of those who are
receiving the education given. For example, the South spends $10.23
for each white student of elementary age and $2.82 for each Negro
student of the same age now given the opportunity to attend school.
Thus many institutions of a private nature are stimulated by this
State of affairs and seek to meet it. But in so doing, they are
actuated by various motives and perhaps they all could not justly be
labelled sinister. It is evident then that our study deals with 38
private colleges, all denominational except four, and six State
colleges on land-grant bases.

The method of the thesis, therefore, has assumed a four-fold form. The
writer took nine months in making personal investigation of twelve
typical Negro colleges. One in the Northwest, one in the Northeast,
and ten in the South. Of these ten, five are in Georgia, two in South
Carolina, two in Tennessee and one in Alabama. The second method was
the questionnaire. Questionnaire No. 1 was sent to 60 educational
institutions. 38 responded in full. Eight returned the questionnaires
with some answers. These were excluded from the study because they
lacked desired data. A second questionnaire was used. It contained
data from students in the respective institutions considered typical.
The Y.M.C.A. leaders also contributed to this sort of data.

Questionnaire No. I follows:

RELIGIOUS EDUCATION IN NEGRO COLLEGES

1. Name of the institution, president and dean.

2. Enrollment in the college department.

3. What religious services are held by the school? Is attendance
required and what number attend?

4. What curriculum courses in religious education have you, viz:
Bible courses, Sunday School Teacher Training, Psychology of
Religion, Philosophy of Religion, Religious Pedagogy, Social
Service, Social Ethics, Methods of Social Reform, etc.

5. Which of the courses are elective and which are required? How
much credit is given for each?

6. Have you any courses in the Seminary or Divinity School for
which you give college credit? What are they?

7. Are the teachers of curriculum courses of religious education
professionally trained for their task, for example; were they
trained in a school of religious education or in a divinity
school? What institution attended and what degrees received?

8. How many students are in your curriculum courses of religious