . . 
 
 $60O-$l,OOO . . . 
 
 ai,000-$l,500 . . 
 
 $1,500-$2,000 . . 
 
 $2,000-$2,500 . . 
 
 $2,600-$3,000 . . 
 
 $3,000-$4,000 . . 
 
 $4,000-$6,000 . . 
 
 $5,000-310,000 
 
 $10,000-$16,000 . . 
 
 $15,000-320,000 . ■ 
 
 $20,000-330,000 . . 
 
 330,000-340,000 . . 
 
 5 
 
 11 
 
 25 
 
 49 
 
 67 
 
 42 
 
 46 
 
 39 
 
 60 
 
 36 
 
 67 
 
 23 
 
 6 
 
 4 
 
 5 
 
 $ 280 00 
 
 1,770 00 
 
 6,757 68 
 
 33,460 00 
 
 73,019 00 
 
 66,680 00 
 
 93.970 00 
 
 99,330 00 
 
 167,430 00 
 
 144,236 00 
 
 367,900 00 
 
 252,178 00 
 
 80,000 00 
 
 96,000 00 
 
 176,850 00 
 
 Total 
 
 468 
 
 3 1,640,760 68 
 
 Average per individual reporting 33,682.42. 
 
 The following table is compiled from the reports of total 
 property owned by 495 graduates reporting and shows a total 
 of $2,794,537 or an average of $5,645.53 per individual: 
 
 TOTAL PROPERTY 
 
 
 Number 
 
 Amount 
 
 Less than 3500 
 
 26 
 
 $ 7,180 
 
 3500-31,000. 
 
 40 
 
 27,035 
 
 31,000-31,500 . . 
 
 43 
 
 46,782 
 
 31,500-32,000 . . 
 
 43 
 
 68,260 
 
 32,000-33,000 . . 
 
 78 
 
 177.860 
 
 33,000-34,000 . . 
 
 60 
 
 190,900 
 
 34,000-36,000 . . 
 
 40 
 
 166,600 
 
 35,000-37,600 . . 
 
 64 
 
 370,000 
 
 $7,500-310,000 
 
 25 
 
 203,450 
 
 $10,000-$16,000 . . 
 
 30 
 
 322,890 
 
 $16,000-$20,000 
 
 18 
 
 288,800 
 
 $20,000-$25,000 . . 
 
 9 
 
 188,900 
 
 $25,000-330,000 . . 
 
 6 
 
 163,000 
 
 $30,000-$40,000 . . 
 
 7 
 
 228,000 
 
 $40,000-350,000 . . 
 
 8 
 
 126,000 
 
 350,000-3100,000 . . 
 
 2 
 
 110,000 
 
 More than 3100,000.. 
 
 1 
 
 120,000 
 
 Total 
 
 496 
 
 3 2,794,537 
 
 Average per individual reporting $5,645.53. 
 
AVOCATIONS 73 
 
 It is difficult to estimate from these meagre statistics the 
 amount of property in the possession of the Negro college 
 graduates. In the first place many who are known to be in 
 possession of property did not make answer to these questions 
 and so are not included in the above tables. Then, too, the 
 usual ratio between assessed value and real value taken 
 into consideration here alters the figures to the advantage of 
 the whole group. Lastly, it must be remembered that the 
 total replies to the conference questionnaire cover only about 
 one-fourth of the total number of living Negro college gradu- 
 ates. All things taken into consideration it is probably safe to 
 say that the college-bred Negro Americans are in possession 
 of $15,000,000 worth of property. 
 
 Some conclusions may be drawn from this phase of the 
 study: 
 
 1. The Negro college graduates have made and are making a good 
 showing in the accumulation of property, both personal and real estate. 
 
 2. By precept and by example these men and women are teaching 
 their people the virtues of thrift, economy and saving. 
 
 3. No small measure of the value of these men and women may be 
 seen in the impetus they have given to their people in the building of 
 homes and the accumulation of ptoperty. 
 
 Section 14. Avocations 
 
 The work of the educated Negro is largely the work of 
 leadership. The college-bred Negro, therefore, finds great 
 opportunity for telling activity among his people and that in 
 addition to his regular vocation. A study of the avocations 
 of these educated men and women reveals much of interest 
 and shows in a striking way the place of the college-bred 
 in the Negro race. In like manner it gives some idea of the 
 social value of the college-bred Negro to America. 
 Learned Societies 
 
 The Negro college graduates have reported themselves as 
 members of the following learned societies: 
 Academy of Science, St. Louis 
 African Society (London) 
 
74 THE COLLEQE=BRED NEGRO 
 
 Alpha Kappa Literary 
 
 Alpha Phi Alpha 
 
 American Academy for Advancement of Science 
 
 American Academy of Political and Social Science 
 
 American Archasological Association 
 
 American Association of Electrical Engineers 
 
 American Breeders' Association 
 
 American Civic Alliance 
 
 American Economic Association 
 
 American Geographic Society 
 
 American Historical Association 
 
 American Institute for Psychic Research 
 
 American Library Association 
 
 American Medical Association 
 
 American Nature Study Society 
 
 American Negro Academy 
 
 American Ornithologists' Union 
 
 American Philological Association 
 
 American Statistical Association 
 
 Arkansas Medical, Dental and Pharmaceutical Surgical Association 
 
 Association of Collegiate Alumnse 
 
 Chicago Medical Society 
 
 Classical Association of the South and Middle West 
 
 Constitution League 
 
 Eastern Manual Training Association 
 
 Entomological Society of America 
 
 Illinois Academy of Science 
 
 Illinois State Medical Society 
 
 Inter-State Literary Society of Kansas and the West 
 
 Massachusetts Medical Society 
 
 Medical Society, Essex County, New Jersey 
 
 National Bar Association 
 
 National Educational Association 
 
 National Medical Association 
 
 National Sociological Society 
 
 Niagara Movement 
 
 Phi Beta Kappa 
 
 Physics Club of Indiana University 
 
 Rock City Academy of Medicine and Surgery 
 
 Sigma Chi Fraternity (Chicago Chapter) 
 
 Society of Arts (England) 
 
 Standard Literary Society, Chicago 
 
 State Medical Association (Tennessee), Colored 
 
AVOCATIONS 75 
 
 Publications 
 
 The college-bred Negro has contributed in a small way to 
 the literature of America. In this contribution we find some 
 works of considerable importance whether viewed from the 
 standpoint of literature, or history, or science, or sociology. 
 We find also, in addition to the larger publications, numerous 
 pamphlets, essays and smaller works of importance such as 
 those issued by the American Negro Academy, the Committee 
 of Twelve for the Advancement of the Negro Race, the differ- 
 ent religious organizations and numerous individuals. 
 
 The official organ of each of the leading Negro religious 
 bodies is directed in large part by college-bred men. 
 
 Almost all of the leading magazines have published articles 
 written by Negro college graduates— the Atlantic, the Forum, 
 the North American Review, the World's Work, the Century, 
 the Independent, the Outlook. Something has been done in 
 the field of poetry as is evidenced by James W. Johnson's 
 "0 Black and Unknown Bards" and "Mother Night"; by 
 Kelly Miller's "Mors Vincta" and "A Moral Axiom"; and by 
 Silas Xavier Floyd's "Floyd's Flowers" and "Not by Bread 
 Alone." 
 
 Atlanta University Publication, Number 14, Efforts for 
 Social Betterment among Negro Americans, gives a list of 
 newspapers and magazines which have been published by 
 Negroes. Many of these have been controlled wholly or in 
 part by college-bred men. 
 
 The following bibliography, by no means exhaustive, is 
 some indication of the literary activity of the college-bred 
 Negro American : 
 
 Anderson, Matthew. Presbyterianism and its Relation to the Negro. 
 
 Philadelphia, 1897. 12mo., 263 pp. 
 Barber, J. M. One Hundred One Eminent Negroes. 
 Bowen-, J. W. E. Sermons. Philadelphia. 88 pp. 
 
 Africa and the American Negro. Atlanta. 250 pp. 
 
 Addresses. Atlanta. 300 pp. 
 Brawley, B. G. The Negro in Literature and Art. 1910. 
 Broughton, Mrs. J. A. O. Women's Work. 52 pp. 
 
 Twenty Years' Experience of a Missionary. 140 pp. 
 
 Christian Homes the Hope of the Race. 
 
76 THE COLLEQE-BRED NEQRO 
 
 Byrd, W. A. Reply to German Criticism on Bible. 30 pp. 
 
 Exposition of Kinosis. 50 pp. 
 
 Commentary on Joel. 30 pp. 
 Camphor, Rev. A. P. Missionary Story Sketches and Folk Lore from 
 
 Africa. 346 pp. Cincinnati and New York. 
 Camphor, Rev. R. A. Papers and Addresses. 50 pp. Atlanta. 
 CofRn, A. O. A Land without Chimneys. Cincinnati. 352 pp. 
 Cooper, A. J. A Voice from the South. Xenia, O., 1892. 30 pp. 
 Crogman, W. H. Talks for the Times. Atlanta. 330 pp. 
 Crummell, Alexander. Africa and America. Springfield, Mass., 1891. 
 
 466 pp. 
 Du Bois, W. E. B. Suppression of the Slave Trade. New York, 1896. 
 335 pp. (Harvard Historical Series, No. 1.) 
 
 The Philadelphia Negro. Philadelphia, 1899. 520 pp. 
 
 The Souls of Black Folk. Chicago, 1903. 264 pp. 
 
 John Brown. Philadelphia, 1909. 406 pp. 
 
 Editor Atlanta University Studies of the Negro Problem. 
 Dyson, Walter H. Syllabus on U. S. History and Civics. Washington, 
 
 1910. 
 Floyd, S. X. Life of C. T. Walker. 
 
 Gospel of Service and other Sermons. 
 
 Floyd's Flowers. 
 
 National Perils. 
 Gilmer, John C. History of Alabama. 
 
 A Guide to English Oration. 
 Gregory, J. M. Frederick Douglass. Springfield, Mass. , 1890. 300 pp. 
 Grimke, A. H. William Lloyd Garrison. (American Reformers Series.) 
 New York, 1891. 405 pp. 
 
 Charles Sumner. (American Reformers Series.) New York, 1892. 
 515 pp. 
 Grimke, F. J. The Negro, his Rights and Wrongs. Washington, D. C, 
 
 1899. 100 pp. 
 Henderson, G. W. Essays on Negro Citizenship. 
 
 Plantation Life in Louisiana. 
 Hubert, J. W. Syllabi: 
 
 (1) Seven Studies in Physiography. 
 
 (2) Seven Studies in Right Living. 
 
 (3) Seven Studies in Geology. 
 
 (4) Life's Ten Richest Blessings. 
 Johnson, C. J. Pilgrimage of a Race. 1910. 
 Kealing, H. T. History of African Methodism in Texas. 
 
 Fortune Telling in History. 
 The Minor Prophets. 
 How to Live Longer. 
 Langston, J. M. From the Virginia Plantations. Hartford, 1894. 544 pp. 
 
AVOCATIONS 77 
 
 Lawson, Jesse. How Solve the Race Problem. Washington, D. C. 
 297 pp. 
 
 Ethics of the Labor Problem. Washington, D. C. 14 pp. 
 Lewis, W. H. A Primer of College Foot-ball. New York. 205 pp. 
 Long, F. A. Across the Continent. Danville, Va. 60 pp. 
 Lovinggood, R. S. Why hie, haec, hoc for the Negro? Marshall, Tex., 
 1900. 56 pp. 
 
 The Negro Seer, his Mission and Preparation. 
 McWilliams, B. F. The Needs of the Negro. Univ. Press, Richmond. 
 1903. 16mo. 
 
 The Negro Church of Virginia, its Condition and Needs. 1905. 
 Miller, Albert P. The Black Man's Burden or the Two Sides of the 
 
 Negro Problem. 
 Miller, Kelly. The Education of the Negro. Washington, 1902. 
 
 Race Adjustment. New York and Washington, 1908. 306 pp. 
 Mossell, C. W. Toussant L'Ouverture. 
 Ousley, B. F. Gospels and Acts translated into African Tongue. New 
 
 York. 371 pp. 
 Paisley, J. W. The Voice of Mezraim. New York. 122 pp. 
 Payne, D. A. History of the A. M. E. Church. Nashville, 189L 498 pp. 
 Paynter, J. H. Joining the Navy. Hartford. 330 pp. 
 Pegues, A. W. Our Baptist Ministers and Schools. Springfield, Ohio. 
 
 680 pp. 
 Pettus, J. W. Home Again. Fort Smith, Ark. 34 pp. 
 
 Vagaries of Substitute. Indianapolis. 127 pp. 
 Phillips, C. H. History of the Colored Methodist Episcopal Church. 
 Scarborough, W. S. First Greek Lessons. New York. 150 pp. 
 
 Birds of Aristophanes. Boston. 
 Scruggs, L. A. Afro-American Women of Distinction. Raleigh, N. C. 
 Sinclair, William A. The Aftermath of Slavery. Boston, 1905. 358 pp. 
 Talbert, H. The Sons of Allen. 286 pp. 
 Turner, C. H. Numerous biological publications, the result of scientific 
 
 research. 
 Work, F. J. New Jubilee Songs. Nashville, 1902. 50 pp. 
 
 Folk Songs of American Negro. Nashville. 64 pp. 
 
 Some American Negro Folk Songs. Boston, 120 pp. 
 
 Among the interesting pamphlets published by Negro col- 
 lege graduates are the following: 
 Bruce, Roscoe Conkling. Service by the Educated Negro. 
 Carver, G. W. Bulletin of Tuskegee Experiment Station. 
 Cook, C. C. Study of the Negro Problem. 
 Crummell, Alexander. Sermons and Addresses. 
 Dammond, W. H. Factoring. 
 Davis, M. T. The South the Negro's Door of Hope (An Essay). 
 
78 THE COLLEGE-BRED NEGRO 
 
 The Education of Negro Youth of Texas. 
 Grimke, A. H. Why Disfranchisement is Bad. 
 Harris, Eugene. Social Purity. 
 McClellan, G. W. Poems. Nashville. 
 
 Miller, Kelly. A Review of Hoffman's "Race Traits and Tendencies," 
 etc. Washington, 1897. 36 pp. 
 
 As to the Leopard's Spots, etc. Washington, 1905. 
 
 The Primary Need of the Negro Race. Washington, 1899. 18 pp. 
 
 The Political Capacity of the Negro. 
 Steward, T. G. Black St. Domingo Legion. 
 Talley, T. W. A Natural Trinity. 
 Wesley, A. A. The Spanish-American War. 
 Williams, D. H. Reports of Surgical Cases. 
 
 Wright, R. R. Historical Sketch of Negro Education in Georgia. Sa- 
 vannah. 58 pp. 
 
 Public Office 
 
 The following is a partial list of public offices which have 
 been held by Negro college graduates: 
 
 Seven Alderman (N. C, Pa., Mass., Ky., S. C.) 
 
 Nine Members Board of Education (N. C, S. C, Ohio, Tenn., D. C, 
 Ga., Kan.) 
 
 Two Assistant Attorney Generals (N. Y.) 
 
 Members of State Legislatures (N. C, Miss., 111., Ga., Tenn., Minn.) 
 
 Four Clerks in District Courts (Kan., Okla., D. C.) 
 
 One Member of Congress 
 
 Three served in Spanish-American War (Major and Paymaster, 
 Chaplain, and Captain) 
 
 Two Judges of Civil Courts 
 
 Two United States Deputies 
 
 Four Tax Assessors (111. , Ark. , Miss. , N. C. ) 
 
 Five Officials in Custom Houses (La., Tenn., Va., Ga.) 
 
 Two State Superintendents of Public Instruction (La., Ala.) 
 
 Two Medical Inspectors (Pa., Col.) 
 
 One Special Land Agent 
 
 One City and State Health Officer (Cot.) 
 
 Assistant Corporation Counsel (New York City) 
 
 Inspector of Customs 
 
 Member of Grand Jury (Ark.) 
 
 United States Jail Physician 
 
 Justice of Peace 
 
 Deputy Auditor 
 
 Engrossing Clerk, General Assembly 
 
 Deputy Collector of Customs (La.) 
 
 Prosecuting Attorney (111.) 
 
AVOCATIONS 79 
 
 Secretary of Haytian Legation 
 
 Tax Collector (Pa.) 
 
 Chaplain House of Representatives (S. C.) 
 
 Registrar of Births and Deaths (West Indies) 
 
 Registrar of Deposits, U. S. Mint (La.) 
 
 United States Minister to Hayti 
 
 United States Minister to Liberia 
 
 Assistant United States District Attorney (Mass.) 
 
 Charitable Work 
 
 The Atlanta University Publication, Number 14, Efforts 
 for Social Betterment among Negro Americans, gives an 
 elaborate account of the charitable work being done by the 
 Negroes of this country. The field is broad and the phases 
 of this activity are many: church, school, general charity, 
 women's clubs, old folk's homes, orphanages, hospitals, 
 young men's Christian associations, young women's Christian 
 associations, refuges and homes for women and children, 
 libraries, day nurseries, social settlements, kindergartens, 
 civic reform. 
 
 The college bred Negroes have done and are doing a large 
 share of the work along these charitable lines. The following 
 list shows in a general way the charitable activity of these 
 men and women: 
 
 Church work Old folks' homes 
 
 Y. M. C. A. andY. W. C. A. Hospitals 
 Trustees of institutions Labor organizations 
 
 Anti-tuberculosis leagues Boys' reform societies 
 
 Charitable societies " Jail and slum work 
 
 Day nurseries Temperance and prohibition move- 
 
 Social settlements ment 
 
 Secret societies White Cross society 
 
 Prison reform American Health League 
 
 Mission work Jeanes Fund 
 
 Play grounds Associated charities 
 
 Civic leagues Libraries 
 
 Mothers' clubs Social reform 
 
 The following extracts from reports received will show 
 something of the charitable work of individual graduates: 
 
 Originator of movement to investigate sanitary conditions of our peo- 
 ple in New Orleans. 
 
80 THE COLLEOE-BRED NEORO 
 
 Home for friendless girls, Washington, D. C. 
 
 Associated Charities, Washington, D. C. 
 
 Work in slums of Providence, R. I. 
 
 Member of Oberlin Improvement Society. 
 
 Entire time in connection with College devoted to relieving 
 
 needy students and promoting the welfare of the institution. Actual 
 money given $3,967.90. 
 
 United Charities for Colored People, Nashville, Tenn. 
 
 Vice-president North Carolina Reform School Association. 
 
 Chairman of Negro branch of Associated Charities, Gallipolis, Ohio. 
 
 Member of board of directors National Home-finding Society and of 
 Library and Improvement Association; member of An ti- tuberculosis 
 Committee, of Play Ground Association, of Colored Orphan Society, 
 Louisville, Ky. 
 
 Working girls' home, Columbia, S. C. 
 
 United Charities, Rochester, N. Y. 
 
 Member of board of directors of State Orphan Society, Oxford, N. C. 
 
 Member Associated Charities, Raleigh, N. C. 
 
 Association for Protection of Colored Women; Old Ladies' and Or- 
 phans' Home, Memphis, Tenn. 
 
 Home for Aged Men; Association for Prevention of Tuberculosis; 
 Trustee of Mutual Housing Company, the object of which is the improve- 
 ment of housing conditions in Springfield, Mass., and vicinity. 
 
 Volunteer work in connection with probation officer of the juvenile 
 court of St. Louis, Mo. 
 
 Member of Consolidated Charities of New Albany, La. 
 
 Secretary of Galveston Relief Association. 
 
 Trustee of Orphan and Old Ladies' »Home; chairman Domestic 
 Science Board; Association for Relief of Colored Women; organizer so- 
 cial settlement work, Memphis, Tenn. 
 
 Negro school improvement league; Teachers' and Citizens' Co-opera- 
 tive Association; social settlement, Petersburg, Va. 
 
 Superintendent of Mercy Hospital, Nashville, Tenn. 
 
 Member of Committee for Improving Industrial Conditions among 
 Negroes in New York City; member of N. A. A. C. P. 
 
 Colored Orphan Home, Huntsville, Ala. 
 
 Chairman board of directors of Provident Hospital and Training 
 School for Negroes, Arkansas. 
 
 President of Galveston Relief Association. 
 United Charities, Nashville, Tenn. 
 
AVOCATIONS 81 
 
 Civic Improvement Club; Farmers' Union and Protective League, 
 Okmulgee, Okla. 
 
 Associated Charities; Director of Slater Hospital, Winston, N. C. 
 
 Secretary Civic League; Board of Directors of Anti-tuberculosis 
 League, Portsmouth, Va, 
 
 Secretary Social Uplift Society for Colored People, Jersey City, N. J. 
 
 Built the Pickford Sanitorium for Tuberculous Negroes, Southern 
 Pines, N. C. 
 
 Editor and Investigator Atlanta University Publications; member of 
 Committee of Forty, N. A. A. C. P. ; American Secretary Universal 
 Races Congress. 
 
 Director of Public Play Grounds for Colored Youths; Volunteer Pro- 
 bation Officer of Juvenile Court; Association for Prevention of Tubercu- 
 losis, St. Louis, Mo. 
 
 Trustee of Amanda Smith Industrial Home; Probation Officer, Cook 
 county. 111. 
 
 President Board of Managers for Reform School for Girls, Kansas. 
 
 Legal and general adviser of the Cleveland Home for Aged Colored 
 People; Probation Officer of Juvenile Court of Cuyahoga county, Ohio. 
 (No compensation.) 
 
 Director of the Sarah Ann White Home for Aged and Infirm Colored 
 People, Washington, D. C. 
 
 Organizer of state teachers' association; organizer fair association; 
 organizer colored anti-tuberculosis league, Georgia. 
 
 State Superintendent of Department of Anti-narcotics, W. C. T. U., 
 North Carolina. 
 
 Trustee of Provident Hospital and Training School for Negroes, 
 Chicago; director of Douglass Center, Chicago; director of Juvenile 
 Court League, No. 4, Chicago; trustee Peace Haven Institute, Blackville, 
 S. C. Personal work. For the past eight years I have been assisting 
 Negro physicians in the esl^blishment of infirmaries of their own thruout 
 the South and instructing them along surgical lines. 
 
 Old Folks' Home, Selma, Ala. 
 
 Associated Charities, Augusta, Ga. 
 
 Colored Orphan Home, Columbus, Ohio. 
 
 Business 
 
 The Negro college graduates report themselves as engaged 
 in the following business enterprises, in almost every case in 
 addition to the regular vocation: 
 
82 
 
 THE COLLEOE-BRED NEGRO 
 
 Real estate . 
 
 .38 
 
 Banking . . 
 Drug business . 
 Shoe business . . 
 
 19 
 5 
 3 
 
 Gardener . ' 
 
 1 
 
 Farming 
 
 Building and loan association 
 Editors . . . 
 
 8 
 
 .11 
 
 5 
 
 Construction 
 
 2 
 
 Co-operative business league 
 Land improvement . 
 Investment . 
 
 1 
 
 4 
 4 
 
 Fruit farming . 
 Warehouse . . 
 
 2 
 1 
 
 Manufacturing 
 Cotton ginning 
 Lumber business 
 
 4 
 2 
 1 
 
 Book store 
 
 1 
 
 Mail order . . 
 
 1 
 
 Music publisher . 
 
 2 
 
 Merchandise . . 
 
 4 
 
 Home association . 
 
 1 
 
 Plumbing 
 
 I 
 
 Newspaper business 
 
 5 
 
 Trust company . 
 
 3 
 
 Mining company 
 
 6 
 
 Contractor 
 
 1 
 
 Insurance 
 
 4 
 
 Coal business . 
 
 1 
 
 Fair association 
 
 i 
 
 Publishing 
 
 3 
 
 Grocers 
 
 2 
 
 Millinery . . 
 
 1 
 
 Steam laundering . . 
 
 1 
 
 Mercantile company 
 
 1 
 
 Realty company . . 
 
 3 
 
 General store business 
 
 1 
 
 Printing . . . 
 
 2 
 
 Poultry raising . 
 
 2 
 
 Section 15. Education of Children 
 
 How shall you educate your children? The answers re- 
 ceived in reply to this question are interesting. By far the 
 greater number of those making reply are planning to give 
 
 their children the advantages of a college education, hoping 
 
 thereby to properly equip them for hfe's work, whether in 
 
 the trades or in the professions. Many of these answers are 
 grouped as follows: 
 
 College .101 
 
 College and professional . . 101 
 
 Trade, college and professional . ' 48 
 
 College training and trade 45 
 
 According to their ability . . 44 
 
 According to their inclination . 41 
 
 Professional 24 
 
 College, trade or professional . 20 
 
 Industrial and professional . 9 
 
 Trade 7 
 
 College or professional 3 
 
 Some industrial and some college 2 
 
 Academic and trade 2 
 
 Technical ..... 1 
 
 Head, hand and heart. . 1 
 
 Liberal education 1 
 
 College and professional or business . 1 
 
 Professional or trade 1 
 
 College and business 1 
 
 Literary education and domestic work 1 
 
 Academic. . 1 
 
EDUCATION OF CHILDREN 83 
 
 The following quotations, none of which is included in the 
 above grouping, are taken from the replies to this question 
 concerning the education of children : 
 
 "It is my present intention to give my boys a full university training 
 in order that they may be equipped to take high rank in whatever calling 
 or profession they may choose." 
 
 "I believe in educating the child to make the best citizen; a college 
 education to those who will take it." 
 
 "In obedience to their inclinations and gifts and without prejudice 
 for or against any particular training. Technical, agricultural, mercan- 
 tile, professional training are of equal importance if preparation and 
 research are sufficient, there being urgent need for real high grade lead- 
 ership in every avenue for the Negro. If then any offspring from my 
 household manifest special taste for and high merit in any worthy line, I 
 shall only ask God to enable me to assist them to the highest in that 
 line." 
 
 "First public school, secondly college, third university, then if possi- 
 ble provide for her to study abroad. I shall teach the importance of at- 
 tainment of the highest possible type of culture and refinement and the 
 importance of possessing something that people who have money want. " 
 
 "I have but one daughter. I plan to give her a college education in 
 southern, eastern and European institutions." 
 
 "I am striving to be in shape to give my children a thoro, practical ed- 
 ucation which will best fit them for the daily pursuits of life. " 
 
 "I shall endeavor to give that training which in my judgment will be 
 of the highest good to him. ' ' 
 
 "I want my daughter to make music her specialty but will allow her 
 to choose her literary course." 
 
 "Each is to receive at least a normal and academic education. Two 
 or three may take the university course, one in music, one in theology." 
 
 "It is my intention to give them the very best education that they 
 can assimilate." 
 
 "I desire to have them brought up at a school such as Fisk after 
 they have reached puberty and later at a northern university. But first 
 of all I shall teach them the fundamentals of politeness, hygiene, and the 
 art of doing work assigned them smoothly and with polish. ' ' 
 
 "The education of my children will probably depend largely upon 
 their own wishes but I should like them to receive training equivalent to 
 the four years' college course at Atlanta University and professional or 
 special training for some particular line of work." 
 
 "If I should be so fortunate as to have any children I would send 
 them to Phillips Exeter, Harvard and Lawrence Scientific School." 
 
84 THE COLLEGE-BRED NEQRO 
 
 "Some in trade, some in college and some in a profession. One is 
 already a dressmaker, another is a trained nurse and still another has 
 finished in theology and is doing good pastoral work at Albany, Georgia." 
 
 "I expect to send my boys thru college and my daughter thru a nor- 
 mal training school." 
 
 "I propose to give them as complete an education as they can re- 
 ceive. ' ' 
 
 "As their talent seems to indicate. The best is none too good. 
 Broadly as men and as American citizens and not narrowly as Negroes." 
 
 "I dont know as to a trade or a profession but most certainly I shall 
 give my boy a college education and my daughter a good normal train- 
 ing." 
 
 "College and technical as far as my influence can bring this about; 
 ultimately, of course, the child must decide." 
 
 "This would depend largely upon the natural tendency of the children 
 but my desire would be for them to have a college education and, if pos- 
 sible, for the boys to take a profession afterwards. Both boys and girls 
 should work at some trade during vacation seasons while in public school 
 as I believe no boy or girl should be permitted to grow up without learn- 
 ing how to do some kind of work proficiently with the hands." 
 
 "I favor college education because then they are better prepared to 
 succeed; then to his trade or profession well equipped." 
 
 "I shall give them a higher Christian literary education as a founda- 
 tion and allow them afterwards to study any trade or profession they 
 may wish." 
 
 "I shall educate my girls to be school teachers." 
 
 "I am giving my son academic and professional and my daughter 
 academic and trade. ' ' 
 
 "In the way that shall best fit them as individuals to be of greatest 
 service to themselves and to others. I desire them to have a three-fold 
 education." 
 
 "Train their early years in some form of handicraft or trade; give 
 them a college course in an institution for Negroes; and the boys a pro- 
 fessional course in one of the best schools without regard to color." 
 
 "I will try to educate my children according to their inclinations. I 
 am not partial; to any kind of education which fits men and women for 
 true service." 
 
 "For profession if they show inclination and ability sufficient to in- 
 dicate that they will be successful in such work. For trades or business 
 if they show special adaptability for that class of work." 
 
 "I would give him a broad and comprehensive college training and 
 leave it to his own inclination as to trade or profession. ' ' 
 
HINDRANCES 85 
 
 "I shall endeavor to study the aptitude of the child. If he or she is 
 best fitted for an industrial life or a profession I desire to root that in- 
 dustry or profession into a fertile, college- trained brain." 
 
 "Boys to a trade or a profession, according to theii respective in- 
 clinations and apparent adaptability. Girls in college and domestic 
 science." 
 
 "Some trade along with their preparatory training. College course, 
 a part of which shall be in some Christian institution. Their professional 
 training shall be the outgrowth of their natural adaptation together with 
 the aid and direction of parents." 
 
 "Intend to make teachers of some of them. The boys wish to be 
 scientific farmers. ' ' 
 
 "In college and in the ministry with some industrial training, with 
 the hope that he may become a missionary to Africa." 
 
 "Intend to make a dentist of my boy and a musician of my girl." 
 
 "Hope to have them learn trade, go thru one of the northern col- 
 leges and learn some profession. ' ' 
 
 "Boy, to trade or medicine; girl, to domestic science and music." 
 
 "I am striving to give my children a thoro practical education which 
 will best fit them for the daily pursuits of life." 
 
 Section 16. Hindrances 
 
 What have been your chief hindrances? Most of the hin- 
 drances which were reported in the replies to this question 
 find a place in the following grouping: 
 
 1. Lack of money. 
 
 2. Race prejudice against the Negro. 
 
 3. Prejudice of Negroes themselves. 
 
 The following quotations are taken from the replies: 
 
 "Prejudice has all along hindered me in getting what I have merited. 
 On the other hand, it has been a negative good, doing for me in some 
 measure what a rough sea does for a mariner: bringing out whatever of 
 good stuff there is in me. ' ' 
 
 "My chief hindrance has been a lack of funds. I have always had 
 to hustle for what I have attained and having become accustomed to it 
 I hardly consider that a hindrance now. I have found a certain amount 
 of prejudice everywhere I have been but I have also found that ambition 
 and energy with integrity can override prejudice." 
 
 "I have no reason to complain. While opportunities for the young 
 Negro are fewer than for the young white man in this country, the 
 
86 THE COLLEQE=BRED NEGRO 
 
 young men of our race are neglecting opportunities which would seem 
 golden to the young men of other lands." 
 
 "I find that a desire to work, when based .on a good foundation, 
 educational and moral, is appreciated and encouraged by all classes of 
 people. ' ' 
 
 "My chief hindrance has been a lack of capital with which to carry 
 out my plans. Prejudice cuts very little figure in the business world if 
 you have what the white man wants or if he can use you in any way. 
 He will look you up." 
 
 "I think sometimes people of our own race who are in position 
 to do so throw obstacles in your way of progress. I think to a certain 
 extent I have been such a victim. ' ' 
 
 "In getting into close, vital relation with my people in order to be 
 of real service." 
 
 "I could say poverty; but it has been the spur that made me move 
 when I would have fallen by the wayside. Prejudice and lack of oppor- 
 tunity: I cannot be harsh on either. Where prejudice existed I strove 
 to soften by acquaintance and have never failed. Opportunity: so far 
 I have always been able to be ready when it made its appearance to step 
 in and get my share." 
 
 "Poor salary. Prejudice on account of progress and satisfactory 
 conditions of my surroundings. " 
 
 "Prejudice has militated against increase of salary in service of 
 city." 
 
 "Prejudice has been a great hindrance but not any more so than is 
 usual with colored people. My greatest hindrance has been lack of op- 
 portunity as I have had to meet heavy obligations since leaving school." 
 
 "Lack of opportunity thru prejudice both among the more ignorant 
 of my race as well as among the white people has been a great hindrance 
 to my advancement. I have never been able to receive pay adequate to 
 my qualifications." 
 
 "Southern prejudice has helped rather than hindered me." 
 
 "Prejudice has been a great hindrance. The things which would tend 
 to advancement for white men have been overlooked in my case on 
 account of color. ' ' 
 
 "The same every colored man meets. Menial positions; poor pay as 
 a teacher; fidelity to my race, which led me to decline a high position on 
 a railroad in Georgia which I could have had by passing for white. I 
 could get only about two-thirds the salary paid to a white teacher of the 
 same grade." 
 
 "While I have no great complaint to make, I think perhaps my life 
 would have been larger and far different but for my color, tho the 
 
HINDRANCES 87 
 
 fact that I was elected to public office in a white community shows that 
 I have escaped much of the race prejudice with which the race has to 
 contend." 
 
 "The lack of money has been one of the drawbacks in my case. I 
 never allowed prejudice to worry me. I always attended to my own 
 business and let other people do the same. ' ' 
 
 "My opportunities have been very good. I have often been able to 
 cross the bounds set by prejudice." 
 
 "I have not had access to hospital and clinical facilities to keep up 
 and perfect myself in my professional work. ' ' 
 
 "Prejudice has hindered me from becoming head physician here. I 
 am oldest in point of location here. ' ' 
 
 "I have never allowed prejudice to crush me. With me it has been 
 more of a stimulus. It is an awful fact and works with a maliciousness 
 that is wilful and premeditated but it is wanting in substance; it is not 
 founded on the rock of reason and truth. It is unthinking and blind and 
 will, therefore, ultimately work its own destruction. ' ' 
 
 "Chief hindrance perhaps is my desire to always draw salary rather 
 than take chance in business. Prejudice has made me less prominent as 
 an engineer, kept me from good paying positions and forced me to accept 
 less pay for the same work. All of my classmates who are white are 
 drawing larger salaries than I." 
 
 "Doing same or more work for less money than my white comrades. 
 No incentive to be anything better than what I am. Difficulty in obtain- 
 ing promotion over white competitors or even along with them." 
 
 "Prejudice among colored people against their own college men is a 
 hindrance." 
 
 "I have gone steadily on and have done whatever has been my duty 
 so far as I have been able to see my duty. I have not been directly 
 hindered in my work, hence prejudice has hindered me in a general way 
 in proportion as it has impeded my race." 
 
 "I have succeeded fairly well in my profession but have been pre- 
 vented from reaching that prominence in it which I might have otherwise 
 reached by the awful race prejudice that exists here as elsewhere. Then 
 the colored lawyer does not have the stimulus to exertion the white law- 
 yer has because he knows the honors and emoluments of the profession 
 are denied him because of his race. No matter what his excellence or 
 fitness he can never reach the bench or have retainers from large cor- 
 porations. The truth is that the colored lawyer to succeed at all must be 
 far beyond the average white lawyer. ' ' 
 
 ' 'Prejudice circumscribed the sphere of activities for broader culture 
 and for increased efficiency. " 
 
88 THE COLLEQE=BRED NEGRO 
 
 "Race prejudice has undoubtedly lessened my opportunities but on 
 the other hand has served indirectly to make me use such opportunities 
 as I have had to a better advantage than I would otherwise have done 
 possibly." 
 
 "Lack of means to procure needed facilities to carry out and plan 
 my line of work for myself and for my pupils. A desire on the part of 
 school boards to restrict us in our efforts to secure a sufficient number of, 
 and capable, efficient teachers, well equipped laboratories and libraries. 
 
 I taught physics and chemistry in a laboratory in furnished by 
 
 ourselves." 
 
 "In some places silent opposition to Negro college graduates on the 
 part of white and colored." 
 
 "Prejudice is always present but I have found far more opportunity 
 than prejudice, i. e. prejudice that hindered in any vital sense. The 
 greatest hindrance is the indifference of my own people to the necessity 
 for unity and increased, well-directed activity. Prejudice has made me 
 work harder and so has proved many times a blessing in disguise." 
 
 "It is my belief that prejudice is a spur to serious endeavor on the 
 part of intelligent colored men." 
 
 "Prejudice and proscription have operated to my disadvantage to the 
 extent of cooling ardor and chilling aspiration. ' ' 
 
 "Prejudice and lack of opportunity have retarded my progress but by 
 industry, economy, conservatism and perseverance I have in a measure 
 overcome them. ' ' 
 
 "Prejudice against the higher education of Negroes." 
 
 "Prejudice denies us the privilege of enjoying the confidence and 
 association of many superior minds. It has denied me the opportunity to 
 enjoy or be benefited by the large number of programs and meetings of 
 a public or semi-public nature where a great deal of information and 
 inspiration may be obtained." 
 
 "My chief hindrance has been lack of opportunity. There is not 
 enough business among colored people to employ their young men and 
 women when they finish school. ' ' 
 
 "It is hard to specify the ways in which prejudice has worked against 
 one. No man who has been hampered by or has been compelled to con- 
 tend against prejudice has been able to reach his best and biggest self. ' ' 
 
 "Prejudice has been from the very beginning the chief hindrance in 
 my life. I have been turned from printing establishments because of 
 objection to my color. I have been engaged for clerical work and then 
 discharged when my color became known. It has operated against me in 
 oratorical contests at college." 
 
 "I cannot complain of lack of opportunity. I find the old adage holds 
 true: Where there is a will there is a way." 
 
HINDRANCES 89 
 
 "Prejudice has been no barrier when it came to acquiring property, 
 but it often crushes my spirit." 
 
 "In my estimation my chief hindrance has been that I have never 
 had ^11 the equipment which I felt should be mine to make the greatest 
 possible success in the tasks which have been mine. Tho measurably 
 successful in all my career I have so often felt the need of more mastery 
 over the immediate problem or business. Prejudice has "had to do with 
 my life and experience as with others. Promotions which would have 
 been given freely and early to a man of another racial identity, I have 
 had to labor long for. Yet in all fairness I must say that whereas preju- 
 dice, damnable and low, is continually operating against me, yet I have 
 won so far. I have got what I went after, after a fight nevertheless, yet 
 I got it." 
 
 "I cannot buy or rent respectable property without the greatest 
 embarrassment and sometimes not even then. This gives a set-back to 
 my dignity and influence." 
 
 "Prejudice has closed several doors of opportunity along the line of 
 educational advantages; was responsible for a low wage for some years; 
 and caused much embarrassment in ways whose name is legion." 
 
 "My chief hindrance has been the treachery and vanity of the namby- 
 pamby Negro. . To put it another way my chief hindrance 
 has been my inability to play the hypocrite. ' ' 
 
 "Prejudice is the chief hindrance in the way of all college-bred Negro 
 men who want to make the most of life. Prejudice, I think, has made 
 me suspicious of all white people, sometimes with injustice to them, I 
 fear, and with injury to myself." 
 
 "My chief hindrance is that I am deprived of the enjoyment of my 
 rights as a free citizen. ' ' 
 
 "I feel that only half the measure of the possibilities of my career 
 has been filled because prejudice has been a handicap to the full and free 
 prosecution of my professional labors. Most of the Negroes believe that 
 to succeed in our courts they must have a white advocate. ' ' 
 
 "There is in this community a kindly growing sentiment on the part 
 of the whites toward the colored people and so prejudice does not inter- 
 rupt much. My chief hindrance is due to the fact that it is difficult to 
 get my own people to appreciate in a large way our opportunities for 
 growth and power." 
 
 "Lack of confidence among our people to intrust their business with 
 one another and to do business with each other generally. I might term 
 it "race pride. ' I think it is due more to absolute ignorance. However, 
 we are coming to a better understanding of each other and business con- 
 fidence in each other is being developed both on account of oppression and 
 prejudice and the preaching of self-help among ourselves." 
 
90 THE COLLEQE=BRED NEGRO 
 
 "Prejudice and lack of opportunity have been at once my handicap 
 and my constant stimulant. Daily experience with them has kept me 
 keyed up to constant exertion and the doing of my best. Expecting no 
 quarter it has been with me a fight to the finish and a point of manhood 
 and honor to succeed." 
 
 "Lack of proper aspiration among the masses. Failure of the people 
 to appreciate real ability. Jealousy and prejudice among certain lead- 
 ers." 
 
 "My greatest hindrance was lack of public school opportunity early 
 in life. A lot of good time was lost in those days." 
 
 "Prejudice hinders a man all the time and everywhere in doing a 
 man's work. No man can do his best while hampered by senseless 
 prejudice." 
 
 "Prejudice of ignorant blacks as well as whites does a great deal to 
 hinder. The uneducated black is very jealous of his educated brother 
 and will do lots to hinder his progress." 
 
 "In my work I have felt perhaps more than anything else the prohi- 
 bition from public library facilities in such a city as Atlanta." 
 
 "Prejudice has played so small a part that it can be considered a 
 negligible quantity. Perhaps I have not followed the paths in which one 
 would meet it so keenly. My chief hindrance has possibly come from 
 within: the ignorance of the big opportunities that await the average 
 young Negro man of education and energy in the business world provided 
 he works eternally. ' ' 
 
 ' 'A very limited field to choose positions from, as compared to many 
 of my white fellow students whose academic standing was below mine. 
 Social conditions in my home state shut me out of the career I would 
 have naturally sought there." 
 
 "Prejudice has made me fig'ht the harder to overcome the disabilities 
 of caste. It has kept me alive and made me yearn to accomplish some- 
 thing, nerved me to live and endure suffering and sorrow of any kind in 
 order to see the ultimate triumph of righteous civic ideals." 
 
 "Rather difficult to answer as I have worked all the while under con- 
 ditions that I saw little hope of changing hence gave little thot to what 
 I might have done under different conditions. I feel sure the lack of 
 opportunity for full exercise of ability in certain lines has, perhaps in 
 some cases unconsciously, served to stifle ambition and prevent activity 
 that might have been useful to communities in which I have lived. In 
 some instances I think prejudice has nerved me to more persistent 
 effort." 
 
 "The color line has prevented a chance for scientific and literary 
 work. ' ' 
 
PHILOSOPHY OF LIFE 91 
 
 "Race prejudice prevents me being retained as counsel where other- 
 wise I would be employed. It keeps away the most remunerative class 
 of business. It compels me to accept a smaller fee for work done and 
 services rendered than would otherwise be the case. It often causes me 
 to contest in court for fees after they have been earned, when but for 
 the 'previous condition of servitude' of my ancestors said fees would be 
 cheerfully paid. No one is able to estimate the damage inflicted upon 
 him by the forces which make for ostracism and which impose a peren- 
 nial and continued boycott because of race. ' ' 
 
 "1. Prejudice which debars me from work in institutions for which 
 my training fits me. 
 
 "2. Superficially trained Negroes who, like the dog in the manger, 
 have ever tried to hinder my progress. 
 
 "3. The false notion that the Negro scholar does not deserve as 
 much pay for intellectual work as a white man does for the same work. 
 
 "4. Poor salary which has made it necessary for me to abandon 
 many of my researches at an early stage. Indeed what little I have 
 accomplished has been at the expense of the comforts and often of the 
 necessities of life." 
 
 Section 17. Philosophy of Life 
 
 What is your present practical philosophy in regard to the 
 Negro race in America? This question was asked the Negro 
 college graduates and to it varying answers were received. 
 The following quotations are taken from the replies and are 
 indicative of the attitude of the Negro American of college 
 training: 
 
 "The hope of the Negro is a Christian education of heart, head and 
 hand." 
 
 "In my opinion the Negro needs nothing so much as to be let alone. 
 He wants not special attention either in the legislative hall or out. He 
 wants to be treated and regarded as an American citizen in fact. He 
 asks for no more than he merits but he wants all he does merit. To 
 reach this point he must contend for all the term implies. Life is a bat- 
 tle and every man must be a fighter. Playing the baby- 
 act will not accomplish anything. Brave men will not only suffer hard- 
 ships in maintaining, their rights but will face dangers. Long since I 
 came to the conclusion that right living on our part would not alone solve 
 the problem. It is not the worthless, ignorant spendthrift among us that 
 arouses the white man's opposition, repression, oppression and prejudice. 
 That class knows 'his place.' " 
 
92 THE COLLEQE-BRED NEGRO 
 
 "I have an abiding hope for the future of the race. But great suf- 
 fering and loss are in store for the race thru error. There is an attempt 
 in a large part of the country to establish a caste system of education 
 for the Negro. . In the state institutions they are taking 
 
 out the higher studies and promoting mediocre men and women, paying 
 them in proportion much larger salaries than they are paying college-bred 
 Negro teachers." 
 
 "I firmly believe that the destiny of the American Negro lies largely 
 in his own hands. I have never yet seen a self-respecting, honest and 
 industrious Negro, educated or uneducated, who did not have the respect 
 and good-will of the better class of whites with whom he comes in con- 
 tact. I believe that we as individuals must take as our 
 weapons honesty, industry and economy and wage a war against preju- 
 dice." 
 
 "The Negro race in America is fortunate. The country is still far 
 from being developed or crowded. Tho race prejudice is rampant it is 
 still too weak to suppress any class which has the determination to rise. 
 There is still plenty of room. Less complaint and more effort will pull 
 us up with the dominant class. We should seek and develop all the 
 thinly settled parts of this country." 
 
 "The Negro must continue to contend for all the rights, privileges 
 and opportunities accorded other American citizens. He must be unyield- 
 ing in this respect. He ought to ally himself with any political party 
 that will further these ends." 
 
 "I feel that the Negro has many reasons to be hopeful. Of course 
 there are many things that are deplorable; but on the other hand there 
 are so many opportunities already open to us that we do not take advan- 
 tage of that we would do well to spend less time in . finding fault and 
 complaining and use that time preparing ourselves for larger activities 
 and more usefulness. ' ' 
 
 "My own confident hope is that there will be ultimately a satisfactory 
 issue to all present race difficulties. ' ' 
 
 "I regard it as essential that political privileges be granted to men 
 regardless of color, the same qualifications demanded of all in an abso- 
 lutely impartial manner. I regard education as indispensable and believe 
 in absolutely equal facilities for it. . . The problem of the 
 
 American Negro is difficult to solve upon a basis of perpetual segregation. 
 It is particularly desirable that there shall be no segregation in the higher 
 institutions of learning. Industrial and manual activities should be ele- 
 ments in the course of study for colored people as for all people but not 
 the only elements nor even the principal ones. I think that the colored 
 people should be stimulated to acquire property and to become fixed in 
 their communities. In order that this may happen it is necessary to 
 secure for the Negro greater protection of life and property. ' ' 
 
PHILOSOPHY OF LIFE 93 
 
 "With education and the right to vote— for both of which the Negro 
 must work and fight daily— he will win the place which is his here in 
 America." 
 
 "Persistent, definite and determined effort along all legitimate lines 
 of education, coupled with an all-controlling desire to stick to the right, 
 will not only win for the Negro the respect of America but will give him 
 a place immortal in the history of the world." 
 
 "Educate him in the highest and best way possible so as to enable 
 him to successfully compete with every other element of Americanism in 
 every walk of life." 
 
 "The accumulation of property will do more to relieve the American 
 Negro of many hardships and disadvantages than any other agency. 
 This should not be the case but it is. The ability to think well (generally 
 the result of thoro training) should outrank the ability to live well (the 
 result of accumulated wealth) . First train the mind; then in order to be 
 highly regarded by Americans own some of the world's goods." 
 
 "The Negro race would be much stronger if there were more who 
 could see the benefit of a college education, be it in the professional line 
 or in a trade. I think the higher education of the Negro race will tend 
 towards reducing race prejudice. ' ' 
 
 "1. The Negro must be an active voter. 
 
 "2. He must be encouraged to engage in what he is by nature fitted 
 to follow, this not to be determined by one man or set of men but by the 
 individual. 
 
 "3. He should study the conditions of his community and enter such 
 activities as he can. He should strive to establish himself in every line 
 of business possible. 
 
 "4. He should study mining and manufacturing. He should become 
 an intelligent farmer, vegetable raiser and cotton producer. 
 
 "5. He should be more thoroly grounded in mechanics that he may 
 become an inventor. Our colleges could look out for this. There should 
 be no cheap course in mechanics. 
 
 "6. Our schools and other institutions should teach everything that 
 is necessary to make the pupils serviceable and life enjoyable. 
 
 "7. The Negro should be urged to contend peaceably and earnestly 
 for everything that is needed to make him a man." 
 
 "The Negro is passing thru a critical period of his existence in 
 America and no one can say with certainty what the result will be. To 
 my mind, however, it is clear that he will come out with a loss of political 
 power and interest, but greatly strengthened in wealth, intelligence and 
 manhood which will ultimately force political recognition and considera- 
 .tion and the full enjoyment of his civil rights. The Negro is undergoing 
 a refining and hardening process which tho humiliating and painful will 
 
94 THE COLLEQE'BRED NEGRO 
 
 in the end make him stronger and better and will prove a blessing to him. 
 and to his posterity." 
 
 "If the Negro is given protection and an equal opportunity in the 
 industrial world he will succeed as a race." 
 
 "I think that with better rural schools, longer terms, better teachers, 
 a more practical education for the masses and a higher and more thoro 
 education for the leaders, more effective and aggressive religious train- 
 ing with a practical religion that we live and not simply talk and shout, 
 we shall ultimately build for ourselves character and accumulate wealth, 
 a combination which merits and demands respect. This done the future 
 will take care of itself." 
 
 "I believe the Negro should secure all the training the American 
 school system, public and private, can give. He should then enter some 
 occupation, business or professional, for which he seems fitted individually 
 regardless of tradition or prejudice. As he labors he should link himself 
 to every movement for the betterment of the social and economic life of 
 the community in which he casts his lot. He should preserve a manly, 
 courageous attitude on all questions pertaining to the future of his race 
 to the end that the traditions and ideals of his people become a significant 
 and serviceable factor in American civilization. He must seek to show 
 that his uplift, political, social and religious, is necessary to the progress 
 of all America." 
 
 "The Negro should occupy and improve every worthy position attain- 
 able. In a manly and honorable way he should protest against any racial 
 discrimination shown against him. He should study carefully his white 
 neighbor and strive in every honest way to live in harmony with him. 
 He should qualify himself politically as well as otherwise and become 
 interested in all questions affecting humanity in general and himself in 
 particular. ' ' 
 
 "The ideal must be reached after: not on the basis of color or race or 
 any such physical divisions or distinctions, but on the basis of humanity. 
 Only by the way of frank, full, free opportunities can we hope for the 
 ideal. The Negro American must be accorded absolute social and politi- 
 cal equality and all the rights guaranteed under a pure democracy." 
 
 "All kinds of activities are essential to the growth and proper devel- 
 opment of a people. Diversification in education and pursuit is necessary 
 if a people is to be of the highest good to the country." 
 
 "Strong, well-trained leadership for the masses. Educational oppor- 
 tunities unrestricted for all as the case may demand. Retention of the 
 right of suffrage and the display of more independence in the matter of 
 voting. A better trained ministry to inculcate sound moral teaching. 
 The organizing in cities of clubs for civic improvement and for demanding 
 better grammar school training for Negro children and for teaching the 
 masses, as far as possible, the proper meaning and duties of citizenship. 
 
PHILOSOPHY OF LIFE 95 
 
 Encouraging business enterprises. Vigorously opposing the doctrine of 
 servility and submission— but not service. Co-operation as far as possible 
 and wherever warranted with fair and right-minded whites for civic 
 improvement." 
 
 "If the Negro is given a chance and equal rights as a citizen he will 
 eventually climb as high and accomplish as much as any race or people 
 has accomplished. A college training is not bad for him nor does it unfit 
 him for usefulness as is often said; but he is better able to meet the 
 demands and responsibilities of the times. ' ' 
 
 "In spite of the evidences of prejudice everywhere in our country, I 
 believe that the Negro will some day become a big factor in the political 
 life of the nation and occupy an enviable place in the economic develop- 
 ment of the United States. He has already made a marvelous record— 
 a record that should give every man with Negro blood in his veins the 
 highest hope for the future." 
 
 "I believe that the American Negro must live and die in America- 
 Africa is not his home for he would be an absolute stranger there. I 
 believe in the ultimate triumph of right. I believe that we will receive 
 our rights and be given full citizenship when we as a people demand the 
 same and not until then." 
 
 ' 'If the Negro will be wise and educate himself in the trades and the 
 professions, get homes and own land and build up a strong moral charac- 
 ter, he will eventually come into his own and be fully recognized as an 
 American citizen." 
 
 "The Negro must work and fight and fight and work. He must 
 scorn peace earned at the price of his self-respect. He must deport him- 
 self as a man and he must insist on being treated as a man in America. 
 Much time must be given to the bettering of his environment so that he 
 can will to his children far better surroundings than he himself has inher- 
 ited. Finally, he must cultivate more of the religion of self-respect and 
 less of the religion of fear." 
 
 "The Negro should be given every opportunity and encouraged to get 
 the very best education possible— college education in every possible case 
 before entering a professional school. I think Negroes should enter pro- 
 fessions and trades, after college, as their tastes lead them and wherever 
 there is likely to be a demand for such professions and trades. They 
 should own homes and acquire additional property as much as they can. 
 They should have a better educated ministry and more thoroly trained 
 teachers." 
 
 "I think that full political rights and a more modified social code 
 may be inaugurated in the future. These higher attainments are not 
 possible until the Negro catches the true spirit of the commercial age in 
 which he lives and lays an economic substructure as his foundation. We 
 must produce a substantial capitalist class. Such a state of economy 
 
96 THE COLLEQE=BRED NEGRO 
 
 admits of a leisure class. If this leisure class is composed of persons 
 who are cultured, thrifty and energetic I see no reason why full, political 
 rights should not be attained and a widely rnodified social code substituted 
 for the sham of ignorance under which we are now living. I think edu- 
 cation can help ameliorate conditions." 
 
 "A leadership more broadly educated. An intelligent and consistent 
 agitation for the securing of our citizenship rights. A manly stand in all 
 things pertaining to civil, social and moral questions. A right-about-face 
 with regard to the matter of the education of the youth of our race; that 
 is, less industrialism and more intelligence." 
 
 "I most strenuously urge that our people, all of them, get the best 
 possible training in the best colleges and universities of the country and 
 affiliate with all the forces and organizations making for the moral and 
 religious development of all the people. In the meantime, I would add, 
 encourage in every way possible all the organizations for the material 
 growth of the country." 
 
 "Undoubtedly prejudice is increasing rather than diminishing. This 
 has been brought to our minds more forcibly by the passage of the 
 'grandfather clause' amendment to the constitution of this state. We 
 who are here in Oklahoma feel that colonization has brought it about as 
 much as anything. Wherever our people congregate in large numbers 
 there very soon begins the agitation for disfranchisement. Were it pos- 
 sible for the race to be widely diffused over the United States, so that 
 they might acquire wealth like the so-called superior race, and be found 
 only a few in any one place, there would be no race problem. ' ' 
 
 "I believe that the acquirement of education and wealth, the teaching 
 of a saner and purer religion, performance of duties and a demand for all 
 our rights under the law will bring a brighter day for the Negro in 
 America." 
 
 "I believe that education coupled with a good moral and religious 
 training will be the main factor in the solution of the Negro problem in 
 America." 
 
 ' 'I am rather an enthusiast on the return of a goodly portion of the 
 Negroes to Africa as a final solution, by his voluntary and gradual move 
 as he realizes that he can hardly expect to attain to a full measure of 
 citizenship in all that the word implies in this country. ' ' 
 
 "The Negro will ever remain in America. Citizenship and oppor- 
 tunity will increase as the Negro grows in stability, wealth and intelli- 
 gence. Prejudice will be forced to abate as slavery recedes and the 
 Negro acquires independence." 
 
 "I believe that as the Negro and the white man are educated up to 
 the truth of the legal equality of all men under our American government 
 each will come to see that all must enjoy the same privileges. Neither 
 
PHILOSOPHY OF LIFE 97 
 
 is yet equal to the occasion. There are few Negroes who are aggressive 
 and demand, and a few philanthropic whites who acknowledge and concede 
 equal opportunities for all men. ' ' 
 
 "The Negro is growing more assertive and manly. Every day gives 
 us new evidences of the fact that he is becoming more appreciative of his 
 right to life, liberty and property. He is beginning to meet imposition 
 with opposition, even with his life." 
 
 "The Negro needs leaders and instructors who will teach that he is 
 a man and therefore must have all the aids to the better life and good 
 citizenship that other men require; that to become a citizen in the true 
 sense he must enjoy the same opportunities and benefits as other citi- 
 zens." 
 
 "The Negro must measure up to the standard of a man in all re- 
 spects if he hopes to gain what other races have gained. Hence he must 
 be impressed with the necessity of preparing himself. The young Negro 
 must be inspired with reminders of what other Negroes have accom- 
 plished. He must be taught not to close the door of hope upon himself, 
 even in thot. He must be made to feel that competency must win, has 
 won." 
 
 ' 'To me, the outlook for the Negro race in America is bright or dark 
 owing to the deportment of the Negro himself. If he will make use of 
 the opportunities he has in educating himself, saving his money, acquir- 
 ing property and in being a law-abiding citizen there is no law that can 
 successfully stop him." 
 
 "Let him cease to be a cringing suppliant; assert his manhood intel- 
 ligently; speak out against unjust discrimination and laws that affect 
 him; demand a competent leadership in pulpit, school training and politics; 
 give his children the highest possible training and repudiate the stigma 
 of being fit only for the workshop; demand the rights guaranteed to citi- 
 zens by the Constitution; get property; migrate from the South to all 
 parts of the country. ' ' 
 
 "The Negro came to America not by his own volition and is here to 
 stay. I beheve he should contend for all his rights as an American citi- 
 zen and enter all lines of competition with the other races in this coun- 
 try." 
 
 ' 'The Negro in America should be educated just as any other race in 
 America. One phase of education should not be too much emphasized 
 above another. All phases are necessary for the highest realization of 
 any race. Negroes should demand their rights. It is nonsense to expect 
 perfect harmony between two races so situated as the Negroes and whites^ 
 of America. The day which brings perfect harmony in America must 
 bring at the same time amalgamation." 
 
 "Persecution is a friend of progress. The very things that are de- 
 nied us we shall still want— and we shall supply them ourselves. What- 
 
98 THE COLLEQE=BRED NEGRO 
 
 ever community tries to keep the Negro down must stay there with him. 
 The two things indispensible to the Negro's advance are money and edu- 
 cation, both of which things are being slowly but surely acquired by indi- 
 viduals and by Negro communities. I have-no doubt that 
 prejudice is growing but I do believe it is a jealous prejudice and an 
 outgrowth of the desire to keep the Negro in a slave's position." 
 
 "I believe that the ultimate solution of the race problem is amalga- 
 mation." 
 
 "We ought now to have all the rights and privileges which are guar- 
 anteed by the Federal Constitution. We must agitate and fight to the last 
 ditch for them. Nothing is worth having if it is not worth fighting for. " 
 
 "With the highest possible training, the acquisition of property and 
 the launching out into all kinds of business enterprises, the Negro in 
 America will succeed and become a mighty power in the affairs of this 
 country. ' ' 
 
 "Industry, economy, obedience to all just laws— in short, the same 
 principles which are helpful to any other race; morality, wealth and edu- 
 cation being big factors in the solution of our problem; business enter- 
 prises of various kinds which will give employment to the average boy 
 and girl of our race, allowing him to aspire to the highest place in the 
 business." 
 
 "The Negro needs simply the proper training and a fair chance in 
 the business world along with a square deal before the law and he will 
 find a way or make one along by the side of America's best citizens. We 
 must insist on a thoro education however. No limited education in any 
 particular will suffice." 
 
 "The Negroes in America will never develop to the extent of their 
 capacity, will never become a great people, not even a free people, until 
 they have political rights equal to the white race. The man who has no 
 political rights has no way of protecting himself and family." 
 
 "While he must give all due attention to his duties, the Negro must 
 not so act now or at any time as to give the impression that he is satisfied 
 to give up even temporarily any of the rights that belong to him as a 
 man. In the present swift revolving scheme of industrial America, the 
 right to vote is paramount. ' ' 
 
 "The Negroes ought to have every right guaranteed by the Constitu- 
 tion of the United States. We are American citizens and should accept 
 no treatment that does not apply equally to every other American citi- 
 zen. " 
 
 "The masses should be trained in such a way as to know well their 
 
 rights and duties as citizens and should be urged to faithfully perform 
 
 their duties and quietly, firmly, persistently demand their rights. 
 
 The Negro men who are really qualified to speak should 
 
 take a bold, manly stand for the race." 
 
CONCLUSION 99 
 
 "The future of the Negro in this country will depend upon the kind of 
 training given to the Negro youth. The same kind of training which has 
 made other races great is also necessary to make the Negro race great." 
 
 ' 'The Negro must become a part of all the life about him. He must 
 become Americanized in the best and largest sense. He should be led 
 out of the consciousness that he must have anything less than other citi- 
 zens enjoy. All kinds of education, all forms of wealth and a knowledge 
 of the ways of the American world are his needs for this achievement. 
 Each one of us must refuse to turn from any avenue of life because other 
 men think it is not for Negroes. We must work, think and live inde- 
 pendent of the dictates of those who regard us as less than other men. 
 The best of us should give of our means, our time and ourselves to leaven 
 the whole. College-bred Negroes should live these ideas among the 
 masses and teach them to their children. ' ' 
 
 A careful reading of the above quotations from the replies 
 of the Negro college graduates discloses on the whole a hope- 
 ful and encouraging attitude on the part of these educated 
 men and women. Tho hampered by prejudice and its accom- 
 panying discriminations as well as by lack of opportunity 
 these men and women are for the most part hopeful of the 
 future of the Negro race in America. 
 
 The suggestions which these replies contain fall in the 
 main under the following groups: 
 
 1. Equality before the law. 
 
 2. Full citizenship rights and privileges. 
 
 3. The right to vote. 
 
 4. Unrestricted educational opportunities. 
 6. Well trained leadership. 
 
 Indeed these suggestions are not to be ignored nor even 
 treated lightly if we hope to bring the Negroes of America to 
 a higher place in the scale of social values; and that not alone 
 for their own sake but for the sake of the American people 
 as a whole. 
 
 Section 18. Conclusion 
 
 The conference, in studying the college-bred Negro for the 
 second time, concludes that the work of the Negro college and 
 that of the college-bred Negro American have been of inesti- 
 mable value. 
 
100 
 
 THE COLLEaE=-BRED NEGRO 
 
 While a few Negroes were graduated from Northern col- 
 leges prior to 1860, the great work began with the Emancipa- 
 tion. The Negro college came in response to the call for 
 teachers for the freedmen and their children. For less than 
 fifty years then the work has been carried forward and that 
 with remarkable results. From the ranks of the college-bred 
 have come many of the teachers and leaders and professional 
 men and women of the Negro race in this country. 
 
 The demand for such workers has always been and is now 
 greater than the supply. The educational field is constantly 
 in need of thoroly equipped teachers and leaders. In fact the 
 whole educational system must be built upon the college else 
 the system suffers from the lack of competent leadership and 
 direction. So, too, in business and in the professions: the 
 man of training will ever be the controlling factor. 
 
 These statements have a special significance when applied 
 to the life of the eleven million Negroes in America. Not 
 only for them but also for all America, the colleges of this 
 country have done a great service in sending forth these five 
 thousand Negro college graduates; men and women who by 
 precept and by example have been of great service in lifting 
 the moral, the social and the economic tone of the American 
 people. 
 
The College=bred Negro American 
 
 Index 
 
 Age at marriage of graduates reporting . 57 
 
 Anti-slavery enthusiasm 41 
 
 Atlanta Conference . . . . . . 5, 6, 7, 8, 17 
 
 Atlanta University . 5, 7, 11, 12, 14, 15, 16, 17, 18, 19, 20, 22, 23, 47, 50, 52 
 
 53, 61, 63, 64, 75, 76, 79, 81, 83 
 
 Attitude of other colleges toward Negro students . . 22-26 
 
 Attitude toward Negro students at Oberlin . . 41-45 
 
 Avocations of Negro graduates reporting . 73-82 
 
 Bibliograpliy of liigher education for Negro Americans 8-10 
 
 Bibliography of publications by Negro college graduates 75-78 
 
 Business, Negro college graduates and . 81-82 
 
 Carnegie Foundation for the Advancement of Teaching . 11 
 
 Carnegie units . . .11, 12 
 
 Character, predominant, of Negro institutions - 18 
 
 Charitable work of Negro college graduates 79-81 
 
 Children, education of . 82-85 
 
 Classes in Negro colleges, students in . . 14-15 
 
 College graduates by sex, Negro 46, 47 
 
 College graduates, number of Negro . . 45-52 
 
 College students, number of Negro, by grade . 14, 15, 18, 19 
 
 College, the Negro . . 12-19 
 
 Colleges, Negro, by grade . 12-13 
 
 Colleges, Negro, location of . .14 
 
 Colleges, curricula in Negro . . 19-21 
 
 Colleges, date of founding of Negro ... 14 
 
 Colleges of the South, standard of leading white . 13 
 
 Conclusion . - 99-100 
 
 Conference questionnaire . . . . . . 11 
 
 Conjugal condition of Negro graduates reporting . 57, 58, 59 
 
 Curricula in Negro colleges . . . - 19-21 
 
 Diagram of time devoted to college studies 16 
 
 Early life and training . . ■ 59-65 
 
 Education of children . . - 82-85 
 
 Evaluation, a personal 22 
 
102 
 
 THE COLLEQE=BRED NEGRO 
 
 Families of Negro graduates reporting . 
 
 Finney, Charles G. 
 
 Founding of Negro colleges, date of 
 
 Grade of Negro college students . 
 
 Graduates, answers from .... 
 
 Graduates, Negro college, by sex . 
 
 Graduates reporting, birthplace of 
 
 Graduates reporting, children bom to families of 
 
 Graduates reporting, occupations of 
 
 High schools for Negroes, public 
 
 Hindrances . 
 
 58,59 
 
 41,42 
 
 14 
 
 . 18, 19 
 
 52 
 
 . 46, 47 
 
 54, 55, 56 
 
 . 58-59 
 
 .65-70 
 
 . . 17 
 .85-91 
 
 Industrial schools, rank of 
 
 Inquiry, scope of the 
 
 Iowa colleges, Negro alumni of . 
 
 13 
 
 11 
 
 26-34 
 
 Kansas University, colored students and graduates of 
 
 34-41 
 
 Lane Seminary 
 
 Law schools training Negro graduates reporting 
 
 Lawyers among Negro graduates reporting . . 
 
 Leading Negro colleges . 
 
 Leading Negro colleges, standard of 
 
 Learned societies, membership in . 
 
 Letter to other colleges . 
 
 Life and training, early 
 
 Location of Negro colleges 
 
 Medical schools training Negro graduates reporting 
 
 66, 
 
 41 
 
 70 
 
 69, 70 
 
 . 17 
 
 . 12-13 
 
 73-74 
 
 . 23 
 
 .59-65 
 
 14 
 
 . 68, 69 
 
 Negro alumni of the colleges of Iowa . 26-34 
 
 Negro college, the . 12-19 
 
 Negro college graduates and business . . . 81-82 
 
 Negro college graduates and charitable work 79-81 
 
 Negro college graduates and their hindrances . . 85-91 
 
 Negro college graduates by sex . . ... 46, 47 
 
 Negro college graduates by time of graduation 45, 48, 49, 50, 51 
 
 Negro college graduates, number of . . .... 45-52 
 
 Negro college graduates on the education of their children ... . 82-85 
 
 Negro college graduates, publications of . . . 75-78 
 
 Negro college graduates, public offices held by . ... 78-79 
 
 Negro college students ... 12, 18, 14, 15, 18, 19 
 
 Negro college students by grade . . ig^ 19 
 
INDEX 103 
 
 Negro colleges by grade . . 12-13 
 
 Negro colleges, curricula in . 19-21 
 
 Negro colleges, date of founding of . 14 
 
 Negro colleges, graduates of 47, 50, 51 
 
 Negro colleges, leading . . 17 
 
 Negro colleges, location of . 14 
 
 Negro graduates reporting, avocations of . . 73-82 
 Negro graduates reporting, by college and time of graduation . . 53 
 
 Negro graduates reporting, lawyers among . 66, 69, 70 
 
 Negro graduates reporting, occupations of . . 65-70 
 
 Negro graduates reporting, physicians among 66, 68, 69 
 
 Negro graduates reporting, preachers among 66, 67, 68 
 
 Negro graduates reporting, teachers among . . .66, 67 
 
 Negro graduates of Oberlin . . . 42 
 
 ' Negro graduates of other colleges . 46, 48, 49 
 
 Negro graduates, ownership of property among . 71-73 
 
 Negro medical schools training graduates reporting . . 68 
 
 Negro students at Oberlin, attitude toward . . 41-45 
 
 Negro students, attitude of other colleges toward . . . 22-26 
 
 Negro theological schools training graduates reporting . 67-68 
 
 Northern medical schools training graduates reporting 69 
 
 Northern theological schools training graduates reporting . 68 
 
 Oberlin Alumni Magazine, quotations from 42—45 
 
 Oberlin, attitude toward Negro students at . 41-45 
 Oberlin college . 41, 42, 43, 44, 45, 46, 48, 53 
 
 Oberlin, the color-line at . 42 
 
 Oberlin, Negro graduates of . .42 
 
 Occupations of graduates reporting . . 65-70 
 
 Oiiices, public, held by Negro college graduates . 78-79 
 
 Other colleges, attitude of, toward Negro students . 22-26 
 
 Other colleges, letter to . . . . . 23 
 
 Other colleges, Negro graduates of . . . 46, 48, 49 
 
 Ownership of property by Negro graduates 71-73 
 
 Pamphlets by Negro college graduates . 77, 78 
 
 Peace, Mr. Larry M. 34 
 
 Peirce, Prof. Paul S. 26 
 
 Personal evaluation, a . . .22 
 
 Philosophy of life, the Negro college graduates and their . . 91-99 
 
 Physicians among Negro graduates reporting 66, 68, 69 
 
 Place of birth of Negro graduates reporting 54, 55, 56 
 
 Preachers among Negro graduates reporting 66, 67, 68 
 
 Professional departments of Negro institutions . . 15, 17 
 
 Program of the Fifteenth Annual Conference . 4 
 
104 THE COLLEQE=BRED NEQRO 
 
 Property owned by Negro graduates reporting . . . 71-73 
 
 Publications of Negro college graduates . ... . 75-78 
 
 Public high schools for Negroes . ... • -17 
 
 Public offices held by Negro college graduates . ... 78-79 
 
 Questionnaire, the conference . . 11 
 
 Quotations from graduates reporting , 59-65, 83-85, 85-91, 91-99 
 
 Quotations from Oberlin Alumni Magazine . . . 42-45 
 
 Real estate owned by Negro graduates reporting . 72 
 
 Replies from other colleges . . . 23-26 
 
 Report of United States Commissioner of Education . . 17 
 
 Residence of graduates reporting . . . . . . 54, 55, 56 
 
 Resolutions of the conference . . ... 7 
 
 Schedule of studies and time devoted . 20-21 
 Scope of the inquiry . ... 11 
 
 Sex, Negro college graduates by . . . 46, 47 
 
 Standard of leading Negro colleges . . . . 12-13 
 
 Statistics of certain living Negro graduates . .... 52-59 
 
 Statistics of children bom to graduates reporting . 58, 59 
 
 Students in Negro colleges . . . ... 14 
 
 Studies in Negro colleges . . 16, 20-21 
 
 Table : Age at marriage of graduates reporting ... .57 
 
 Table: Birthplace and residence of graduates reporting . . 54, 55, 56 
 Table: Children bom to families of graduates reporting . 58, 59 
 Table: Conjugal condition of graduates reporting . 57 
 Table: Date of establishment of college department, with the num- 
 ber of students by classes and grades ... . 14-15 
 Table: Negro college graduates by years . . ... 45 
 Table: Negro graduates from Oberlin 42 
 Table : Negro graduates of Negro colleges by sex . . 47 
 Table: Negro graduates of other colleges by sex . 46 
 Table: Number of students of college rank . . . 19 
 Table: Occupations of Negro graduates reporting . . . . .66 
 Table: Ownership of property . . ... 71, 72 
 Table: Predominant character of Negro institutions . . .18 
 Teachers among graduates reporting . . . . 66, 67 
 Theological schools training graduates reporting . . .67, 68 
 Time devoted to college studies . . . . 16^ 20-21 
 Training, early life and .... . . 59-65 
 
 Units, the Carnegie 11, 12 
 
 University of Kansas, colored students and graduates of the . . 34-41 
 
 United States Commissioner of Education, report of ... 17 
 
 White colleges of the South, standard of the leading 13