g the first decade, and in regularly decreasing ratio since, the
most difficult problem has been how to provide competent teachers for
the instruction of a race crowding and hungry for knowledge.
Fortunately, perhaps, in the long view, the teaching of colored youth
has never, from the first, in the South, been considered a popular
calling, and so the work has in the main devolved upon the colored
people themselves, a work to which, for years, from almost entire lack
of opportunity for training, they could bring but the scantiest
preparation and even less experience.

No more interesting or suggestive study could be undertaken than that,
of tracing the progress of the colored teachers of a race so recently
emancipated, as they have advanced in literary, mental and moral
fitness for a work thrust upon them by the exigencies of the
situation.

Reference to the tables of statistics compiled by the Commissioner of
Education for 1895-6 shows how well the race is meeting the demand for
teachers in its schools, everywhere in the South kept separate from
the public schools for white children. For the year above mentioned
there were employed 26,499 colored teachers, who had under their care
1,429,713 pupils. For the same year there were in the various Normal
Schools for colored people 4,672 students, 966 of whom were graduated;
826 were graduated from high schools and 161 from college courses,
making in all 1,953 graduates from courses of study considered
sufficient in extent to fit more or less thoroughly for the work of
teaching; not to mention the even greater numbers who engage in
teaching before having completed any higher course of training. So
much as to mere numbers. Now, in general, as to the advancement being
made by schools of this class. Without exception, the reports of
school officers give credit for constantly increasing excellency and
proficiency of both schools and teachers, and certain it is, that the
public appreciation and esteem is shown by an increasing patronage and
a more substantial provision for the improvement and support of the
schools.

In particular, while it is not always safe to draw sweeping
conclusions from facts gathered within a limited area of observation,
it may yet be confidently asserted, that what is true of the schools
and teachers of any fairly representative city or community in the
South, is likely to be measurably true wherever similar conditions and
opportunities prevail. My own