that it will be. Already five superintendents have expressed a desire to try the plan next session. In my opinion the money expended has nowhere counted for so much as here. Good results are shown not only in the extension, of the industrial work, but in the additional important fact that such a teacher serves incidentally as a supervisor, and supervision is one of the greatest needs of the rural schools. If we could have a hundred counties in the South supplied with supervising teachers of this kind the influence would be tremendous.

I

In February, March, and April I visited 2 counties in Virginia, 4 in North Carolina, 1 in South Carolina, and 3 in Alabama. everywhere met with a cordial reception from both white and colored people in the community where I stopped. With rare exceptions I found wretched conditions in the way of schoolhouses and school equipment.

As has been previously stated to the board, and especially to the members of the executive committee, all of our efforts the present year seem to be somewhat in the way of experiment and will supply data for information and discussion in the meeting of the executive committee soon to be held. The larger work and influence of the fund must, I think, be based upon actual accomplishment in the line of some constructive policy. My efforts during this first year have been largely directed toward getting some portion of the fund into use. In doing this I have had constantly in mind the policy which seemed announced in the very composition of this board, namely, union of effort. I believe this influence is already beginning to be felt. I am sure that whatever brings together the efforts of North and South is good. I was glad to hear a few days ago that a southern association is likely to assist a negro institution which has hitherto been entirely supported from the North. All such movements are good. With patience, tact, and wisdom I see no reason why there may not be a constant increase of harmony and cooperation in all the work that is being done for the education of the colored population of the South.

FROM STATEMENT V, JUNE 5, 1909.

THE HENRICO PLAN.

Members of the board may recall that in my last statement I mentioned a plan of work which we have been carrying on in Henrico County, Va. I beg again to call the attention of the board to this plan, because it seems to me a most excellent one for us to adopt and promote as far as we can.

In brief, the plan was this: We supplied the county superintendent with the salary for a competent teacher, whose duty it should be to introduce industrial work into the 22 colored rural schools of the

county and to supervise the work. This teacher, Miss Virginia E. Randolph, began the work on October 26, 1908, and the schools closed June 1. She has spent her whole time in visiting these schools, sometimes two or three a day, so that the schools have had the benefit not only of the industrial training, but of constant supervision, suggestion, and encouragement. It has also been a part of her work to form, in the various communities, organizations for school and home improvement.

Miss Randolph writes to me that the work of the schools is now on exhibition at the Henrico County Court House, and that the members of the Henrico board are agreeably surprised. I can state from letters received that the work is very heartily approved by the county superintendent.

MODIFICATION OF THE ABOVE PLAN.

There are very many counties in which it would be impossible at present to carry out this plan. Whether from lack of schools, or the wide separation of those that exist, or the shortness of term, or the incompetence of the teachers, the plan would not yet be feasible. I find, however, that it will be possible in many places to adopt a modification of the plan; that is, we can supply the salary for a teacher at the most favorable point in the county, have this teacher give three or four days' work to this school, and let her give the rest of her time to two, three, or four neighboring schools, with the intention of influencing these schools and communities in the same manner as has been done in Henrico County.

I have just returned from a trip through parts of Florida, Georgia, and Alabama, and at a number of places I found that this plan seemed feasible and that it met with very hearty approval. I believe that it can be carried out at most of the schools in which we have been supplying a teacher during the past session. The principals and school authorities whom I have so far heard from have approved the idea and have expressed a willingness to assist in carrying it out next session.

FINANCIAL.

I beg to report that during the present session, up to date, we have paid out in salaries to teachers $14,011.50; in contribution toward building and equipment, $1,965; and in contribution for extension of school term, $470.

FROM STATEMENT V (SUPPLEMENTARY), JUNE 10, 1910.

ADVANTAGE OF THE HENRICO PLAN.

The great majority of the outlying rural schools are hopelessly isolated. They have practically no supervision. The work, so far as I have been able to see, is crude and inefficient. The school build

ing, if there be one at all, shows neglect without and within. There is oftentimes not even the equipment which could be provided on the spot. I have seen benches supported on brickbats, holes in floors and roofs, doors and windows sagging, and other such signs of neglect which could easily be remedied. Neither within the school building nor on the school grounds is there any effort at tidiness.

There are, of course, exceptions; but the picture is true for the great majority of cases, nor under all the circumstances should we be surprised that it is true. Yet it is these schools, and only these schools, which are within reach of the masses of children throughout the rural districts.

It can readily be seen what a change might be effected in such schools, and in the neighborhood, by the supervision and the influence of a trained teacher, even if there were only two or three visits a month.

FROM STATEMENT VI, JULY 31, 1909.

At a meeting of the executive committee held on July 1 the following expenditures during the first year of the use of the fund were reported: For salary of teachers, $15,059; for building and equipment, $1,965; for extension of term, $547.50. Subject to the approval of the board at its next meeting, the committee agreed upon a tentative appropriation of $28,000 for carrying on the work.

Several important matters were discussed, such as the appointment of an assistant to the president to aid in influencing legislation and public sentiment, the use of county organizers, and the gathering of reliable statistics.

About three weeks ago an application came from State Supt. T. H. Harris, requesting that we supply to Louisiana a number of teachers to work in accordance with the Henrico plan. This is the first important business communication that has come from a state official. I may add that I know Professor Harris to be thoroughly interested in the improvement of the negro schools, and that he favors a fairer distribution of the school funds. Knowing his sentiments, I can not but think that we should do what we can to cooperate with him.

COMMITTEE OF TWELVE FOR THE ADVANCEMENT OF THE INTERESTS OF THE NEGRO RACE.

The committee of twelve for the advancement of the interests of the negro race was appointed at a conference of prominent colored men held in the parlor of Carnegie Hall, New York City, January 6, 7, and 8, 1904. At present, Booker T. Washington, president of Tuskegee Institute, Tuskegee, Ala., is chairman, and Hugh M.

Browne, principal of Institute for Colored Youth, Cheyney, Pa., is secretary.

The work of the committee thus far has been largely concerned with the civic rights of the colored man in the South, but a quotation from the proceedings of the appointing conference shows a favorable attitude toward the better education of the race. The conference held that the education of the negro race should consist of

(1) Thorough training of leaders and teachers in the higher institutions of learning.

(2) Thorough elementary training for every negro child.

(3) Industrial training of the masses in trades and handicrafts.

STATE NORMAL SCHOOL FOR COLORED PERSONS-MARYLAND.

The Maryland state board of education, in accordance with acts of the general assembly, session of 1908, has decided to establish State Normal School No. 3 in Montgomery County, and has purchased for the purpose a farm of 238 acres in that county. This normal school is for educating suitable colored persons, male and female, to become teachers in the colored schools of the State. Prof. George H. C. Williams has been elected principal by the state board. It is expected that the school will be opened in November, 1909. It is announced that, in addition to proper academic training, the mechanical arts and trades and agriculture for the males, and domestic science for the females, in all their branches, will be taught under the supervision of experts.

The state board contemplates awarding one free scholarship to each county and three to Baltimore. Provision will also be made so that others who desire an education can attend the school and by moderate work cover their expenses.

THE BEREA COLLEGE CASE.

In 1904 the legislature of Kentucky enacted a law (Acts 1904, chap. 85, p. 181) making it "unlawful for any person, corporation, or association of persons to maintain or operate any college, school, or institution where persons of the white and negro races are both received as pupils for instruction." The law was contested by the authorities of Berea College, and the case was carried to the Supreme Court of the United States for final decision. The Supreme Court affirmed the decision of the court of appeals of Kentucky, that the right to teach white and negro children in a private school at the same time and place is not a property right, and that a corporation created by the State has no natural right to teach at all, but its right to teach is such as the State sees fit to give it. The State may withhold it altogether or qualify it.

NEGRO FARMERS' IMPROVEMENT SOCIETIES IN TEXAS.

In Texas there are nearly 500 negro farmers' improvement societies. These are made up from 15 to 50 neighbors, who form a society for mutual encouragement in buying land, improving homes, keeping yards and fences in order, cultivating gardens, getting better stock, raising hogs and chickens, helping to improve schools, educating their children, behaving well, and cultivating sociability. The members of these societies have begun to cooperate in business affairs, such as buying farm supplies, and later they aim to do the same in selling crops and produce. Anyone who tries honestly and perseveringly can organize a farmers' improvement society. (James H. Dillard.)

XXI. PROVISION FOR SPECIAL CLASSES OF

CHILDREN.

CONFERENCE ON THE CARE OF DEPENDENT CHILDREN.

On December 22, 1908, a request, signed by nine prominent men interested in the care of needy children, was directed to President Roosevelt, asking that a conference be called under his auspices, to meet in Washington in January, 1909, for the purpose of discussing and devising means of improving child-caring work in the country. In compliance with this request, the President three days later issued a call for a conference.

Invitations to attend the conference were extended to over 200 prominent workers, living in all parts of the United States. Among those invited were prominent pastors of Catholic and Protestant churches, Jewish rabbis, judges of juvenile and other courts, members of state boards of charities, educators, settlement workers, superintendents of orphan asylums and home-finding societies, and other leaders of this particular phase of philanthropic work.

Pursuant to the call, the conference met in Washington on January 25 and 26, 1909. Five sessions were held. President Roosevelt officiated as chairman of the conference, the vice-chairmen being Hon. Homer Folks, secretary of the New York State Charities Aid Association; Hon. Thomas M. Mulry, president of the St. Vincent de Paul Society of the United States; and Judge Julian W. Mack, expresident of the National Conference of Jewish Charities; and the secretary, Mr. James E. West, secretary of the National Child-Rescue League.

The conference devoted itself to a discussion of the nine propositions contained in the memorandum accompanying President Roose