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attractive homes, and stronger, nobler representative women. foundation demand for the thorough collego education of women. So imperative is this demand that if it were impossible for both the sons and the daughters to have the opportunity, and it could be given only to one, the best interests of humanity require, except in rare cases, that the daughters shall have the preference in this matter and be given thorough college education. So largely are business and politics absorbing the men that women must become the protectors of the higher intellectual interests in domestic life or the race will deteriorate.

Confusion of thought is the inevitable result of inaccuracy in the use of terms, so let us define what we mean by college education. With a reasonable degree of accuracy all educational work may be classified under four heads: Primary, secondary, collegiate and graduate, university or technical. The primary is addressed to the observational faculties, seeking to develop in them promptness and accuracy; the secondary leads up to and deals with the reflective faculties and causal relations. College education is not secondary education plus something. Its purpose, methods, and appliances are different and more comprehensive. It addresses itself to the discipline and development of every faculty of the intellectual, physical, and spiritual nature in their functional relations. Its object is a well-poised, resourceful, symmetrical personality. Graduate or university education is to train investigators and specialists along given lines.

There are radical differences between man and woman, their adaptations and the demands upon them-differences which contradict the suggestion of oneness and make them necessary to each other and their unity possible. Man's success in life, as it is now adjusted, is through persistence, by concentration and cumulative results. He must of necessity be a specialist, knowing all possible about something. Utility has no more withering characterization of a diffused man than "jack-of-alltrades, master of none." Woman's strength is in her versatility. Her occupation changes with every hour of the day. As wife, which is more than companion; as mother, which is more than teacher; as the spirit and inspiration of the home, determining its atmosphere; as furnishing new revelations of the meaning, beauty, and power of the gospel, enriching the church by her life and ministries; as the embodiment of the highest ideals, giving tone and strength to society, the demands upon her are varied, involved, and numberless. In all these and the various other places she is called to fill she needs to be resourceful and cultured and to have the mastery of herself at a moment's notice. She needs judgment, skill, taste, and tact, a nature enriched with varied and exact knowledge, beautified with culture, chaste and strong through discipline, lofty in ideal, and possessing the incomparable grace of unselfish ministry. Thus and thus only is she qualified for the throne and citadel of her queenly prerogative. All this is included in a symmetrical personality. To aid in the realization of this is the aim of a college education.

The higher education of woman has not yet passed out of its experimental stage. Her ability to receive the broadest, the most varied, and the most exact culture, the importance of thorough and advanced culture to her own best enjoyment, its influence upon the present and future of our civilization, and the necessity that hers especially shall be Christian culture are no longer questioned by intelligent AngloSaxons, but its scope and the methods by which and the conditions within which such training will realize the most practical results are still matters of controversy and experiment. The so-called "female college" was tried, but it is fast giving way to the larger requirements of the problem. It was a concession to the times, served a purpose, and marked an important advance. Coeducation was another experiment in this line. It seemed economical, for one institution would require less capital than two. An increase of students without a corresponding increase in the expense account promised well, and the girls were permitted, even invited, to go to the boys' school. But the problem demanded special and more serious consideration. "The question of education has always pointed back to that of vocation and destiny, for education is a process of preparation for an end." There is a deep-rooted feeling, opinion, or judgment-designate it as you please-that young women are not likely to realize the most desirable results in a college planned, organized, and administered for young men any more than one or a dozen young men turned into a woman's college among 300 or 400 young women could reasonably be expected to come out manly men, thoroughly equipped to meet the business demands of life.

That coeducation has not furnished a satisfactory solution to the problem is evidenced by the strong, high-grade, thoroughly equipped colleges for women which have been established at large expense within the past two or three decades, every one of which has had more applicants knocking at its doors than it could accommodate. This demand for the separate college education of women is assuming the characteristics of a movement among two classes in particular:

(1) The thoughtful young women of serious purpose who covet thorough preparation to meet the larger demands of life, recognizing the necessity of leisure and concentration to thorough culture, say that during those months of the few years

which should be devoted to acquiring an education they covet exemption from obtrusive opportunities for social life and full command of their time for study.

(2) The cultured well-to-do, who have social standing and know their daughters need and must have careful preparation to grace the positions awaiting them, are unwilling to place their daughters where they will be required to associate every day of the most impressible years of their lives with young men of whom they know nothing beyond the fact that they have about the same degree of immaturity. They expect their daughters to choose their companions, but protest that they should not be tempted to choose before their ideals are formed and their judgments somewhat matured.

The extent of this movement for the separate college education of women indicates that the colleges for women offer valuable facilities for meeting a felt and rapidly growing demand. According to the last report of the Commissioner of Education there are 36 young women seeking college education in the United States for every 100,000 of the population. Of these, 16.7 are in coeducational institutions and 19.3 in colleges for women. This is the more suggestive when we consider that a few years ago coeducation had the field almost exclusively to itself; that 284, or 90 per cent, of the colleges and universities for men now admit young women; that these institutions are widely scattered throughout the country and have a large local patronage of young women, who are among their students because their proximity secures a saving in cash outlay, homo residence, and parental supervision, but who would not go away from home to a coeducational college; while the colleges for women are of comparatively recent origin and remote from a large part of their constituency; yet, according to the latest statistics, of all young women seeking college education, 53.5 per cent are in colleges for women, with only 46.5 per cent in coeducational institutions.

In the colleges for women the young woman is not placed in competition with young men during that stage of her development when, for physical reasons, she is likely to be at a disadvantage.

Great is Love, and propinquity is her highpriest. In the colleges for women, during that sentimental age when young people are likely to be hero worshipers, young women are exempt from the undesirable excitements incident to daily competition with young men and from the temptation to attachments such as they would not form when they are more matured and have higher ideals.

With health conserved and the distractions of society and the abstractions of love removed, students in the colleges for women have most favorable conditions for study and the development of cultured womanliness.

If the relations of men and women are to be competitive, increasing "the restlessness, haste, and intense strain in all relations of life," and the outcome is to be the survival of the fittest, woman needs college training as well as man, and their training should be identical, though not necessarily together. If the relations between men and women are to be complementary and cooperative, if her highest function is not to be a weak imitation nor a brilliant substitute, but a helpmeet for man at his best, the college for women has an important and indisputablo mission.

Some are anxiously inquiring what results are realized by the colleges for women. Are their alumnæ healthy and capable? Does a fair percentage of them grace domestic life? Are they realizing the ideal? What are the facts and figures? These are legitimate questions, and satisfactory answers are at hand.

The higher education of woman is in its experimental stage. As in almost every advance movement, the vanguard who did the pioneer work were exceptional people, not to be gauged by the normal standards. Not so large a percentago of the earlier alumnæ have married as could be desired, but a larger percentage have done so than could have been reasonably expected.

In the colleges for women there has been an unjustifiable servility to the methods and requirements set in the colleges for men, and there has not been sufficient time for the development of a consistent individuality; but the evolution is progressing and evidences a strong formative principle. Woman is self-determining and she is leisurely solving the problem. The apologetic female college demonstrated the privilege and benefit to young women of being associated with themselves during their advanced student life, while the inexpensive coeducational experiment revealed that nothing short of the highest and most thorough standards can satisfy the demand. The end sought is determining the scope and the means best adapted to its realization. These later years are showing in the most advanced colleges for women an improvement of health during the student life, a conserving of that indescribable, charming, maidenly reserve, together with the development of the strength and grace of womanliness, which is full of promise.

It may be confidently asserted that he who is to inherit all that is worth possessing of the past and give luster to the future, the coming man whom all await, will not be a woman; but the man of the future, like the man of the present and the man

of the past, will be largely determined by the quality of womanliness characterizing the age which environs him.

The colleges for women, though only in their formative stage, offer exceptional advantages for the culture and development of womanly women, who, when they are united to manly men in wedded oneness, shall be the complement of their husbands, the joy of their children, the inspiration of society, the crown of their age, and the honored coadjutors of everything which makes for the glory of human progress.

ADDRESS OF BOOKER T. WASHINGTON.1

[Principal of the Tuskegee Normal and Industrial Institute, Tuskegee, Ala.]

Mr.. PRESIDENT AND GENTLEMEN OF THE BOARD OF DIRECTORS AND CITIZENS: One-third of the population of the South is of the negro race. No enterprise seeking the material, civil, or moral welfare of this section can disregard this clement of our population and reach the highest success. I but convey to you, Mr. President and Directors, the sentiment of the masses of my race when I say that in no way have the value and manhood of the American negro been more fittingly and generously recognized than by the managers of this magnificent Exposition at every stage of its progress. It is a recognition that will do more to cement the friendship of the two races than any occurrence since the dawn of our freedom.

Not only this, but the opportunity here afforded will awaken among us a new era of industrial progress. Ignorant and inexperienced, it is not strange that in the first years of our new life we began at the top instead of at the bottom, that a seat in Congress and the State legislature was more sought than real estate or industrial skill, that the political convention or stump speaking had more attractions than starting a dairy farm or truck garden.

A ship lost at sea for many days suddenly sighted a friendly vessel. From the mast of the unfortunate vessel was seen the signal: "Water, water; we die of thirst!" The answer from the friendly vessel at once came back: "Cast down your bucket where you are." A second time the signal, "Water, water; send us water!" ran up from the distressed vessel, and was answered: "Cast down your bucket where you are." And a third and fourth signal for water was answered: "Cast down your bucket where you are." The captain of the distressed vessel, at last heeding the injunction, cast down his bucket, and it came up full of fresh, sparkling water from the mouth of the Amazon River.

To those of my race who depend on bettering their condition in a foreign land, or who underestimate the importance of cultivating friendly relations with the Southern white man, who is their next-door neighbor, I would say, "Cast down your bucket where you are"-cast it down in making friends in every manly way of the people of all races by whom we are surrounded. Cast it down in agriculture, mechanics, in commerce, in domestic service, and in the professions. And in this connection it is well to bear in mind that whatever other sins the South may be called to bear, when it comes to business, pure and simple, it is in the South that the negro is given a man's chance in the commercial world, and in nothing is this Exposition more eloquent than in emphasizing this chance. Our greatest danger is that in the great leap from slavery to freedom we may overlook the fact that the masses of us are to live by the productions of our hands, and fail to keep in mind that we shall prosper in proportion as we learn to dignify and glorify common labor and put brains and skill into the common occupations of life; shall prosper in proportion as we learn to draw the line between the superficial and the substantial, the ornamental gewgaws of life and the useful. No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem. It is at the bottom of life we must begin and not at the top. Nor should we permit our grievances to overshadow our opportunities.

To those of the white race who look to the incoming of those of foreign birth and strange tongue and habits for the prosperity of the South, were I permitted, I would repeat what I say to my own race-"Cast down your bucket where you are." Cast it down among the 8,000,000 negroes whose habits you know, whose fidelity and love you have tested in days when to have proved treacherous meant the ruin of your firesides. Cast down your bucket among these people who have, without strikes and labor wars, tilled your fields, cleared your forests, builded your railroads and cities, and brought forth treasures from the bowels of the earth and helped make possible this magnificent representation of the progress of the South. Casting down your bucket among my people, helping and encouraging them as you are doing on these grounds, and to education of head, hand, and heart, you will find that they will buy your surplus land, make blossom the waste places in your fields, and run

Delivered at the opening of the Atlanta Cotton States and International Exposition, September 18, 1895.

your factories. While doing this, you can be sure in the future, as in the past, that you and your families will be surrounded by the most patient, faithful, law-abiding, and unresentful people that the world has seen. As we have proved our loyalty to you in the past, in nursing your children, watching by the sick bed of your mothers and fathers, and often following them with tear-dimmed eyes to their graves, so in the future in our humble way we shall stand by you with a devotion that no foreigner can approach, ready to lay down our lives, if need be, in defense of yours, interlacing our industrial, commercial, civil, and religious life with yours in a way that shall make the interests of both races one. In all things that are purely social we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress.

There is no defense or security for any of us except in the highest intelligence and development of all. If any where there are efforts tending to curtail the fullest growth of the negro, let these efforts be turned into stimulating, encouraging, and making him the most useful and intelligent citizen. Effort or means so invested will pay a thousand per cent interest. These efforts will be twice blessed-"blessing him that gives and him that takes."

There is no escape through law of man or God from the inevitable:

The laws of changeless justice bind,
Oppressor with oppressed;

And close as sin and suffering joined,
We march to fate abreast.

Nearly sixteen millions of hands will aid you in pulling the load upward, or they will pull against you the load downward. We shall constitute one-third and more of the ignorance and crime of the South, or one-third of its intelligence and progress; we shall contribute one-third to the business and industrial prosperity of the South, or we shall prove a veritable body of death, stagnating, depressing, retarding every effort to advance the body politic.

Gentlemen of the Exposition, as we present to you our humble effort at an exhibition of our progress, you must not expect overmuch. Starting thirty years ago with ownership here and there in a few quilts, and pumpkins, and chickens (gathered from miscellaneous sources), remember the path that has led from these to the inventions and production of agricultural implements, buggies, steam engines, newspapers, books, statuary, carving, paintings, the management of drug stores and banks, has not been trodden without contact with thorns and thistles. While we take pride in what we exhibit as a result of our independent efforts, we do not for a moment forget that our part in this exhibition would fall far short of your expectations but for the constant help that has come to our educational life, not only from the Southern States, but especially from Northern philanthropists, who have made their gifts a constant stream of blessing and encouragement.

The wisest among my race understand that the agitation of questions of social equality is the extremest folly, and that progress in the enjoyment of all the privileges that will come to us must be the result of severe and constant struggle rather than of artificial forcing. No race that has anything to contribute to the markets of the world is long in any degree ostracized. It is important and right that all privileges of the law be ours, but it is vastly more important that we be prepared for the exercise of these privileges. The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an opera house. In conclusion, may I repeat that nothing in thirty years has given us more hope and encouragement and drawn us so near to you of the white race as this opportunity offered by the Exposition? And here bending, as it were, over the altar that represents the results of the struggles of your race and mine, both starting practically empty handed three decades ago, I pledge that in your effort to work out the great and intricate problem which God has laid at the doors of the South, you shall have at all times the patient, sympathetic help of my race; only let this be constantly in mind, that while from representations in these buildings of the product of field, of forest, of mine, of factory, letters, and art much good will come, yet far above and beyond material benefits will be that higher good that, let us pray God, will come in a blotting out of sectional differences and racial animosities and suspicions, in a determination to administer absolute justice, in a willing obedience among all classes to the mandates of the law. This, this coupled with our material prosperity, will bring into our beloved South a new heaven and a new earth.

CHAPTER XLIV.

ENGLISH METHODS OF TEACHING AMERICAN HISTORY.

It is of interest for us to know how the history of the American Revolution is taught among other English-speaking peoples, especially in Great Britain. Extracts are presented herewith from twenty-four books of English history used in the schools of the lower grades, usually from the second to the seventh standard. These histories were collected by Mr. Samuel Plimsoll, late M. P. for Derby, and well known for his philanthropic efforts in behalf of sailors. He was instrumental in securing the passage of laws (1871, 1873, 1875, and 1876) regulating the loading of vessels, and in recognition of these services, the point beyond which certain boats can not be legally loaded is known in all British ports as "Plimsoll's line."

Mr. Plimsoll has recently entered upon a serious effort to promote good feeling between the United States and England, and in pursuance of this purpose has begun an inquiry into the method and spirit of history teaching in the elementary schools of the two countries. The English school histories here considered were collected without any discrimination as to those that were favorable or unfavorable, and no effort to sift them has been made in this compilation.

The frequent repetition in almost the same words will be found to be due to the fact that extracts are sometimes made from the successive volumes of the same series. [From Our Kings and Queens: A reading book in history. Book IV. London. Thomas Nelson & Sons. 1893. 16. pp. 239. The Royal England Readers Series.]

A quarrel now began between our colonies in America and the Government at home. An attempt was made to force the Americans to pay taxes on tea and other articles carried into the country. This they refused to do. When several ships, containing taxed tea sent from England, arrived in Boston Harbor, some of the people, dressed as red Indians, went on board and threw it into the water. The Government sent out soldiers to force the Americans to pay taxes, and war began which went on for nearly eight years. The Americans raised an army to defend themselves. Their leader was George Washington. Then they declared themselves independent of Great Britain, and formed a union of thirteen States under the name of the United States of America. In 1783 the war ended and a treaty was made, in which Great Britain had to agree that the United States should be a separate country. Since then the colonists, or Americans, have governed themselves. They have no king or queen at their head. Instead of a monarch they choose one of their chief men, who is called the President, to be at the head of the Government. The first President was George Washington.

[From the United Kingdom. James I to date. Book VI. London. Thomas Nelson & Sons. 1892. 160. pp. 268. The Royal England Readers Series.]

The seven years' war left North America in British hands. Now began a quarrel with our American colonies which caused most of them to separate from the mother country. The Government at home claimed the right of taxing them without their

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