,,the ,,trustees ,,of ,,the ,,john ,f4 ,,slater ,,fund ,,occasional ,,papers1 ,,no4 #c ,,education ,,of ,,the ,,negroes ,,since #ahfj ,,by ,j4 ,l4 ,m4 ,,curry1 ,,ll4 ,d4 ,secretary of the ,trustees of the ,john ,f4 ,slater ,fund ,,baltimore ,,published ,,by ,,the ,,trustees #ahid ,,announcement4 ,the ,trustees of the ,john ,f4 ,slater ,fund propose to publish from time to time papers that relate to the education of the colored race4 ,these papers are designed to furnish information to those who are concerned in the administration of schools1 and also to those who by their official stations are called upon to act or to advise in respect to the care of such institutions4 ,the ,trustees believe that the experimental period in the education of the blacks is drawing to a close4 ,certain principles that were doubted thirty years ago now appear to be generally recognized as sound4 ,in the next thirty years better systems will undoubtedly prevail1 and the aid of the separate ,states is likely to be more and more freely bestowed4 ,there will also be abundant room for continued generosity on the part of individuals and associations4 ,it is to encourage and assist the workers and the thinkers that these papers will be published4 ,each paper1 excepting the first number 7made up chiefly of official documents71 will be the utterance of the writer whose name is attached to it1 the ,trustees disclaiming in advance all responsibility for the statement of facts and opinions4 ,,education ,,of ,,the ,,negroes ,,since #ahfj4 ,,introduction4 ,the purpose of this paper is to put into permanent form a narrative of what has been done at the ,south for the education of the negro since #ahfj4 ,the historical and statistical details may seem dry and uninteresting1 but we can understand the significance of this unprecedented educational movement only by a study of its beginnings and of the difficulties which had to be overcome4 ,the present generation1 near as it is to the genesis of the work1 cannot appreciate its magnitude1 nor the greatness of the victory which has been achieved1 without a knowledge of the facts which this recital gives in connected order4 ,the knowledge is needful1 also1 for a comprehension of the future possible scope and kind of education to be given to the ,afro-,american race4 ,in the field of education we shall be unwise not to reckon with such forces as custom1 physical constitution1 heredity1 racial characteristics and possibilities1 and not to remember that these and other causes may determine the limitations under which we must act4 ,the education of this people has a far-reaching and complicated connection with their destiny1 with our institutions1 and possibly with the ,dark ,continent1 which may assume an importance akin1 if not superior1 to what it had centuries ago4 ,the partition of its territory1 the international questions which are springing up1 and the effect of contact with and government by a superior race1 must necessarily give an enhanced importance to ,africa as a factor in commerce1 in relations of governments1 and in civilization4 ,england will soon have an unbroken line of territorial possessions from ,egypt to the ,cape of ,good ,hope4 ,germany1 ,france1 ,portugal1 ,italy1 ,spain1 possibly ,russia1 will soon have such footholds in ,africa as1 whatever else may occur1 will tend to the development of century-paralyzed resources4 ,what other superior races have done1 and are doing1 for the government and uplifting of the inferior races1 which1 from treaty or conquest1 have been placed under their responsible jurisdiction1 may help in the solution of our problem4 ,italy had a grand question in its unification2 ,prussia a graver one in the nationalization of ,germany1 taxing the statesmanship of ,stein1 ,bismarck1 and their co-laborers2 ,great ,britain1 in the administration of her large and widely remote colonial dependencies with their different races2 but our problem has peculiar difficulties which have not confronted other governments1 and therefore demands the best powers of philanthropist1 sociologist1 and statesman4 ,the emergence of a nation from barbarism to a general diffusion of intelligence and property1 to health in the social and civil relations2 the development of an inferior race into a high degree of enlightenment2 the overthrow of customs and institutions which1 however indefensible1 have their seat in tradition and a course of long observance2 the working out satisfactorily of political1 sociological1 and ethical problems--are all necessarily slow1 requiring patient and intelligent study of the teachings of history and the careful application of something more than mere empirical methods4 ,civilization1 freedom1 a pure religion1 are not the speedy outcome of revolutions and cataclysms any more than has been the structure of the earth4 ,they are the slow evolution of orderly and creative causes1 the result of law and preordained principles4 ,the educational work described in this paper has been most valuable1 but it has been so far necessarily tentative and local4 ,it has lacked broad and definite generalization1 and1 in all its phases1 comprehensive1 philosophical consideration4 ,as auxiliary to a thorough study and ultimate better plans1 the ,slater ,fund1 from time to time1 will have prepared and published papers bearing on different phases of the negro question4 ,i4 ,the history of the negro on this continent is full of pathetic and tragic romance1 and of startling1 unparalleled incident4 ,the seizure in ,africa1 the forcible abduction and cruel exportation1 the coercive enslavement1 the subjection to environments which emasculate a race of all noble aspirations and doom inevitably to hopeless ignorance and inferiority1 living in the midst of enlightenments and noblest civilization and yet forbidden to enjoy the benefits of which others were partakers1 for four years amid battle and yet1 for the most part1 having no personal share in the conflict1 by statute and organic law and law of nations held in fetters and inequality1 and then1 in the twinkling of an eye1 lifted from bondage to freedom1 from slavery to citizenship1 from dependence on others and guardianship to suffrage and eligibility to office--can be predicated of no other race4 ,other peoples1 after long and weary years of discipline and struggle1 against heaviest odds1 have won liberty and free government4 ,this race1 almost without lifting a hand1 unappreciative of the boon except in the lowest aspects of it1 and unprepared for privileges and responsibilities1 has been lifted to a plane of citizenship and freedom1 such as is enjoyed1 in an equal degree1 by no people in the world outside of the ,united ,states4 ,common schools in all governments have been a slow growth1 reluctantly conceded1 grudgingly supported1 and perfected after many experiments and failures and with heavy pecuniary cost4 ,within a few years after emancipation1 free and universal education has been provided for the negro1 without cost to himself1 and chiefly by the self-imposed taxes of those who1 a few years before1 claimed his labor and time without direct wage or pecuniary compensation4 ,,ii4 ,slavery1 recognized by the then international law and the connivance and patronage of ,european sovereigns1 existed in all the colonies prior to the ,declaration of ,independence1 and was reinforced by importation of negroes from ,africa in foreign and ,new ,england and ,new ,york vessels4 ,in course of time it was confined to the ,southern ,states1 and the negroes increased in numbers at a more rapid rate than did the whites1 even after the slave trade was abolished and declared piracy4 ,for a long time there was no general exclusion by law of the slaves from the privileges of education4 ,the first prohibitory and punitive laws were directed against unlawful assemblages of negroes1 and subsequently of free negroes and mulattoes1 as their influence in exciting discontent or insurrection was deprecated and guarded against4 ,afterwards1 legislation became more general in the ,south1 prohibiting meetings for teaching reading and writing4 ,the ,nat ,turner insurrection in ,southampton ,county1 ,virginia1 in #ahca1 awakened the ,southern ,states to a consciousness of the perils1 which might environ or destroy them1 from combinations of excited1 inflamed1 and ill-advised negroes4 ,as documents and newspapers tending to inflame discontent and insurrection were supposed to have been the immediate provocation to this conspiracy for murder of whites and for freedom of the blacks1 laws were passed against publishing and circulating such documents among the colored population1 and strengthening the prohibitions and penalties against education4 ,severe and general as were these laws1 they rarely applied1 and were seldom1 if ever1 enforced1 against teaching of individuals or of groups on plantations1 or at the homes of the owners4 ,it was often true that the mistress of a household1 or her children1 would teach the house servants1 and on ,sundays include a larger number4 ,there were also ,sunday ,schools in which black children were taught to read1 notably the school in which ,stonewall ,jackson was a leader4 ,it is pleasant to find recorded in the memoir of ,dr4 ,boyce1 a ,trustee of this ,fund from its origin until his death1 that1 as an editor1 a preacher1 and a citizen1 he was deeply interested in the moral and religious instruction of the negroes4 ,after a most liberal estimate for the efforts made to teach the negroes1 still the fact exists that1 as a people1 they were wholly uneducated in schools4 ,slavery doomed the millions to ignorance1 and in this condition they were when the war began4 ,,iii4 ,almost synchronously with the earliest occupation of any portion of the seceding ,states by the ,union ,army1 efforts were begun to give the negroes some schooling4 ,in ,september1 #ahfa1 under the guns of ,fortress ,monroe1 a school was opened for the 8contrabands of war40 ,in #ahfb1 schools were extended to ,washington1 ,portsmouth1 ,norfolk1 and ,newport ,news1 and afterwards to the ,port ,royal islands on the coast of ,south ,carolina1 to ,newbern and ,roanoke ,island in ,north ,carolina4 ,the proclamation of emancipation1 ,january #a1 #ahfc1 gave freedom to all slaves reached by the armies1 increased the refugees1 and awakened a fervor of religious and philanthropic enthusiasm for meeting the physical1 moral1 and intellectual wants of those suddenly thrown upon charity4 ,in ,october1 #ahfc1 ,general ,banks1 then commanding the ,department of the ,gulf1 created commissioners of enrollment1 who established the first public schools for ,louisiana4 ,seven were soon in operation1 with twenty-three teachers and an average attendance of #adbb scholars4 ,on ,march #bb1 #ahfd1 he issued ,general ,order1 ,no4 #ch1 which constituted a ,board of ,education 8for the rudimental instruction of the freedmen0 in the ,department1 so as to 8place within their reach the elements of knowledge40 ,the ,board was ordered to establish common schools1 to employ teachers1 to acquire school sites1 to erect school buildings where no proper or available ones for school purposes existed1 to purchase and provide necessary books1 stationery1 apparatus1 and a well selected library1 to regulate the course of studies1 and 8to have the authority and perform the same duties that assessors1 supervisors1 and trustees had in the ,northern ,states in the matter of establishing and conducting common schools40 ,for the performance of the duties enjoined1 the ,board was empowered to 8assess and levy a school tax upon real and personal property1 including crops of plantations40 ,these taxes were to be sufficient to defray expense and cost of establishing1 furnishing1 and conducting the schools for the period of one year4 ,when the tax list and schedules should be placed in the hands of the ,parish ,provost ,marshal1 he was to collect and pay over within thirty days to the ,school ,board4 ,schools previously established were transferred to this ,board2 others were opened1 and in ,december1 #ahfd1 they reported under their supervision #ie schools1 #afb teachers1 and #i1ega scholars4 ,this system continued until ,december1 #ahfe1 when the power to levy the tax was suspended4 ,an official report of later date says3 8,in this sad juncture the freedmen expressed a willingness to endure and even petitioned for increased taxation in order that means for supporting their schools might be obtained40 ,on ,december #ag1 #ahfb1 ,col4 ,john ,eaton was ordered by ,general ,grant to assume a general supervision of freedmen in the ,department of ,tennessee and ,arkansas4 ,in the early autumn of that year schools had been established1 and they were multiplied during #ahfc and #ahfd4 ,in the absence of responsibility and supervision there grew up abuses and complaints4 ,by some 8parties engaged in the work0 of education1 8exorbitant charges were made for tuition10 and agents and teachers1 8instead of making common cause for the good of those they came to benefit1 set about detracting1 perplexing1 and vexing each other40 8,parties and conflicts had arisen40 8,frauds had appeared in not a few instances--evil minded1 irresponsible1 or incompetent persons imposing upon those not prepared to defeat or check them40 8,bad faith to fair promises had deprived the colored people of their just dues40#a ,footnote #a3 ,see report of ,chaplain ,warren1 #ahfd1 relating to colored schools4 ,on ,september #bf1 #ahfd1 the ,secretary of ,war1 through ,adjutant ,general ,thomas1 issued ,order ,no4 #bh1 in which he said3 8,to prevent confusion and embarrassment1 the ,general ,superintendent of ,freedmen will designate officers1 subject to his orders1 as ,superintendents of colored schools1 through whom he will arrange the location of all schools1 teachers1 occupation of houses1 and other details pertaining to the education of the freedmen40 ,in accordance with this order1 ,col4 ,eaton removed his headquarters from ,vicksburg to ,memphis4 ,on ,october #bj1 #ahfd1 he issued sixteen rules and regulations for the guidance of superintendents and teachers of colored schools in his supervision4 ,these instructions to subordinates were wise and provided for the opening of a sufficient number of schools1 for the payment of tuition fees from #be cents to #a4be per month for each scholar1 according to the ability of the parents2 for the admission free of those who could not pay and the furnishing of clothing by the aid of industrial schools1 for the government of teachers in connection with the societies needing them1 c4 ,the 8industrial schools0 were schools in which sewing was taught1 and in which a large quantity of the clothing and material sent from the ,north was made over or made up for freedmen's use1 and were highly 8useful in promoting industrious habits and in teaching useful arts of housewifery40 ,the supervision under such a competent head caused great improvement in the work1 but department efforts were hindered by some representatives of the benevolent societies who did not heartily welcome the more orderly military supervision4 ,an ,assistant ,superintendent1 ,march #ca1 #ahfe1 reports1 in and around ,vicksburg and ,natchez1 #cj schools1 #fj teachers1 and #d1cic pupils enrolled2 in ,memphis1 #a1eij pupils1 and in the entire supervision1 #g1cfj in attendance4 ,general ,eaton submitted a report of his laborious work which is full of valuable information4 ,naturally1 some abatement must be made from conclusions which were based on the wild statements of excited freedmen1 or the false statements of interested persons4 8,instinct of unlettered reason0 caused a hegira of the blacks to camps of the ,union ,army1 or within protected territory4 ,the 8negro population floated or was kicked about at will40 ,strict supervision became urgent to secure 8contraband information0 and service1 and protect the ignorant1 deluded people from unscrupulous harpies4 8,mental and moral enlightenment0 was to be striven for1 even in those troublous times1 and it was fortunate that so capable and faithful an officer as ,general ,eaton was in authority4 ,all the operations of the supervisors of schools did not give satisfaction1 for the ,inspector of ,schools in ,south ,carolina and ,georgia1 on ,october #ac1 #ahfe1 says3 8,the ,bureau does not receive that aid from the ,government and ,government officials it had a right to expect1 and really from the course of the military officials in this ,department1 you might think that the only enemies to the ,government are the agents of the ,bureau40 ,,iv4 ,by act of ,congress of ,march #c1 #ahfe1 the ,freedmen's ,bureau was created4 ,the scope of its jurisdiction and work extended far beyond education4 ,it embraced abandoned lands and the supply of the negroes with food and clothing1 and during #ahfe as many as #adh1jjj were reported as receiving rations4 ,the ,quartermaster and ,commissary ,departments were placed at the service of the agents of the ,bureau1 and1 in addition to freedom1 largesses were lavishly given to 8reach the great and imperative necessities of the situation40 ,large and comprehensive powers and resources were placed in the hands of the ,bureau1 and limitations of the authority of the ,government were disregarded in order to meet the gravest problem of the century4 ,millions of recently enslaved negroes1 homeless1 penniless1 ignorant1 were to be saved from destitution or perishing1 to be prepared for the sudden boon of political equality1 to be made self-supporting citizens and to prevent their freedom from becoming a curse to themselves and their liberators4 ,the ,commissioner was authorized 8to seize1 hold1 use1 lease1 or sell all buildings and tenements and any lands appertaining to the same1 or otherwise formally held1 under color of title by the late ,confederate ,states1 and buildings or lands held in trust for the same1 and to use the same1 or appropriate the proceeds derived therefrom1 to the education of the freed people40 ,he was empowered also to 8coperate with private benevolent associations in aid of the freedmen40 ,the ,bureau was attached to the ,war ,department and was at first limited in duration to one year1 but was afterwards prolonged4 ,general ,o4 ,o4 ,howard was appointed ,commissioner1 with assistants4 ,he says he was invested with 8almost unlimited authority0 and that the act and orders gave 8great scope and liberty of action40 8,legislative1 judicial1 and executive powers were combined1 reaching all the interests of the freedmen40 ,on ,june #b1 #ahfe1 the ,president ordered all officers of the ,united ,states to turn over to the ,bureau 8all property1 funds1 lands1 and records in any way connected with freedmen and refugees40 ,this bestowment of despotic power was not considered unwise because of the peculiar exigencies of the times and the condition of the freedmen1 who1 being suddenly emancipated by a dynamic process1 were without schools1 or teachers1 or means to procure them4 ,to organize the work1 a ,superintendent of ,schools was appointed for each ,state4 ,besides the regular appropriation by ,congress1 the ,military authorities aided the ,bureau4 ,transportation was furnished to teachers1 books1 and school furniture1 and material aid was given to all engaged in education4 ,general ,howard used his large powers to get into his custody the funds scattered in the hands of many officers1 which could be made available for the freedmen4 ,funds bearing different names were contributed to the work of 8colored education40#b ,during the war some of the ,states sent money1 to officers serving in the ,south1 to buy substitutes from among the colored people to fill up their quota under the draft4 ,a portion of the bounty money thus sent1 by an order of ,gen4 ,b4 ,f4 ,butler1 ,august #d1 #ahfd1 was retained in the hands of officers who had been superintendents of negro affairs1 and by the ,president's order of ,june #b1 #ahfe was turned over to the disbursing officers of the ,bureau of ,freedmen4 ,after the organization of the ,bureau1 ,gen4 ,howard instructed agents to turn money1 held by them1 over to the chief disbursing officer of the ,bureau4 ,this was in no sense public money1 but belonged to individuals1 enlisted as contraband recruits to fill the ,state quotas4 ,what was unclaimed of what was held in trust under ,gen4 ,butler's order was used for educational purposes4 ,footnote #b3 ,see ,spec4 ,ed4 ,rep41 ,district of ,columbia1 p4 #bei4 ,in the early part of #ahfg1 the accounting officers of the ,treasury ,department ascertained that numerous frauds were being perpetrated on colored claimants for bounties under acts of ,congress4 ,advising with ,general ,howard1 the ,treasury officials drew a bill1 which ,congress enacted into a law1 devolving upon the ,commissioner the payment of bounties to colored soldiers and sailors4 ,this enlarged responsibility gave much labor to ,general ,howard1 in his already multifarious and difficult duties1 and made more honorable the acquittal which he secured when an official investigation was subsequently ordered upon his administration of the affairs of the ,bureau4 ,the ,act of ,congress of ,july #af1 #ahff1 gave a local fund1 which was expended in the district in which it accrued1 and besides there were general appropriations for the support of the ,bureau1 which were1 in part1 available for schools4 ,mr4 ,ingle1 writing of school affairs in the ,district in #ahfg and #ahfh1 says3 8,great aid was given at this period by the ,freedmen's ,bureau1 which1 not limiting its assistance to schools for primary instruction1 did much toward establishing ,howard ,university1 in which no distinction was made on account of race1 color1 or sex1 though it had originally been intended for the education of negro men alone40 ,the monograph of ,edward ,ingle on 8,the ,negro in the ,district of ,columbia0--one of the valuable ,johns ,hopkins ,university ,studies--gives such a full and easily accessible account of the education of the negroes in the ,district1 that it is needless to enlarge the pages of this paper by a repetition of what he has so satisfactorily done4 ,the ,bureau found many schools in localities which had been within the lines of the ,union armies1 and these1 with the others established by its agency1 were placed under more systematic supervision4 ,in some ,states1 schools were carried on entirely by aid of the funds of the ,bureau1 but it had the coperation and assistance of various religious and benevolent societies4 ,on ,july #a1 #ahff1 ,mr4 ,alvord1 ,inspector of ,schools and ,finances1 reported #ige schools in fifteen ,states and the ,district1 #a1dje teachers1 and #ij1ggh scholars4 ,he mentioned as worthy of note a change of sentiment among better classes in regard to freedmen's schools1 and that the schools were steadily gaining in numbers1 attainments1 and general influence4 ,on ,january #ag1 #ahfg1 ,general ,howard reports to the ,secretary of ,war #aae1bfa4ef as used for schools1 and the ,quartermaster's ,department as still rendering valuable help4 ,education 8was carried on vigorously during the year10 a better feeling prevailing1 and #aej1jjj freedmen and children 8occupied earnestly in the study of books40 ,the taxes1 which had been levied for schools in ,louisiana1 under the administration of ,t4 ,w4 ,conway1 had been discontinued1 but #ejj1jjj were asked for schools and asylums4 ,in #ahfg1 the ,government appointed ,generals ,steedman and ,fullerton as ,inspectors1 and from ,general ,howard's vehement reply to their report--which the ,war ,department declines to permit an inspection of--it appears that their criticisms were decidedly unfavorable4 ,civilians in the ,bureau were now displaced by army officers4 ,in ,july1 #ahfi1 ,mr4 ,alvord mentions decided progress in educational returns1 increasing thirst for knowledge1 greater public favor1 and the establishment of #ci training schools for teachers1 with #c1cgg pupils4 ,four months later1 ,general ,howard says 8hostility to schools and teachers has in great measure ceased40 ,he reported the cost of the ,bureau at #ac1jbi1haf1 and earnestly recommended 8the national legislature0 to establish a general system of free schools1 8furnishing to all children of a suitable age such instruction in the rudiments of learning as would fit them to discharge intelligently the duties of free ,american citizens40 ,solicitor ,whiting had previously recommended that the head of the ,freedmen's ,bureau should be a cabinet officer1 but this was not granted1 and the ,bureau was finally discontinued--its affairs being transferred to the ,war ,department by ,act of ,congress1 ,june #aj1 #ahgb4 ,it is apparent from the reports of ,sprague1 ,assistant ,commissioner in ,florida1 and of ,alvord in #ahfg and #ahgj1 that the agents of the ,bureau sometimes used their official position and influence for organizing the freedmen for party politics and to control elections4 ,a full history of the ,freedmen's ,bureau would furnish an interesting chapter in negro education1 but a report from ,inspector ,shriver on ,october #c1 #ahgc1 says the ,department has 8no means of verifying the amount of retained bounty fund20 and on ,december #d1 #ahgc1 the ,department complains of 8the incomplete and disordered condition of the records of the late ,bureau40 7,see ,ex4 ,doc4 ,no4 #aj1 #dc;d ,con41 #ast ,ses41 and ,ho4 ,mis4 ,doc4 ,no4 #hg1 #db;d ,con41 #c;d ,ses47 ,that no injustice may be done to any one1 the answer of the 8,record and ,pension ,office1 ,war ,department10 ,may #ba1 #ahid1 to my application for statistics drawn from the records1 is embodied in this paper4 ,so far as the writer has been able to investigate1 no equally full and official account has heretofore been given4 99 99 99 99 99 8,the following consolidated statement1 prepared from records of ,superintendents of ,education of the ,bureau of ,refugees1 ,freedmen1 and ,abandoned ,lands1 shows the number of schools1 teachers1 and pupils in each ,state1 under control of said ,bureau1 and the amount expended for ,schools1 ,asylums1 construction and rental of school buildings1 transportation of teachers1 purchase of books1 etc43-- #ahfe-ahff4 ,number of ,schools #a1bfd ,number of ,teachers #a1gic ,number of ,pupils #aaa1aic ,amount ,expended by ,bureau #bbe1gbb #id ,received from ,freedmen #ah1ejj #jj ,received from ,benevolent ,associations #hc1bjj #jj #ahfg4 ,number of ,schools #a1fgc ,number of ,teachers #b1jcb ,number of ,pupils #aji1bde ,amount ,expended #dae1ccj #jj ,from ,freedmen #ag1bjj #jj ,from ,benevolent ,associations #fe1jhg #jj #ahfh4 ,number of ,schools #a1gci ,number of ,teachers #b1ajd ,number of ,pupils #ajb1efb ,amount ,expended #iji1baj #bj ,from ,freedmen #db1acj #jj ,from ,benevolent ,associations #aed1gcf #ej #ahfi4 ,number of ,schools #a1idb ,number of ,teachers #b1dgb ,number of ,pupils #ajh1dhe ,amount ,expended #eia1bfg #ef ,from ,freedmen #he1gbf #jj ,from ,benevolent ,associations #bg1bjj #jj #ahgj4 ,number of ,schools #a1ijj ,number of ,teachers #b1cgf ,number of ,pupils #ajh1ace ,amount ,expended #dhj1gcg #hb ,from ,freedmen #ag1ahg #jj ,from ,benevolent ,associations #d1bdj #jj 8,this statement or statistical table is made up from the reports of the ,superintendents of ,education of the several ,states under the control of the ,bureau from #ahfe to #ahgj1 when government aid to the freedmen's schools was withdrawn4 ,it embraces the number of schools established or maintained1 the number of teachers employed1 the number of pupils1 and the amount expended for school purposes in each ,state and the ,district of ,columbia4 ,the expenditures also include the amounts contributed by the ,bureau for the construction and maintenance of asylums for the freedmen1 which cannot be separated from the totals given4 8,the table is based upon the reports of the ,school ,superintendents1 and has been prepared with great care4 ,the results thus obtained1 however1 differ in some material respects from the figures given by the ,commissioner of the ,freedmen's ,bureau in his annual reports4 ,these discrepancies1 which this ,department is unable to reconcile or explain1 will be seen by a comparison of the table with the following statement made from the reports of the ,commissioner3 #ahff4 ,number of ,schools #ige ,number of ,teachers #a1dje ,number of ,pupils #ij1ggh ,disbursements for ,school ,purposes4 ,by the ,bureau #abc1fei #ci ,by the ,benevolent ,associations #hb1bjj #jj ,by the ,freedmen #ah1ejj #jj ---------------------- ,total #bbd1cei #ci #ahfg4 ,number of ,schools #a1hci ,number of ,teachers #b1jhg ,number of ,pupils #aaa1ddb ,disbursements for ,school ,purposes4 ,by the ,bureau #eca1cde #dh ,by the ,benevolent ,associations #fe1jhg #ja ,by the ,freedmen #ag1bjj #jj ---------------------- ,total #fac1fcb #di #ahfh4 ,number of ,schools #a1hca ,number of ,teachers #b1bie ,number of ,pupils #ajd1cbg ,disbursements for ,school ,purposes4 ,by the ,bureau #ife1hif #fg ,by ,benevolent ,associations #gjj1jjj #jj ,by the ,freedmen est'd #cfj1jjj #jj -------------------------- ,total #b1jbe1hif #fg #ahfi4 ,number of ,schools #b1aah ,number of ,teachers #b1dee ,number of ,pupils #aad1ebb ,disbursements for ,school ,purposes4 ,by the ,bureau #ibd1ahb #af ,by ,benevolent ,associations #cfe1jjj #jj ,by the ,freedmen est'd #aij1jjj #jj -------------------------- ,total #a1dgi1ahb #af #ahgj4 ,number of ,schools #b1fgg ,number of ,teachers #c1cjj ,number of ,pupils #adi1eha ,disbursements for ,school ,purposes4 ,by the ,bureau #igf1hec #bi ,by ,benevolent ,associations #cfj1jjj #jj ,by the ,freedmen est'd #bjj1jjj #jj -------------------------- ,total #a1ecf1hec #bi 8,it has been found impracticable to ascertain the amounts expended by the ,freedmen's ,bureau for ,howard and ,fisk ,universities and the schools at ,hampton1 ,atlanta1 and ,new ,orleans1 the items of expenditure for these schools not being separated in the reports from the gross expenditures for school purposes40 99 99 99 99 99 ,a committee of investigation upon ,general ,howard's use of the ,bureau for his pecuniary aggrandizement were divided in opinion1 but a large majority exonerated him from censure and commended him for the excellent performance of difficult duties4 ,an equally strong and unanimous verdict of approval was rendered by a ,court of ,inquiry1 ,general ,sherman presiding1 which was convened under an ,act of ,congress1 ,february #ac1 #ahgd4 ,v4 ,it has been stated that the ,bureau was authorized to act in coperation with benevolent or religious societies in the education of the negroes4 ,a number of these organizations had done good service before the establishment of the ,bureau and continued their work afterwards4 ,the teachers earliest in the field were from the ,american ,missionary ,association1 ,western ,freedmen's ,aid ,commission1 ,american ,baptist ,home ,mission ,society1 and the ,society of ,friends4 ,after the surrender of ,vicksburg and the occupation of ,natchez1 others were sent by the ,united ,presbyterians1 ,reformed ,presbyterians1 ,united ,brethren in ,christ1 ,northwestern ,freedmen's ,aid ,commission1 and the ,national ,freedmen's ,aid ,association4 ,the first colored school in ,vicksburg was started in #ahfc by the ,united ,brethren in the basement of a ,methodist church4 ,the ,american ,missionary ,association was the chief body1 apart from the ,government1 in the great enterprise of meeting the needs of the negroes4 ,it did not relinquish its philanthropic work because army officers and the ,federal ,government were working along the same line4 ,up to #ahff its receipts were swollen by 8the aid of the ,free ,will ,baptists1 the ,wesleyans1 the ,congregationalists1 and friends in ,great ,britain40 ,from ,great ,britain it is estimated that 8a million of dollars in money and clothing were contributed through various channels for the freedmen40 ,the third decade of the ,association1 #ahfg-ahgf1 was a marked era in its financial history4 ,the ,freedmen's ,bureau turned over a large sum1 which could be expended only in buildings4 ,a congressional report says that between ,december1 #ahff1 and ,may1 #ahgj1 the ,association received #bdc1gec4bb4 ,since the ,association took on a more distinctive and separate denominational character1 because of the withdrawal of other denominations into organizations of their own1 it1 along with its church work1 has prosecuted1 with unabated energy and marked success1 its educational work among the negroes4 ,it has now under its control or support-- ,chartered ,institutions #f ,normal ,schools #bi ,common ,schools #dc ,,totals4 ,schools #gh ,instructors #chi ,pupils #ab1fji ,,pupils ,,classified4 ,theological #dg ,collegiate #eg ,college ,preparatory #aib ,normal #a1jia ,grammar #b1cgh ,intermediate #c1fib ,primary #e1aeb ,some of these schools are not specially for negroes4 ,it would be unjust not to give the ,association much credit for ,atlanta ,university and for ,hampton ,normal and ,industrial ,institute1 which are not included in the above recapitulation1 as the latter stands easily first among all the institutions designed for negro development1 both for influence and usefulness4 ,during the war and for a time afterwards1 the school work of the ,association was necessarily primary and transitional1 but it grew into larger proportions1 with higher standards1 and its normal and industrial work deserves special mention and commendation4 ,from #ahfj to ,october #a1 #ahic1 its expenditures in the ,south for freedmen1 directly and indirectly1 including church extension as well as education1 have been #aa1faj1jjj4 ,,vi4 ,in #ahff was organized 8,the ,freedmen's ,aid and ,southern ,society of the ,methodist ,episcopal ,church40 ,under that compact1 powerful1 well-disciplined1 enthusiastic organization1 more than #f1jjj1jjj have been expended in the work of education of negroes4 ,dr4 ,hartzell said1 before the ,world's ,congress in ,chicago1 that ,wilberforce ,university1 at ,xenia1 ,ohio1 was established in #aheg as a college for colored people1 and 8continues to be the chief educational centre of ,african ,methodism in the ,united ,states40 ,he reports1 as under various branches of ,methodism1 #fe institutions of learning for colored people1 #chh teachers1 #aj1ajj students1 #a1ije1aej of property1 and #feb1ejj of endowment4 ,among these is ,meharry ,medical ,college of high standard and excellent discipline1 with dental and pharmaceutical departments as well as medical4 ,near #bjj students have been graduated4 ,the ,school of ,mechanic ,arts in ,central ,tennessee ,college1 under the management of ,professor ,sedgwick1 has a fine outfit1 and has turned out telescopes and other instruments1 which command a ready and remunerative market in this and other countries4 ,,vii4 ,on ,april #af1 #ahfb1 slavery was abolished in the ,district of ,columbia4 ,by ,november1 #ac1jjj refugees had collected at ,washington1 ,alexandria1 ,hampton1 and ,norfolk4 ,under an unparalleled exigency1 instant action was necessary4 ,the lack of educational privileges led ,christian societies to engage in educational work1 at least in the rudiments of learning1 for the benefit of these people1 who were eager to be instructed4 ,even where education had not previously been a part of the functions of certain organizations1 the imperative need of the liberated left no option as to duty4 ,with the assistance of the ,baptist ,free ,mission ,society and of the ,baptist ,home ,mission ,society1 schools were established in ,alexandria as early as ,january #a1 #ahfb1 and were multiplied through succeeding years4 ,after ,appomattox1 the ,baptist ,home ,mission ,society was formally and deliberately committed to the education of the blacks1 giving itself largely to the training of teachers and preachers4 ,in ,may1 #ahib1 the ,society had1 under its management1 #bd schools with #baf instructors1 #d1hfa pupils1 of whom #a1gef were preparing to teach1 school property worth #gej1jjj and endowment funds of #aef1jjj4 ,probably1 not less than #ej1jjj have attended the various schools4 ,since #ahfj1 #b1dea1hei4fe have been expended for the benefit of the negroes4 ,the ,superintendent of ,education says3 8,the aggregate amount appropriated for the salaries of teachers from the time the ,society commenced its work until ,january1 #ahhc1 was3--,district of ,columbia1 #ei1bdc4eg2 ,virginia1 #fe1bed4dd2 ,north ,carolina1 #da1ghh4ij2 ,south ,carolina1 #bi1fhc4ga2 ,florida1 #c1afd4af2 ,georgia1 #bf1ifc4ba2 ,alabama1 #d1ifj4cg2 ,mississippi1 #f1faa4je2 ,louisiana1 #ci1afh4be2 ,texas1 #b1bgb4ah2 ,arkansas1 #aej2 ,tennessee1 #eg1hih4hf2 ,kentucky1 #a1jib4ed2 ,missouri1 #cjj4 ,the following gives the aggregate amount appropriated for teachers and for all other purposes such as land1 buildings1 etc41 from ,january1 #ahhc1 to ,january1 #ahic3--;,district of ,columbia1 #ajc1aaj4ja2 ,virginia1 #aic1igd4jh2 ,north ,carolina1 #adb1hfa4ie2 ,south ,carolina1 #acg1aeg4gi2 ,florida1 #ee1ibc4if2 ,georgia1 #cad1jfa4dh2 ,alabama1 #ce1dje4hf2 ,mississippi1 #hf1jai4gj2 ,louisiana1 #cc1gbj4ic2 ,texas1 #aca1bbe4bg2 ,arkansas1 #ac1bjf4bj2 ,tennessee1 #afd1ead4je2 ,kentucky1 #di1gih4ef2 ,missouri1 #f1edc4ac4 ,until ,january1 #ahhc1 the appropriations for teachers and for lands1 buildings1 etc41 were kept as separate items4 ,i have already given the appropriations for the teachers up to that date4 ,for grounds and buildings1 #dba1aai4ej were appropriated40 ,in connection with the ,spelman ,seminary and the ,male ,school in ,atlanta1 there has been established1 under intelligent and discriminating rules1 a first class training department for teachers4 ,a new commodious structure well adapted to the purpose1 costing #ee1jjj1 was opened in ,december4 ,at ,spelman there is an admirable training school for nurses1 where the pupils have hospital practice4 ,shaw ,university at ,raleigh has the flourishing ,leonard ,medical ,school and a well equipped pharmacy4 ,,viii4 ,the ,presbyterian ,church at the ,north1 in ,may1 #ahfe1 adopted a deliverance in favor of special efforts in behalf of the 8lately enslaved ,african race40 ,from the #bhth annual report of the ,board of ,missions for ,freedmen1 it appears that1 besides building churches1 special exertions have been put forth 8in establishing parochial schools1 in planting academies and seminaries1 in equipping and supporting a large and growing university40 ,the report mentions fifteen schools1--three in ,north ,carolina1 four in ,south ,carolina1 three in ,arkansas1 and one in each of the ,states of ,texas1 ,mississippi1 ,virginia1 ,georgia1 and ,tennessee4 #a1bhj1jjj have been spent4 8,in the high schools and parochial schools1 we have 7,may1 #ahic7 #aj1ebj students who are being daily moulded under ,presbyterian educational influence40 ,the ,united ,presbyterian ,church reports for ,may1 #ahic1 an enrollment in schools of #b1eeh4 ,the ,southern ,presbyterians have a ,theological ,seminary in ,birmingham1 ,alabama1 which was first opened in ,tuskaloosa in #ahgg4 ,,ix4 ,the ,episcopal ,church1 through the ,commission on ,church ,work among the ,colored ,people1 during the seven years of its existence1 #ahhg-ahic1 has expended #bgb1jfh1 but the expenditure is fairly apportioned between ministerial and teaching purposes4 ,the schools are parochial 8with an element of industrial training10 and are located in ,maryland1 ,virginia1 ,north ,carolina1 ,tennessee1 and ,alabama1 but the 8,reports0 do not give the number of teachers and scholars4 ,the ,friends have some well conducted schools1 notably the ,schofield in ,aiken1 ,south ,carolina4 ,they have sustained over #ajj schools and have spent #a1jjd1abi4 ,in the mission work of the ,roman ,catholic ,church among the negroes1 school work and church work are so blended that it has been very difficult to make a clear separation4 ,schools exist in ,baltimore1 ,washington1 and all the ,southern ,states1 but with how many teachers and pupils and at what cost the ,report of the ,commission for #ahic does not show4 ,a few extracts are given4 8,we need10 says one1 8all the help possible to cope with the ,public ,schools of ,washington4 ,in fact our school facilities are poor1 and1 unless we can do something to invite children to our ,catholic ,schools1 many of them will lose their faith40 ,another person writes3 8,next year we shall have to exert all the influence in our power to hold our school4 ,within two doors of our school a large public school building is being erected2 this new public school building will draw pupils away from the ,catholic ,school1 unless the latter be made equally efficient in its work40 ,x4 ,on ,february #f1 #ahfg1 ,george ,peabody gave to certain gentlemen two million dollars in trust1 to be used 8for the promotion and encouragement of intellectual1 moral1 or industrial education among the young of the more destitute portions of the ,southwestern ,states of our ,union40 ,this gift embraced both races1 and ,dr4 ,barnas ,sears was fortunately selected as the ,general ,agent1 to whom was committed practically the administration of the ,trust4 ,in his first report he remarked that1 in many of the cities aided by the ,fund1 provision was made for the children of both races1 but said that1 as the subject of making equal provision for the education of both races was occupying public attention1 he thought it the safer and wiser course not to set up schools on a precarious foundation1 but to confine help to public schools and make efforts in all suitable ways to improve or have established ,state systems of education4 ,still1 in some localities aid was judiciously given1 and the ,united ,states ,superintendent of ,education for the negroes in ,north ,carolina gave testimony that but for the ,peabody aid many of the colored schools would be closed4 8,our ,superintendents have aided largely in distributing the ,peabody ,fund in nearly all the ,states40 8,great good has thereby been accomplished at very little added expense40 ,the ,peabody ,fund bent its energies and directed its policy towards securing the establishment of ,state systems of education which should make adequate and permanent provision for universal education4 ,state authorities would have more power and general influence than individuals1 or denominational or private corporations4 ,they represent the whole people1 are held to a strict accountability1 protect 8from the charge of sectarianism and from the liability of being overreached by interested parties40 ,state systems1 besides1 have a continuous life and are founded on the just principle that property is taxable for the maintenance of general education4 ,the ,fund now acts exclusively with ,state systems1 and continues support to the negroes more efficiently through such agencies4 ,,xi4 ,congress1 by land grants since #ahfj1 has furnished to the ,southern ,states substantial aid in the work of ,agricultural and ,mechanical education4 ,on ,march #b1 #ahfg1 the ,bureau of ,education was established for the collection and diffusion of information4 ,this limited sphere of work has been so interpreted and cultivated that the ,bureau1 under its able ,commissioners1 especially under the leadership of that most accomplished ,american educator1 ,dr4 ,w4 ,t4 ,harris1 has become one of the most efficient and intelligent educational agencies on the continent4 ,to the general survey of the educational field and comparative exhibits of the position of the ,united ,states and other enlightened countries1 have been added discussions by specialists1 and papers on the various phases of educational life1 produced by the incorporation of diverse races into our national life or citizenship4 ,the ,annual ,reports and ,circulars of ,information contain a vast mass of facts and studies in reference to the colored people1 and a digest and collaboration of them would give the most complete history that could be prepared4 ,the ,bureau and the ,peabody ,education ,fund have been most helpful allies in making suggestions in relation to legislation in school matters1 and giving1 in intelligible1 practical form1 the experiences of other ,states1 home and foreign1 in devising and perfecting educational systems4 ,all the ,states of the ,south1 as soon as they recovered their governments1 put in operation systems of public schools which gave equal opportunities and privileges to both races4 ,it would be singularly unjust not to consider the difficulties1 social1 political1 and pecuniary1 which embarrassed the ,south in the efforts to inaugurate free education4 ,it required unusual heroism to adapt to the new conditions1 but she was equal in fidelity and energy to what was demanded for the reconstruction of society and civil institutions4 ,the complete enfranchisement of the negroes and their new political relations1 as the result of the war and the new amendments to the ,constitution1 necessitated an entire reorganization of the systems of public education4 ,to realize what has been accomplished is difficult1 at best--impossible1 unless we estimate sufficiently the obstacles and compare the facilities of to-day with the ignorance and bondage of a generation ago1 when some statutes made it an indictable offence to teach a slave or free person of color4 ,comparisons with densely populated sections are misleading1 for in the ,south the sparseness and poverty of the population are almost a preventive of good schools4 ,still the results have been marvellous4 ,out of #ddh cities in the ,united ,states1 with a population each of #h1jjj and over1 only #gc are in the ,south4 ,of #bh1 with a population from #ajj1jjj to #a1ejj1jjj1 only #b 7,st4 ,louis being excluded7 are in the ,south4 ,of #if1 with a population between #be1jjj and #ajj1jjj1 #ag are in the ,south4 ,the urban population is comparatively small1 and agriculture is the chief occupation4 ,of #heh1jjj negroes in ,georgia1 #acj1jjj are in cities and towns1 and #gbh1jjj in the country2 in ,mississippi1 urban colored population1 #db1jjj1 rural1 #gjj1jjj2 in ,south ,carolina1 urban1 #gd1jjj1 rural1 #fae1jjj2 in ,north ,carolina1 urban1 #ff1jjj1 against #dih1jjj rural2 in ,alabama1 #fe1jjj against #fac1jjj2 in ,louisiana1 #ic1jjj against #dff1jjj4 ,the schools for colored children are maintained on an average #hi4b days in a year1 and for white children #ih4f1 but the preponderance of the white over the black race1 in towns and cities1 helps in part to explain the difference4 ,while the colored population supplies less than its due proportion of pupils to the public schools1 and the regularity of attendance is less than with the white1 yet the difference in length of school term in schools for white and schools for black children is trifling4 ,in the same grades the wages of teachers are about the same4 ,the annual ,state school revenue is apportioned impartially among white and black children1 so much per capita to each child4 ,in the rural districts the colored people are dependent chiefly upon the ,state apportionment1 which is by law devoted mainly to the payment of teachers' salaries4 ,hence1 the school-houses and other conveniences in the country for the negroes are inferior1 but in the cities the appropriation for schools is general and is allotted to white and colored1 according to the needs of each4 ,a small proportion of the school fund comes from colored sources4 ,all the ,states do not discriminate in assessments of taxable property1 but in ,georgia1 where the ownership is ascertained1 the negroes returned in #ahib #ad1hfi1ege of taxable property against #ddh1hhc1iei returned by white owners4 ,the amount of property listed for taxation in ,north ,carolina in #ahia was1 by white citizens1 #bcd1aji1efh2 by colored citizens1 #h1jah1ddf4 ,to an inquiry for official data1 the auditor of the ,state of ,virginia says3 8,the taxes collected in #ahia from white citizens were #b1iia1fdf4bd1 and from the colored1 #afc1age4fg4 ,the amount paid for public schools for whites1 #ehh1efd4hg2 for negroes1 #cji1cfd4ae4 ,add #ae1jjj for ,colored ,normal and #hj1jjj for colored lunatic asylum4 ,apportioning the criminal expenses between the white and the colored people in the ratio of convicts of each race received into the ,penitentiary in #ahia1 and it shows that the criminal expenses put upon the ,state annually by the whites are #ee1gdi4eg and by the negroes #bjd1jah4ii40 ,of the desire of the colored people for education the proof is conclusive1 and of their capacity to receive mental culture there is not the shade of a reason to support an adverse hypothesis4 ,the ,bureau of ,education furnishes the following suggestive table3 ,,sixteen ,,former ,,slave ,,states ,,and ,,the ,,district ,,of ,,columbia4 ,year4 ,common ,school ,enrollment4 ,expenditures4 ,white4 ,colored4 ,both ,races4 #ahgf-gg #a1hbg1aci #ega1ejf #aa1bca1jgc #ahgg-gh #b1jcd1idf #fge1aej #ab1jic1jia #ahgh-gi #b1jac1fhd #fhe1idb #ab1agd1ada #ahgi-hj #b1bae1fgd #hd1gji #ab1fgh1fhe #ahhj-ha #b1bcd1hgg #hjb1cgd #ac1fef1had #ahha-hb #b1bdi1bfc #hjb1ihb #ae1bda1gdj #ahhb-hc #b1cgj1aaj #hag1bdj #af1cfc1dga #ahhc-hd #b1edf1ddh #a1jjb1cac #ag1hhd1eeh #ahhd-he #b1fgf1iaa #a1jcj1dfc #ai1bec1hgd #ahhe-hf #b1ggc1ade #a1jdh1fei #bj1bjh1aac #ahhf-hg #b1ige1ggc #a1aah1eef #bj1hba1ifi #ahhg-hh #c1aaj1fjf #a1adj1dje #ba1haj1aeh #ahhh-hi #c1aig1hcj #a1bac1jib #bc1aga1hgh #ahhi-ij #c1djb1dbj #a1bif1iei #bd1hhj1ajg #ahij-ia #c1egj1fbd #a1cbi1edi #bf1fij1caj #ahia-ib #c1fjg1edi #a1ced1caf #bg1fia1dhh ,total amount expended in #af years1 #bie1hea1dgj4 ,in #ahij-ia there were #gi1ifb white teachers and #bd1aej colored4 ,to the enrollment in common schools should be added #cj1jjj colored children1 who are in normal or secondary schools4 ,the amount expended for education of negroes is not stated separately1 but ,dr4 ,w4 ,t4 ,harris estimates that there must have been nearly #ge1jjj1jjj expended by the ,southern ,states1 in addition to what has been contributed by missionary and philanthropic sources4 ,in ,virginia1 ,north ,carolina1 ,georgia1 ,florida1 ,alabama1 ,mississippi1 ,louisiana1 ,texas1 and ,arkansas1 annual grants are made for the support of colored normal and industrial schools4 ,the negroes must rely very largely upon the public schools for their education1 and so they should4 ,they are1 and will continue to be1 the most efficient factors for uplifting the race4 ,the ,states1 at immense sacrifice1 with impartial liberality1 have taxed themselves for a population which contributes very little to the ,state revenues1 and nothing could be done more prejudicial to the educational interests of the colored people than to indulge in any hostility or indifference to1 or neglect of1 these free schools4 ,denominations and individuals can do nothing more harmful to the race than to foster opposition to the public schools4 ,,xii4 ,a potential agency in enlightening public opinion and in working out the problem of the education of the negro has been the ,john ,f4 ,slater ,fund4 8,in view of the apprehensions felt by all thoughtful persons10 when the duties and privileges of citizenship were suddenly thrust upon millions of lately emancipated slaves1 ,mr4 ,slater conceived the purpose of giving a large sum of money to their proper education4 ,after deliberate reflection and much conference1 he selected a ,board of ,trust and placed in their hands a million of dollars4 ,this unique gift1 originating wholly with himself1 and elaborated in his own mind in most of its details1 was for 8the uplifting of the lately emancipated population of the ,southern ,states and their posterity1 by conferring on them the blessings of ,christian education40 8,not only for their own sake1 but also for the sake of our common country10 he sought to provide 8the means of such education as shall tend to make them good men and good citizens10 associating the instruction of the mind 8with training in just notions of duty toward ,god and man1 in the light of the ,holy ,scriptures40 ,leaving to the corporation the largest discretion and liberty1 in the prosecution of the general object1 as described in his ,letter of ,trust1 he yet indicated as 8lines of operation adapted to the condition of things0 the encouragement of 8institutions as are most effectually useful in promoting the training of teachers40 ,the ,trust was to be administered 8in no partisan1 sectional1 or sectarian spirit1 but in the interest of a generous patriotism and an enlightened ,christian spirit40 ,soon after organization the ,trustees expressed very strongly their judgment that the scholars should be 8trained in some manual occupation1 simultaneously with their mental and moral instruction10 and aid was confined to such institutions as gave 8instruction in trades and other manual occupations10 that the pupils might obtain an intelligent mastery of the indispensable elements of industrial success4 ,so repeated have been similar declarations on the part of the ,trustees and the ,general ,agents that manual training1 or education in industries1 may be regarded as an unalterable policy2 but only such institutions were to be aided as were1 8with good reason1 believed to be on a permanent basis40 ,mr4 ,slater explained 8,christian ,education10 as used in his ,letter of ,gift1 to be teaching1 8leavened with a predominant and salutary ,christian influence10 such as was found in 8the common school teaching of ,massachusetts and ,connecticut10 and that there was 8no need of limiting the gifts of the ,fund to denominational institutions40 ,since the first appropriation1 near fifty different institutions have been aided1 in sums ranging from #ejj to #e1jjj4 ,as required by the ,founder1 neither principal nor income is expended for land or buildings4 ,for a few years aid was given in buying machinery or apparatus1 but now the income is applied almost exclusively to paying the salaries of teachers engaged in the normal or industrial work4 ,the number of aided institutions has been lessened1 with the view of concentrating and making more effective the aid and of improving the instruction in normal and industrial work4 ,the table appended presents a summary of the appropriations which have been made from year to year4 ,,cash ,,disbursed ,,by ,,john ,f4 ,,slater ,,fund1 ,,as ,,appropriations ,,for ,,educational ,,institutions4 ,to ,august #ac1 #ahhd #bd1hha4ff ,to ,april #cj1 #ahhe #cj1dad4ai ,to ,april #cj1 #ahhf #ch1gbd4ih ,to ,april #cj1 #ahhg #ci1haf4bh ,to ,april #cj1 #ahhh #df1ahc4cd ,to ,april #cj1 #ahhi #dc1gji4ih ,to ,april #cj1 #ahij #da1efj4jb ,to ,april #cj1 #ahia #ej1fej4jj ,to ,april #cj1 #ahib #de1haf4cc ,to ,april #cj1 #ahic #cg1dge4jj ,to ,april #cj1 #ahid #dj1gej4jj ---------------------- #dci1iha4gh ,,john ,,murphy ,,co41 ,,printers1 ,,baltimore4 ---------------------------------------- -------------------------------- ,,transcriber',s ,,notes #a4 ,silently corrected typographical errors and variations in spelling4 #b4 ,retained anachronistic1 non-standard1 and uncertain spellings as printed4 #c4 ,footnotes have been re-indexed using numbers4