he salaries were little higher. It must be remembered, of
course, that no appropriations were made for negro education before the
Civil War.

Both during and after the War many schools were opened for negroes by
Freedmen's Aid Societies, various philanthropic associations, and
denominational boards or committees. As public schools were established
for negroes, some of these organizations curtailed their work and others
withdrew altogether. Others persisted, however, and new schools have been
founded by these and similar organizations, by private philanthropy, and
also by negro churches. As a result there are independent schools, state
schools, and Federal schools. The recent monumental report of the Bureau
of Education reports 653 schools for negroes other than regular public
schools[1]. Of these 28 are under public control, 507 are denominational
schools (of which 354 are under white boards and 153 under negro
boards), and 118 are classed as independent. This last group includes
not only the great national schools, such as Tuskegee and Hampton, but
small private enterprises supported chiefly by irregular donations.
These private and independent schools owned property valued at
$28,496,946 and had an income of over $3,000,000. State and Federal
appropriations at the date of the report reached about $963,000.

[Footnote 1. _Negro Education_, Bureau of Education Bulletins 38 and 39
(1916). This work supersedes all previous collections of facts upon
negro education.]

During the first years after the downfall of the Reconstruction
governments the negro received a fair proportion of the pittance devoted
to public schools. Governor Vance of North Carolina, in recommending in
1877 an appropriation to the University for a "professorship for the
purpose of instructing in the theory and art of teaching" went on to
state that "a school of similar character should be established for the
education of colored teachers, the want of which is more deeply felt by
the black race even than the white.... Their desire for education is a
very creditable one, and should be gratified so far as our means will
permit." Instead of establishing the chair of pedagogy recommended by
Governor Vance, the Legislature appropriated the money to conduct the
summer school for teachers at the University. An appropriation of equal
amount was made for negroes and similar allowances have been continued
to the present. Proportionately larger appropriations ha