were in 1900 more than twice as many teachers in the
South per 10,000 white children as per 10,000 colored. But such data can
not even approximately indicate the relative amounts of teaching enjoyed
by these two classes of children, for the statistical method can not
express the incalculable disparity in teaching-efficiency.

A friend of mine--a graduate of Brown University--was for several years
a member of a board which corrected the examination-papers of Negro
candidates for teachers' certificates in a certain Southern State where
the school facilities for the Negro population are exceptionally good;
but he confessed to me that repeatedly not a paper submitted deserved a
passing mark, but the board was "simply compelled to grant certificates
in order to provide teachers enough to go around." Nor is such a dearth
of black pedagogues in the least extraordinary. The mission of Tuskegee
Institute is largely to supply measurably well-equipped teachers for the
schools--teachers able and eager to teach gardening and carpentry as
well as grammar and arithmetic, teachers who seek to organize the social
life of their communities upon wholesome principles, tactfully
restraining grossness and unobtrusively proffering new and nobler
sources of enjoyment. And so the academic studies are wrought into the
essential scheme of Tuskegee's work.

Let us inspect with some closeness the organization of the institution.
The student-body is fundamentally divided into day-students and
night-students. The night-students work in the industries, largely at
common labor, all day and every day, and go to school at night, thus
paying their current board bills, and accumulating such credits at the
Treasurer's office as will later defray their expenses in the
day-school. The day-school students are divided perpendicularly through
the classes into two sections, section No. 1 working in the industries
every other day for three days a week and attending academic classes the
remaining three days, while this situation is exactly reversed for
section No. 2. Thus every week-day half of each day-school class is in
the Academic Department, while the other half is in the Industrial. This
arrangement induces a wholesome rivalry between the students of the two
sections, and effects an equal distribution of the working force and
skill over every week-day.

The day-school students consist, then, of two classes of persons: those
who, as night-students, have acc