their own education. Since 1865 religious and philanthropic
associations have contributed $57,000,000 and the Negroes by direct
contributions have supplied $24,000,000.[54] In 1869 in one year the
Negroes raised $200,000 for the construction of school houses. A
report from a State Superintendent of Schools of Florida stated that
in the Black Belt Counties the Negro schools cost $19,457 and the
direct and indirect contributions on the part of the Negroes amounted
to $23,984. There were $4,527 remaining which was used for the benefit
of the white schools.[55] It is thought on the part of some that the
Negro, although he may not pay in direct taxes a sum sufficient to
provide for his schools, may in reality be paying his full share
indirectly. I believe, however, that it is quite safe to say that he
probably pays as much for his education as any other poor class of the
population, especially so in comparison with some of the immigrant
classes. There have also been quite a number of Negro philanthropists,
the most prominent of whom have been Bishop Payne who gave several
thousand dollars to Wilberforce, Wheeling Grant who gave $5,000 to
Wilberforce, Mary E. Shaw who left $38,000 to Tuskegee, Nancy Addison
who left $15,000 for education in Baltimore, Louis Bode who left
$30,000 and George Washington of Jerseyville, Illinois, who left
$15,000 for education. Thomy Lafon, of New Orleans, left $413,000 to
be used for educational purposes with no distinction regarding race or
color. Colonel John McKee, of Philadelphia, left about $1,000,000 in
real estate to be used for education.[56] The Negro Baptist Churches
alone raised in 1907 $149,332.75.[57] In nine years the Negro students
paid in cash to 74 Negro institutions $3,358,667 and in work
$1,828,602, making a total of $5,187,269. This amounted to 44.6 per
cent of the entire running expenses of the institutions.[58]

The attitude of the Negro immediately after the war was that of
opposition to all kinds of labor. He had not as then learned the
distinction between working as a slave and working as a freedman. What
he wanted most was an education, a literary education, such as the
white man had. He did not want his education for any definite purpose,
except as an end in itself. The chief reason probably may have been
that of a desire to put himself on a par with the white man, and to
prove his intellectual equality. The attitude to-day is radically
different, being represented b