houses. The Phelps-Stokes fund, which financed the investigation of negro education, continues to cooperate with the Bureau of Education. Its work has been the maintenance of an information bureau, giving expert advice to schools and keeping before the public the educational needs of the Negro.

The private and higher schools have had a very difficult year, because of the high cost of supplies, the difficulty of raising funds, and the loss of teachers and students who joined the military forces or went into some form of war work. The faculties of the strongest schools were heavily drawn on by the Government and other agencies seeking men for responsible positions. All schools with sufficient equipment cheerfully assumed the additional burden of training soldiers and giving special courses to students, in order to meet the needs of the Army. Cooperation between denominational and independent schools, public authorities and educational funds, has been furthered by a committee on Negro education appointed by the Commissioner of Education.

STATE SUPERVISORS.

At present 10 States, with the assistance of the General Education Board, maintain supervisors of Negro rural schools. Oklahoma and Florida are the only States with a considerable proportion of negroes that have no special supervisor. In Texas the supervisor is paid entirely by the State.

The work of the State supervisors may be briefly summarized under four heads: (1) The improvement of school facilities, by urging county superintendents and boards of education to extend school terms, pay better salaries, and provide better houses. (2) The development of county training schools, maintained by the counties with the help of the Slater fund. The first object of these schools is to train teachers for the rural schools. In offering some high-school work and industrial training, these schools are rendering a large service. (3) The improvement of teachers in service by conducting county institutes, and cooperating with State normal schools and summer schools conducted by private institutions. (4) The promotion of home-makers' clubs. In North Carolina and Mississippi the State supervisor has a colored man to assist him in his work. In North Carolina the salary of this assistant is paid by the State Colored Teachers' Association; in Mississippi it is paid by the State. The work of these assistants has been of great value.

JEANES INDUSTRIAL TEACHERS.

The following statement of the work of the Jeanes fund teachers, who are county industrial supervisors, is furnished by the director of the Jeanes fund:

The Jeanes fund, for the improvement of Negro rural schools, cooperated during the session ending June 30, 1918, with public school superintendents in 200 counties in 14 States.

The supervising industrial teachers, paid partly by the counties and partly by the Jeanes fund, visited regularly in these counties 5,717 country schools, making in all 20,903 visits and raising for purposes of school improvement $204,646. The total amount of salary paid to the supervising teachers was $65,182, of which the county school authorities paid $25,334 and the fund $39,848. The business of these traveling teachers, working under the direction of the county superintendent, is to introduce into the small country schools simple home industries; to give talks and lessons on sanitation, personal cleanliness, etc.; to encourage the improvement of schoolhouses and school grounds; and to conduct gardening clubs and other kinds of clubs for the betterment of the school and the neighborhood.

The table here given shows the extent of the work done by these teachers, and how it is financed:

Negro rural school fund, Jeanes Foundation, 1918-19.

Several of the State supervisors have found it wise to concentrate their efforts on counties where Jeancs teachers are at work. In Alabama, Kentucky, Louisiana, North Carolina, and Virginia there is a State supervising teacher. The work of the Jeanes teachers in Alabama is described in the following paragraph from the 1917 annual report of the department of education:

SUPERVISION OF SCHOOLS.

As an aid to the county superintendents and county boards of education charged with the supervision of all schools in their respective counties, it has been possible to place in 24 counties, through assistance from the Jeanes Foundation, 27 supervising industrial teachers, all of whom, with the exception of one man, are women with special training in industrial work. They supervise the elementary industrial training in the rural schools of the county, and assist in the general supervision of the Negro schools. The fact that in 1913 there were only 12 of these supervisors employed and that last year the number had increased to 27 shows the success with which these workers are meeting. There is a growing disposition on the part of the counties to bear

an increased proportion of the salaries of these workers, who have proved themselves to be of inestimable value to the school officials and people of their respective counties.

That State school officials have seen the value of the work done by the Jeanes supervisors is shown by the following quotation from the annual report of the superintendent of public instruction of Virginia, for the year 1916-17:

COLORED SUPERVISORS AND THE LESSON THEY TEACH.

Some of life's best lessons are taught by the simplest and most obvious illustrations, as in the case of the sluggard who was advised to observe the unrecognized ant; and so we may say that if any man will observe the work of the colored demonstrators or supervising teachers-men and women whose services have been almost thrust upon the State by private generosity-he can not hesitate for a moment in deciding what is the next step in the development of our work among the white children. These colored leaders have increased teachers' salaries; they have also lengthened the term and have brought into the schools so many new children that the taxpayer has found the per capita cost materially reduced.

COUNTY TRAINING SCHOOLS.

At present there are 77 of these institutions, and several others will be erected as soon as the abnormal price conditions of war times have passed. They are divided among the States as follows: Alabama, 11; Arkansas, 5; Florida, 1; Georgia, 5; Kentucky, 2; Maryland, 1; Louisiana, 4; Mississippi, 3; North Carolina, 14; South Carolina, 6; Tennessee, 6; Texas, 5; Virginia, 8. These schools are built and maintained by the combined efforts of the public-school authorities, the Slater fund, the colored people of the county, and the local white friends of Negro education. This quotation from the report of the superintendent of public instruction for North Carolina, 1915-16, shows the plan under which the county training schools are built and maintained:

The establishment of three county training schools was mentioned in my first biennial report. These began work in the fall of 1914 in the counties of Johnston, Pamlico, and Wake. These schools are established by the county boards of education on the recommendation of the county superintendents. Their main support is apportioned from public-school funds. Some aid for current expenses is given by the Slater fund, and the General Education Board has made donations for equipment.

The best statement I have seen of the need of such schools, their purpose, and the conditions for receiving outside financial aid is made by Dr. James H. Dillard, director of the Slater fund. It is as follows:

One of the greatest immediate needs is for even fairly competent teachers in the small public schools. The Slater fund has contributed much to the preparation of teachers, but in the past its contributions in this direction have been mainly to the larger and higher institutions. There is now great need for the preparation of teachers in a lower grade of advancement. The immediate conditions under which such work must be done may be far from ideal,

but the effort faces facts as they are. It is a fact that a very large majority of the teachers in the small rural schools for negroes have got what they have of education and training in their own or a neighboring county. Many superintendents are showing interest in the improvement of some central school in the county, which may serve the purpose of supplying a somewhat better grade of teachers.

Aid from the Slater fund is given on the following simple conditions: First. That the school property shall belong to the State or county, thus fixing the school as a part of the public-school system.

Second. That there shall be an appropriation of at least $750 from the public funds for maintenance.

Third. That the teaching shall be carried strictly and honestly through at least the eighth grade, including industrial work, and in the last year some training, however elementary, for the work of teaching.

Under these conditions the Slater fund has agreed to appropriate $500 for maintenance, and in the first year, where new buildings or repairs may be necessary, to aid in supplying these in cooperation with amounts raised from other sources.

The regular State public-school course of study is followed in all the schools through the seven elementary grades. In the eighth and ninth grades, where there is a ninth grade, the State high-school course is followed with negro history substituted in most cases for ancient history, simple teacher training, and industrial work for the classics. An effort is made to teach the simple home industries throughout the school. These consist of cooking, sewing, housekeeping, laundry work, gardening, manual training, and the like. Last spring several of the schools made fly screens and endeavored to get the people in the communities generally to use them. Very fine gardening work was done at the Method School.

Each of these schools receives annually $500 from the Slater fund for current expenses. The General Education Board gave $1,164 for industrial and other equipment for the three schools in 1914-15, and $3,160 for the same purposes for the five schools in operation in 1915-16.

One of the schools, Parmele, in Martin County, received $2,000 from the Phelps-Stokes fund in 1915 to aid in building. Three others received a total of $1,300 for the same purpose from the Slater fund in 1915-16.

All these appropriations were made to supplement local funds to be used for the purposes named.

At the Berry O'Kelly School, Wake County, a splendid new modern brick building is just being completed. When completed, the plant will cost more than $10,000. The Martin County school moved into a nice new brick building in 1915. Repairs and improvements have been made in the other three counties. Small, but satisfactory, industrial buildings were erected in Johnston, Pamlico, and Sampson Counties.

ROSENWALD SCHOOLS.

The following letter, sent to county superintendents in Georgia. by the supervisor in that State, explains how the Rosenwald fund is being used to promote the building of good schoolhouses for colored children:

To County Superintendents of Schools:

GENTLEMEN: The Rosenwald fund is available for assistance in constructing model colored school buildings, in cooperation with local communities and county authorities. This fund is offered for the purpose of encouraging the construction of modern model schoolhouses. Such houses will doubtless im

prove the kinds of residences of the people and tend to elevate the moral and civic ideals of the people.

It is insisted that good schoolhouses should be built in suitable places to be approved by the county boards of education, and should be built after an approved plan. It is further urged that the titles to public school property should be held by the county boards of education.

Small district schools, in the absence of natural barriers, should be consolidated, thus bringing two or more one-teacher schools into a larger one. Combining such communities, when it can be done, will create more enthusiasm and render available larger assistance in constructing schoolhouses.

It is useless to say that we, as friends and neighbors of the colored people, are and should be much interested in their schools and school buildings. The encouragement of the white people and school authorities is quite helpful in developing school pride and improvements.

Upon compliance with the following conditions, participation in the Rosenwald fund is possible:

1. The schoolhouse is to be for country children, and small towns may be interested.

2. From 2 to 5 acres of land are to be secured by the colored people, at a place approved by the school board, and the property is to be deeded to the board of education for colored school purposes.

3. The county superintendent, the patrons, and the undersigned are to agree upon a plan of building.

4. The superintendent of schools shall handle the funds and direct the construction of the building.

5. The community and county authorities must guarantee the completion and equipment of the building. The house shall be painted inside and outside with at least two coats of paint; each classroom must contain at least 20 lineal feet of good blackboard and have suitable desks for pupils and teacher; the building must contain at least two cloakrooms, a workroom, and a small kitchen. The smoke flues must be built from the ground.

6. Two closets, properly located, must be built.

7. It is understood that the school shall be run at least five months each year.

PROPOSITIONS.

For a one-teacher schoolhouse the community and county authorities must raise in cash, material, and labor, $750. The Rosenwald fund will contribute $400.

For a two-teacher house the community and county authorities will raise, as above, $1,000. The Rosenwald fund will give $500.

In cases of consolidation of two or more schools the Rosenwald fund will con

tribute more.

Any and all parties interested in this much-needed work will address the writer at Milner, Pike County, Ga.

Respectfully,

GEO. D. GODARD, Special Rural School Supervisor.

The Rosenwald fund is handled by the extension department of Tuskegee Institute. The table below, furnished by the institute, shows how the Rosenwald schools have been built and how they are divided between the several States: