ecialist in the education of racial groups, United States Bureau of
Education. This is the most comprehensive and authoritative report
relating to Negro education that has been made. The report covers all
Negro private schools above the elementary grades. The total number of
schools described is 748, of which 635 are private schools, 28 are
state institutions, 68 are public high schools, and 27 are county
training schools. Reports are also made on 43 special institutions
such as hospitals, orphanages and reformatories.

It appears that no form of education for Negroes is satisfactorily
equipped or supported. The striking facts in the study of the
financial support of Negro education are, first, the wide divergencies
in the per capita of public school expenditures for white and Negro
children: $10.06 for each white child and $2.89 for each Negro child,
and second, the extent to which schools for Negroes are dependent upon
private aid. It also appears that the private schools provide the
greater proportion of all educational opportunities above the
elementary grades. They also offer practically all the instruction in
agriculture, medicine and religion.

In the discussion of a program for educational development, it is
pointed out that the public school authorities are responsible for
elementary education and that so long as the elementary school
facilities are insufficient, every phase of education above the
elementary grades is seriously handicapped. With reference to
secondary schools and teacher training, it is suggested that their
chief effort should be to supply trained teachers for the public
elementary schools. More than fifty per cent. of the teachers now in
these schools have an education less than the equivalent of six
elementary grades.

In the discussion of the importance of industrial education, it is
pointed out that in spite of the striking progress made in the
accumulation of property, the Negroes are "still a poor people." The
large percentage of women and children who have to earn a living
indicates the need of elevating their economic status so that more
children may attend school, and the women have a better opportunity to
care for the morals and hygiene of the home. Because three fourths of
the Negroes live in rural districts, instruction along agricultural
lines is one of the most important phases of Negro education.
"Preparation for rural life," says the report, "is the greatest
problem of the w