PROCEEDINGS.

TUESDAY MORNING, JULY 24TH, 1894.Association opened with prayer by Rev. W.A. Alexander of Baltimore. Mr. George B. Murphy then introduced speakers of the hour: 1st speaker, Mr. F.C. Latrobe. Mayor of Baltimore, said he was here to extend municipal welcome to teachers, was glad we had come to Baltimore and thought we would receive the cordial greeting characteristic of Maryland. Our city is rapidly becoming one of the great educational centers. We have here a young school, but one enjoying a high reputation. The John Hopkins University, Baltimore, was fortunate in receiving such large gifts and two large donations by a respected citizen before death, while yet in the full enjoyment of health--Mr. Enoch Pratt gave a free library. No city has done more for public education than Baltimore. In many states, city schools are under state rule. Baltimore has entire control of its system, and those acquainted know it to be good. We make no difference between any classes, we have a high school for whites and a high school for colored, a normal training school for whites and one for the colored. We have a law that the colored teacher who graduates from the high school shall be employed in our schools. I was gratified to see the advancement that has been made and take occassion to say that the addresses in the colored high school were equal to any delivered in any of the schools. In my judgment republican institutions are dependent on the liberal education of the children of the community, they must be prepared for duties that are to come, and no better preparation or no other preparation can be given. In a large city like Baltimore a very few people can pay for the education of their children--it therefore becomes the duty of the state to provide education, and the recipients should not be embarrassed, it's a debt due to them by the city. I'm glad to see so many people here interested, thousands here are interested in your work, many of the people are absent from the city or they would be here to day. I'm sure that Mr. Morris, President of the School Board would be here. This is pay day at city hall and unless the Mayor is there to give his signature many people would crowd the hall to get their money. I welcome you to the city hall and will take pleasure in having you shown over the building.

The next speaker introduced--A.W. Wayman, Bishop A.M.E. Church, who thought his time would come last, by looking over the programme, he thought when an important case was before the court the best counsel came last. I'm following the Mayor of the city, I shall therefore say I welcome you to the Monumental city, one of the grandest cities in the union. It's a little strange that Maryland has produced some of the grandest men of the race, we welcome you to our parks, and public places, to our homes and our tables.

Next Prof. Joseph N. Lockeman, Morgan College, being introduced said:--to properly represent the cause of education is a task, there are a great many mistakes to be corrected, many erroneous notions, we thank you for holding this session among us, as we believe it will stir up a tide of endeavor. As a 00077member of the Maryland Association, I welcome you, not as an orator; we are trying to do the same work as yourself, we are sure of carrying away many thoughts.

Next, Rev. Harvey Johnson. D.D., Pastor North Street Baptist Church, said, I thought I had been excused. I was on the local committee and told them I was to do nothing but make arrangements. You've been welcomed to the city and it only remains for me to welcome you here to this church. I've told my people of the importance of this meeting and this evening we want to refresh all the delegates.

Next, E.J. Waring, first colored member of the Baltimore bar, said, that Bishop Wayman had said that in the trial of a great case we put the ablest speaker last, and I am called upon to close a case represented by a Bishop and Mayor of the metropolis of the South, I am glad always to be among teachers. I was once a teacher myself. I belong to a family that has furnished nineteen teachers. We appreciate the work in which you are engaged. It's true that this is a great educational centre, but only for whites as yet--only recently we could get certificates for graduates of our children from high schools. We have a member of the school board who said Negro teachers were a failure. I was struck with those words because I knew that the good work done was contrary to this statement. I knew teachers could not deny this, nor the politicians. I thought I could deny this, and I wrote a note, stating that if he would go to Detroit, District of Columbia, Cleveland, Oberlin, Columbus, he would find colored teachers teaching not only colored, but white children. His Honor the mayor was wrong in quoting the law which refers to schools to be established, but they do not establish any, but in annexes. I want you here to encourage our young people to give the higher ideas of instruction, make them feel that teaching is the noblest calling of life, a profession, to vindicate to that member of the school board that we are not failures and that is why I am here. I welcome you all here, your meeting will do good, it will show that we are doing much good. I believe none of your sessions will do more good than the one you are to hold in the monumental city.

Next, Prof. James M. Gregory introduced as president, addressed the Association as follows:--Response of Prof. James M. Gregory, President of the Association. His Honor the Mayor and Gentlemen:

Speaking for myself personally and for the association of which I have the honor to be president, I thank you for the cordial welcome with which you greet us at this the opening session of our educational congress in this the monumental city, populous, attractive, wealthy, a city famous for its generous hospitality to strangers.

The subject of education is one of universal interest. Men everywhere believe in it. They may differ as to the best method which should be employed in training the faculties of the mind, but they agree in the fundamental truth that education of some kind is necessary for the proper development and highest good of the child.

It cannot be successfully contradicted that where ever have been established, common schools they have proved a blessing to all classes of the people, the poor as well as the rich. Athens became the university city of the ancient world largely from the fact that in Attica schools were open to all classes of the citizens.

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Upon examination of the progress made in the public school systems of the world, and a comparison of the results obtained, it will be found that here in our free America common schools have made the fullest and most complete development. This has been accomplished under a system not copied from that of any other country but one which has grown out of our peculiar situation adapted to the needs and requirements of our youth. Fortunately for us we are realizing with every year of our national existence that this great country with its many states and millions of people requires that its citizens be intelligent and virtuous in order that our institutions may remain free and secure.

There is no danger of running to extremes in the education of our mixed population. They will not become too enlightened. Nay let us rather cherish our common school system as an important and glorious inheritance, believing that with the schools firmly established in every section of the republic the state must be advanced and the people continue to remain strong and powerful.

There is one truth which I wish to impress upon this audience--that it is the universal experience of those who have charge of educational affairs that the enactment of statutes creating schools, comprehensive though these laws may be, the building of school houses furnished with every modern equipment, the appointment of school officers even the most competent and efficient, cannot secure the prompt and regular attendance of children, cannot make the schools what they ought to be without the co-operation of parents. It is a truth which must be admitted that the strength of the school system is in the habits of the people. We therefore urge parents to assist superintendents and teachers in order that the best educational results may be obtained in the schools.

Baltimore because of its population, its central location, its railway facilities and water connections which are to be increased by the proposed scheme to open a more direct communication with the sea, will in the near future be second to no city on the Atlantic coast. Already this city is a great center of learning, and I am sure that colored citizens will take equal pride with white citizens in whatever honors and distinctions await it because by the laws of the country and of the state we are of one citizenship having common interests. But I must not detain you. Other gentlemen are present who will respond to your kind and encouraging words and whom it is now my pleasure to introduce to you.

Next, E.A. Johnson, Secretary, represented Dr. Saunders in a short address on education in the South.

Next, Rev. Isaac Clark. Theological Seminary, Washington, D.C., said, it was not his intention to send out men from the Seminary who could teach men how to praise God and not pay their neighbors, but to teach them philosophy that would keep them away from their neighbors henroost, not to see the celestial city above so much but tidy homes and greater comfort; those who have come into more easy adjustment to God, will come near to their fellow men, in seeking men to fit men for heaven, we want men to fit men for the present life, the best welcome we can give is to fit us for more and better work hereafter.

Prof. Yates, Kansas City, Mo., representing Prof. I.E. Page, of Jefferson City, Mo., said, It's Page you want to hear, but you find nobody to fill his place. You say the West, the great Mississippi Valley that feeds Baltimore with everything, but devil crabs, you have them. I was pleased with the 00099speech of the Mayor, but especially pleased with Waring, wish you could have heard him rap the people of the School Board. I do not understand why you cannot have your own teachers. We are not troubled about what they do, but what they say. If a man says we shall not go, I will go, the insinuation that the Negro has been a failure is the cause of the trouble. Man said in the West, Mr. Yates, we have little hope for your race, as long as you have such creatures as that, I saw a white man soon and said to this man that as long as your race has that kind of people in it, I have little hope for it. Put men and women in line with salaries of $250 per month and they will show the capability of the Negro. If we are to demonstrate we must resort to all arguments even the reductio ad absurdum. What are we doing out West? We have Missouri fifth in population and St. Louis about the size of Baltimore, sometime ago sent out for Negro teachers and Negroes came and took examinations and took it till whites have gotten tired. We have in St. Louis one of the Warings at the head. I remember Bishop Wayman came out and our churches were too small, and we gave him a hearing in Court's Opera House, and there he poured forth to 3000 people the most eloquent, the most logical sermon I ever heard and that came from East Shore Maryland. The Bishop didn't expect to have me plaster it on that way. We ought to have a man speak on some subject at John Hopkins and demonstrate to those fellows up there what the Negro can do. I can find as much welcome as any other member, I've been over your city. As to that chicken when we set a gun for a chicken thief, we catch a man from Scandinavia or some foreign country--not a Negro out our way.

Next, Rev. C.N. Grandison, said, we had been welcomed by Mayor and Bishop Wayman but he always felt welcome in a Southern city--he knew its hospitality. He was born in Virginia, raised in North Carolina and educated in Georgia, might have been born in Maryland if he had been mind to. He thought teaching as important as the ministry, the colored teacher has more to do than the white teacher. 25 years ago we had no homes, home implies woman, mother, wife queen in home, trained in all arts of the house wife--word here comes from word meaning Saxon place to lie down. Colored men have been sold never to be heard from again. We must teach Negro political liberty. God never elevated a slave people, where God can get people to rather die than be slaves, he will make a people of them. Saxon can think, think consecutively, always thought, Saxon boy said I'm thinking and wouldn't go to work until he had thought it out. He thought it out, and out of his brain came a locomotive that goes through serpentine curves at 40 miles per hour. I do not think that blackmen need only common english, he needs trades. Saxon studies history and blackman must traverse same path that the white man travels, he must be taught all things. If there is any case and honor in other things I want it. Next thing Saxon wants is liberty, don't teach them incendiarism, we have never made an outrage upon them, we suffer from that now, we are discriminated against, we get opportunity and the doors of mills and factories are shut in our face, they give education and then tell us to chase dishes around the table. We must teach that colored men are qualified to fill all positions. I would rather men of my own race would teach my children than white man who is not in sympathy. Personality of a teacher is much in the school room, man who holds that all I need is to be a good servant is not fit to teach me. Whites have come to the South and identified themselves in the South and thus do good work. 001010You get all you deserve in Baltimore. Agitate till you make things hot. Let republicans go to the duce until we get this thing straight. White men does some work in the South, 20,000 colored men are coming in contact with their own race. I've been to Shaw, Atlanta, Clark and others, seen Negro teachers teaching. Negro boy dissecting all the Philosophers, seen him walk the starry heavens with Shelton and Locke, sitting under the tree with Newton, with Spencer and Huxley. Can a white man do any more? A failure! the Negro teacher a failure!! Yes, he fails to get the chance to teach himself, fails to get the opportunity. The white man will let no black man teach his boy. God grant when we get up as high as the white man we will never have his injustice.

Next, Mrs. Harper, was surprised to find that she had been called upon after that great speech of Grandison at whose feet she would bow. I saw only one woman on the programme--said the chairman, at Mt. Holly the programme had too much girly. I was born here. Years ago if I had dared to come here, some of you know of the discouragements. In Maryland there is a place my mother's gave, all this world could not give us a second mother. Years ago I might have been arrested for coming to my mother's grave. When Maryland became free I was glad, may the land of my birth be blessed with the love of a slave.AFTERNOON SESSION.--2 o'clock.

On motion the following committees were appointed:

On Nomination of Officers, Revs. S.R Hughes, I.L Thomas, Miss Mary E. Britton, Prof. W.W. Yates, J.E. Camper.

On Time and Place of Meeting, Drs. J.H.N. Waring, H.T. Johnson, Prof. G.H. Grisham, Misses N.B. Groomes, Carrie E. Coleman.

On Resolutions, Messrs. G.B. Murphy, G.W. Gwinn, E.J. Waring, Rev E.A. Johnson, of Washington.

Paper by Prof. G.N. Grisham, Kansas City, Mo., subject, "Environment." Discussed by Rev. John F. Brown, who took opposite side of the question.

While I'm proud of the language, I differ with the paper, we seek too much after others than God. (see paper second chapter.)

Prof. W.W. Yates, said he thought we were discussing environment, but when we get behind the altar there was no answer. I must confess some skepticism on the subject. I don't think every man is born equal, (not with opportunity,) but in the sentiment of Jefferson, "That all men are endowed," &, if one man has a pint cup full and is doing his best, if another has a bushel, he's going on, but when we get to that class of men who have no measurement, viewed from the loftiest peaks, those men can be set aside in a class of their own. What has made these differences? What has made us a Shakespeare, does he spring out from the common people or does he spring out from special stock? Some say that Shakespeare did not write Shakespeare. Greatest reason that Bacon did not write Shakespeare, is that Shakespeare was not Bacon--"'Twas impossible for Bacon to make such a slip in his English." Seems that one exception to the law invalidates the whole law of environment. If you place man in certain conditions whether on the 36th or the 001111100th parallel he will make out of an illbred savage a man doing just as well as others in power to control self and be a man, in all the senses. I see no reason why the argument of heredity does not need stronger support.

Mrs. F.E W. Harper, thirty years ago, we were in another era; to know how to make a home out of a place, to separate degradation from goodness, we need as a race to have mothers, to see the point of heredity, as mothers we want to know what heredity is. We have a race in America, the Jews, that have a great regard for this doctrine, they slew men rather than have daughters marry out of the family, the Jews are not criminals, in 117 years, Jews gave ten murderers to the country, is this not owing partly to heredity and partly to environment. If we want to build up the race we must teach women not to ally themselves to men of bad character, men of dishonor and bad character. Mothers and daughters say, "I will never lay foundation of my home over the reeling life of a drunkard. "I would sooner take a ship in the hands of a man who can't steer in a storm." I heard of a man once who served seven years for a wife, then the old man gave him the wrong woman. Teach your daughter to say, "I bring you character and I want the same in return." Teachers all over the country study these great truths and build up a race that will contrast with the old sad class.

Prof. W.H.H. Moore, called--absent.

Paper by Mrs. Anna R.H. Miller, subject:--"Is a Knowledge of Psychology Necessary to Successful Teaching." (see paper second chapter.)

Discussed by Dr. J.H.N. Waring, who said it was little amusing to hear us talking of psychology as a few years ago we were thought only competent to study the spelling book. We can lay it down as a rule that a teacher should learn from his pupils how to teach them. No parent governs all his children alike. No teacher ever taught a pupil anything. We may surround them with movements that they can absorb for themselves I would turn you all to the study of psychology and the best book I know is the child himself, from him you will learn all about him.

Mr. John H. Brown, said, he must offer in the place of psychology (who understands it?) the work of God, let us get down to it, if the child is expansive we know what he is. A broad brow indicates music and art. Moses handed down to us characters and those characters stand for the same thing to day, if the bottom is to be found. Look at the child if he has long haed he's proud, but when I look and see philo progenetiveness sticking out behind his head, I know his disposition and must accept it. Take all of the parts of the child's head and analyze it and you will understand yourself and child too.

Prof. Grisham said, it was a most important subject to teachers, some who knew all about psychology are failures. College Professors who know these things are born failures. Teachers who never open a book are the best teachers? Why is this these green girls know so much? Order in presensation of studies does concern every teacher. Order is determined by psychology, how shall I reach that child? I study his motions that lead to action or inaction. Discipline and order are different, order a discipline favorable to study--Order makes method, discipline character, creating activity, make child study, so place work as to make him desire to 001212study. Individuals who succeed without psychology are students of the child, if you can't study books, study the child. Books don't give all, don't have all theory and no practice. I would say let every teacher study books on psychology and the child. Said he had just as leave get on a smoke house and try to get the size of hams in it, as to size up what is in a man's head by the bumps on it.

Mr. Foster, said, the two papers on "Heredity and Psychology" came together. Christ said, "We must become as children," civilization has begun in the lower courses of rivers. Socrates was said to have brought philosophy down from stars, I don't think he did. I've been listening to hear kindergarten mentioned--those schools are necessary to colored people. Pestalozzi gave the proper instruction by telling child how to find out things for himself, it is a new discovery to him and he enjoys it. Study the child. A Catholic divine said, if he could get the child at five years old, it would always be a good catholic. Many colored children are in alleys without proper food, clothing and other means of education. Same is true of whites and schools are being established in Boston and other cities. Child should be sent to kindergarten school when he is three years old to learn those things which should be profitable to them. I was glad to see the 14th and 19th century position of these subjects put on opposite planes,

Miss M.E. Harper, I don't think a great many people see the expression of the mind through the body. I don't mean Delsarte, physical culture, I mean the body to be the expression of the soul. I saw a school where children were sitting in all kinds of positions no good feelings were expressed. We want the body to express the view that we are in the world for just the same as other people. We need to teach these things in the school. But in coming centuries we are going to have this culture expressed in our faces for our souls.

EVENING SESSION.Opened with prayer by Dr. Isaac Clark. Song by the choir of the church. Mr. George Murphy read a letter from Prof. Lockeman inviting the Association to visit Morgan College.

The Faculty of Morgan College extend a cordial invitation to the Association to visit the institution, corner Fulton and Edmondson Avenues on Friday, 27th inst., when the building will be open, and at such other times as visitors and friends may find it convenient to do so.James H. Lockeman, Resident Teacher.

Letter from Dr. Beard stating that he could not be present:

New York, N.Y., July 12th, 1894.Prof James M. Gregory,Howard University,Washington, D.C,Dear Sir and Brother:--When I accepted your kind invitation to read a paper upon the Mission of the College on Tuesday, July 24th at the American Association of 001313Educators of Colored Youth, I expected to be in the country and perform the duty, which would likewise have been a great pleasure. I had collated my notes on the subject and was hoping to be present and share in the interesting sessions, but I find myself now quite unexpectedly taking passage for Europe and expect to sail on the 14th, so that when the time for my appointment would come I shall be in France. I am truly sorry but I really cannot help it. Yours very sincerely,A.F. Beard.

Prof. Kelley Miller, said, primary and secondary education were the classes the war raged around, and college education; many discredited higher education,--some the mission of college,--some charge bigotry. It's said no man can be a fool until he has learned latin. So no man can be a fool until he has read latin. Bacon tells of man who went to shoot rabbits, man said: ecce muta que que ne, and all the rabbits ran off, so people go off when you repeat words above them, can't go shooting in Virginia without shooting a Professor. It becomes our institutions to keep down the degrees to the people who merit them. Many claim that the industrial schools will be left out in the mad rush to get to the college. About one college student to 14,000, so there is no danger that even the grog shops will be emptied to supply the college. Whites have one in 1,000 in college. Some say college student is educated above his people. We speak of higher education, but it is better to say deeper education. It's a mistake to say higher education. I look upon college as the central seal of authority, in all business we must have some authority, and this is the college. Enthusiasm gathers around the college, we need to plant seeds of intelligence and acquaint the growth of the race with the civilization of Rome and Greece. No people can equal this civilization. Many decry the study of the dead languages--this is a mistake, they are dead, but they still live. Another use of college is to produce leaders, if any race needs leaders we do. If we take history of any country we find many men who have come up through experience, but in quieter times when judgment is needed we want the wisdom of college men. Men who have come up through schools are not socialistic. I do not believe you will find many college men in Coxey's army or following the rash leadership of Debs. The college should demand the sympathy of the whole race. When men appreciate this, the college will be doing its proper work. The college will not fulfill its mission till the race has been brought to a full height of enlightenment.

Discussion of Subject, Prof. Gregory, said, that property was valuable near colleges--In Massachusetts and Nashville, the population had changed, these boys and girls who had graduated from the colleges, had married and formed new homes. Baltimore said your mayor this a.m., is becoming a great educational centre. Morgan College will do a great good here and in a few years there will be a great change in the educational condition of the race. We were all pleased to know that John Hopkins knows no color, education is not white, it is not black, it belongs to both alike. So this Association has its mission of arousing enthusiasm among the people.

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Rev. C.N. Grandison, said, the college would do for the black man the same it would do for the white man--all blessings of civilization flow from the college. They tell me I am an American but I am not certain about it, but if I'm accused of a crime and come before a white jury its a foregone conclusion that I'm guilty, (a voice, yes, they will lynch you too)--Grandison replied, "And lynch you before being found guilty." So we are not equal, but I know of one republic where we are equal, that is the republic of letters, when man has that sweep of vision with which the human mind may be conversant there is no white man can say he has what the black man has not, there is no color in thought, when I can read as much greek as he can, they can't say I have not got it. A John Hopkins Professor says: a colored child can go along with a white child for a certain time but after a while the white child leaves him. It's a part of God's plan that one race should not know what the other is doing, God, did not tell Pharoah what Moses was doing, else Pharoah would have killed him. So the Negro is getting what will hurt white men in the future. Colored men are learning to write books. The mission of college lifts us up to the republic of letters, when we get there we can't say we haven't got it. Don't be satisfied with any superficial high school education, but there's room at the top.--Give man the right kind of education, he will certainly succeed. Whites have everything, banks, railroads, stocks while we sing. " You may have all the world but give us Jesus."

Mr. E.J. Waring said enthusiasm is a good thing and when we discuss primary education the enthusiasm is necessary, so when we discuss high school education and common school education, let us throw aside enthusiasm and take a common sense view, the speaker spoke of the republic of letters, but we are in the republic of the United States, if there is no bread and meat there, no water, we can't live. We are so constituted that individuals differ, take 100 individuals. Some could go through the alphabet, some common schools, some the high school, some academical, and a very limited number would reach the college. So when we rise in favor of the college we must not say every boy and girl must seek collegiate education--they do not want it, they do not need it. Eloquently did Prof. Miller say that in times of action we need men not of the college, but in the halls of congress, we need college men. Our people must be taught right. Tell them that where there is a member of the family with good health and desires the college to let him go, but if another boy thinks the grammar school is sufficient to let him go there. Mr. President the strongest proof of the intellectual quality of the race is shown in the colleges where blacks and whites go together, and show the whites what they can do. I have followed this with detail. Here in Baltimore a colored man took the prize, in Yale colored man took $100 prize. Peter H. Clark's daughter did the same, there are many places where this work is done that we do not know of, it's thrown us into the arena with gladiators and they have come out of the contest with renown, long live these colleges of co education.

Prof. Miller was given three minutes to close, said: one suggestion against Waring who said in republic of letters there was no air, but no springs like the springs of intelligence no air like the air of intelligence, let the boy with moderate brains learn theology and the better brains go to colleges 001515and take professions. Many men in ministry haven't sufficient brains to make a good shoemaker, but there are good men in the ministry and colleges were at first made for them. We must wait till we make men who are the equals of the whites, neither are our poets or philosophers respected in Europe or America. One hundred years ago an Englishman, said, America had not produced a poet, said we must exist as long as England before she made a Shakespeare, as France before she produced a Racine, or as Greece before she made a Socrates.

Prof. Grisham, of Kansas City, Mo., said, I take the position that we must not suspend judgement, it is not a question of suspending judgment but looking at the conditions. Greece surpasses modern Europe, because the conditions are not the same, so Americans are behind Europeans, but in America we have the ability. Who did not feel ashamed of America at the Exposition last year? What has America been doing? Been engaged in money making. When America has learned to sit still then she will produce art, and the poor Negro has just found his brain. Philadelphia is honoring a Negro painter by putting Negro art in her gallerie:.

Dr. Johnson, editor Christian Recorder, said, I have no burden to deliver. I am interested in this subject, don't feel just satisfied in differing in view with speakers in the main, but my skepticism is aroused by two speakers. An insinuation against the ministry will be turned over to a professional representative of that class, if any people need race homage it is the pulpit. Our ministry needs favorable comment, I take issue with conservatism in college matters that we must remain supine till we reach a definite position. In opposition to that view I state without fear of criticism that the college is to the Negro to day as it has been to all other races. Colleges have done more for humanity than any other work outside of the church of God. We are indebted to them for all we have--take the Bible, the greatest blessing we enjoy. Colleges gave us the Bible, they will not have accomplished their mission till some Negro, some Afro-American can revise and reconstruct it, especially where the Negro is concerned. If you are alive to the situation you know that the Bible has been the occassion of many mistakes with reference to the race. One of the sunday school exegesists says, Negro is not conclusively the product of Ham, that the Negro has no relation with him, that should be reviewed; and where all reference to the Negro has been made. The song of Solomon, says "Look not upon me because I am black, for I'm black but comely." So in every reference to our race prejudice comes in. We can never have the true respect for the Bible until we can revise these terms of prejudice. Some Negroes must go into Philosophy and language and reform these things. All reforms have been started by college men. Luther and his co-adjutors were men of great learning--this is true of the church. Methodism is indebted to Wesley, Whitfield to Oxford. I look forward to the time when much of the skepticism must be vanished before the light that is to come, these men will come, we have much to encourage us, Some of us are in the dark when making unwarranted statements. Don't know what we are doing in science, art and letters, this meeting is no doubt a surprise. I am encouraged by the colleges to see our short comings--they are only the beginning of better times.

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Motion of Dr. Waring endorsed branch bill to distributeunclaimed bounty, referred to committee.

Letter from I.G. Penn on gathering statistics read and approved by vote of Association.

D.B. Williams discussed paper of Miss Chase, "Educational Science" was as well established as medicine, law, theology, and mathematics, but science of education embraces all the means necessary to make a good man and woman--We assure that man has a soul sensibility, with chosen powers, put these facts together, and used, one power to adopt these faculties to one another--Makes harmony in body and soul.

Dr. J.H. Brown said the brain is the seat of thought and any system of education not in accord with this view is a failure, without regard to phrenology. Phrenology says brain has organs peculiar to themselves. We speak of faculties, but what is a faculty? They don't name any faculty, to teach. We must know this. I can't feel anything in my cranium but I know the thought is going on. We don't think with our lives, lungs or heart.-- The point with education is the brain accompanied organs? Teaching should be based on the seat of the power of thought.

Rev. Grandison could not assent to the doctrine that certain bumps controled the will and the soul. He thought it absurd and men who followed Fowler and Gill were advocates of this doctrine.

AFTERNOON SESSION.

Opened with prayer by Rev. Harvey Johnson.

Report of committee on Time and Place of meeting, adopted.

The committee prefers the meeting place at London, Eng., and we recommend the appointment of a committee of fifteen persons, who are contagiously located, with powers to act and if the place be not agreed upon, the committee shall have power to make arrangements, and call the meeting at another place.

Very Respectfully Submitted,J.H.N. WARING, C.N. GRANDISON,H.T. JOHNSON, C.L COLEMAN,Committee.N.B. GROOMS, Secretary,

On motion of Dr. J.H. Johnson, Association asked members of the Association to write their names on paper and hand it in to the Secretary.

I. Garland Penn read paper on Statistics--(see paper second, chapter) Time was extended by motion of W.W. Yates. Motion of thanks to Prof. I. Garland Penn for the paper offered by Dr. J.H. Johnson and carried.

Dr. Grandison suggested that the matter of reference to the M.E. would strike out the compliments to the South.

Dr. J.H. Johnson said he thought the paper very good, but the paper was odius in referring to the North's discriminating against colored teachers.

Mr. Penn said he had no intention of discriminating between the sections.

R.E. Toomey defended Mr. Penn's paper, said the kind of courtesy in Penn's paper was the kind to win the South, he thought the South ought to be encouraged, the North has done well and as the South grows better we must encourage her.

001717

Dr. Grandison said he didn't want to contend, but the matter was objectionable to him, said South put negroes in the schools because of objections to social equality, and made a thrust at the North for putting whites at the head of Negro schools.

Motion to close discussion failed. Motion of Mr. E.J. Waring to appoint committee of three to report next a.m. for considering the paper and eliminating objection. Carried.

Dr. J. II. Waring, Supervising Principal Public Schools, Washington, D.C., read paper. Subject, "New Departure in Primary School Work." (See chapter No. 2.)

Mr. Jno. T. Morris, President Baltimore School Board, came forward and spoke, said he regretted not being at the opening session, but it would have given him no more pleasure than to be here now. He was present this a.m. and enjoyed the discussion and papers. At our meeting in Chattauqua were six standard young men and women. They all go there to get knowledge from the great men there.

I found white and colored seeking for knowledge and all going down to learn of the professors. There were many from Chicago, Boston and other places. If I had been here at the opening I should have taken pleasure in giving you a warm welcome.

This work is an elegant work accomplishing as much as any of the learned professions. I trust you will work hard to make the best of it. I confess that some harsh things were said at the opening of your session, and think those who undertook to malign those in the government make a mistake, to say the least. There are no politics in the Board of Education in the city of Baltimore. The teachers are appointed in this city without regard to religion or politics. I regret that some have said bad things about the school board of Baltimore. You are not responsible for what some one not a member says. I have seen an opening here in education. The same privileges are given to both races. There are those here who know that in the contest between white and colored teachers we would not always get competent men. I know there is such a sentiment. We were compelled to appoint white teachers because we had no others. It is not a question of politics, but a question of fitness. I am proud of Douglass, who, in his address to the graduating class, said nothing about politics, but advised us on things good for us in education. I offered a resolution protesting against recommending teachers on political grounds. I recall that some one has remarked if I recall correctly what I read in morning papers, that there had been no effort for building on part of the school board. This is not true. Before I went away I selected two school sites together with our mayor. I know of the good work of the high schools, and just as fast as we can we will give these places to the colored applicants.

W.W. Yates asked if employment is limited to home talent. Answer. That examinations are open to the world.

E.J. Waring asked if the Werner statute didn't read "in all schools hereafter to be established?" Yes, said Mr. Morris; I don't look on it as in Venice, but to see men as they are. I can prove that a member of the board said that Negroes were not competent. Mr. Morris has not denied this.

I say now if you will change the law from the high school down through, you will have no trouble finding teachers. If the school board will reppeal this law to read on and after now you will get numbers of teachers.

Resolution by Mr. Waring on mixed schools referred to Committee on Resolutions, Prof. Kelly Miller, Mrs. A.H.R. Miller, Rev. C.N. Grandison.

001818

WEDNESDAY, JULY 25, 1894.--MORNING SESSION.Opened with prayer by Rev. , of Sharp Street M.E. Church, where meeting was held.

Committee on Officers reported as follows: (See chapter No. 2.)

Mayor F.C. Latrobe and Bishop A.W. Wayman elected honorary members of the Association.

The question of whether or not the Association should hold its next session in London, was then discussed.

Dr. James H.N. Waring made pertinent remarks in regard to going abroad for the purpose of getting the work of the Association before the English speaking people. London was proposed. Dr. Waring spoke of the importance of securing a given number who might be able to go. The probable cost he said would be about $200 a piece.

Rev. Dr. Grandison substituted the word commission which would give power to act so that if after careful canvass it should be impracticable to go to London, it might then appoint some place in the United States. Fifty persons were named as the lowest number, and it was hoped by the committee that 100 persons would attend the meeting in London. The purpose of going to London was emphatically stated by Dr. Grandison to show to the people of the world that our cause is just in contending for equal rights of citizenship.

Rev. Dr. Thomas urged the necessity of going abroad for the purpose of appealing to the lands of the earth where color and prejudice is unknown.

Prof. Gregory, President of the Association, related an interview he had held with two English gentlemen who gave him great encouragement to hold meetings of the Association in London. These gentlemen assured him if arrangements could be made to send best material he could make openings for meetings beginning at London.

Doctor, Grandison said, I think time is ripe for making impression upon the English people. We know that England has contributed much money for education of colored people. I konw of no substantial proof of our appreciation of their gifts. Very few educated men have gone abroad. If we go abroad and show those people what we are doing in our high schools, colleges and grammar schools, it would help us and it would be a happy thing to us, if sufficient number go they are certain to see and know what all are if we all go to London. I know that the going there will do us all much good; on the other hand these is an expense account. It will take at least $200. No one who expects to go can do so for less than $200. $200 will be needed to settle the point. It will take at least $200. Some one has said it wont take so much, but the point is if we want to go, the sense of this body is needed. We want to know how many people will go.

Dr. Grandison favored going to London, thought it would settle the race question in America to have our difficulties discussed in Great London. Several members expressed the same idea.

President Gregory said he had communicated with several leading Englishmen, and one Mr. Leach was very much interested and guaranteed accommodation for fifty delegates.

Motion by Mr. Penn that resolution be adopted. Motion seconded by R.E. Toomey, who favored the resolution.

Motion by Mr. Grandison that regular order be dispensed with, voted down and regular programme taken up.

Paper by Miss E.A. Chase, Washington, D.C. Subject, "History and Science of Teaching." (See chapter No. 2.)

Miss Mary E. Britton, Lexington, Ky., opened the discussion with a paper. (See chapter No. 2.)

001919

EVENING SESSION.Meeting opened with prayer by Dr. L.J. Coppin.

Report of committee on "Address to the Public." (See reports of committees.) Mr. Kelly Miller objected to that part of report referring to Baltimore schools. Prof. D.B. Williams read a paper, "Vital Doctrines to be Inculcated Among the People by Colored Educators." (See chapter No. 2.)

Dr. Grandison commended paper except in one place, i.e. where ruling element of American people treat me as a patriot it is time for me to talk patriotism. All America teaches me to hate her. White man has flag that has beat me and mine, a flag bedewed by tears of sorrow, a flag that refuses to give compensation. Tell me I must bow to that flag when I can't teach my children, nor ride in first-class places. A German anarchist can be accommodated, an Italian or one who can't speak English coming in steerage passage and a borrowed suit of clothes can be accommodated in preference to Douglass and Murray and great Negroes who stand well!

Mr. Brown expressed surprise at Rev. Grandison's remarks. We have same right as any other man to be patriotic. We shed first blood here by Attucks.

Prof. E.E. Smith approved the paper in emphasizing nobility of toil. Some think that education raises them above work. The paper was against that. Work is honorable. Some boys go to school expecting to come back and live without work. Some of them come back and wear $10 bonnets on a two dollar head.

Mr. Kelly Miller asked if the gentleman would accept a place on the streets of Baltimore. Mr. Smith said if he was in Baltimore without a friend or any money that he would accept a place on the streets to get money to go home. (Applause.)

Mr. Yates said Negro always responded for duty and why need to fawn over a few efforts for us. The Constitution was a compromise. Crispus Attucks was not a Negro, but an Indian and white man mixed.

Mr. Miller said better send these men back to the grass-hopper State when they come here to teach us. Grandison was not a socialist, but an anarchist. Mr. Grandison said he was not an anarchist, but disliked the oppression of the flag. Is not the Constitution responsible for this treatment, and the Supreme Court for the Jim Crow car law? Compromise necessary to adjust these differences--American government gives him all his privileges--if not for flag he would be in Africa eating cocoanuts, said Miller.

Professor D.B. Williams said he was sorry to have to defend the paper; sorry Rev. Grandison did not hold dear these principles in contrast to socialism and anarchism. Penn advocated patriotism, and that was why I loved him. He was sorry Rev. Grandison would not honor the country. We need not be told about blood hounds and the lash. There are new things and new principles now in vogue. On vote not one in twenty would agree not to honor the country. Grandison helped issue by talking about slavery, and dodged the question of teaching Negroes to love their country.

Paper by Rev. S.R. Hughes for Mr. Bowen. (See chapter No. 2.) Discussed by Rev. J.L. Thomas, said men made a mistake by putting ministry in the rear, we need educated ministry.

Mr. Grandison thought he ought to defend the ministry against the assaults of Mr. Kelly Miller last evening. Said to say that God called poor men was to say God did not know what he was doing. Bishop of Canterberry led the crusade for magna charta and ministers were in the forefront of many battles. When the teachers have done what ministers have then they can talk. Close up churches and he would not give a bagatelle for life in Baltimore.

Mr. Kelly Miller said the gentleman's argument was sound (sarcasm) but he has spoken much, and we hope to be benefitted by his silence.

002020

Much is made of my saying moderate men need study theology. I believe that good men should study ministry. In old times we had good men without equipment, but now we have no excuse to enter the ministry without preparation. No man will defend the ministry quicker than I. Some accuse us of being voluble and flippant. In language of Homer I would say that he (Grandison) is flippant and glib of tongue.

Prof. R.R. Wright. Prof. J.H. Johnston and Mrs. F.J. Coppin appointed committee to visit exhibit in colored high school of Baltimore.

EVENING SESSION, JULY 26, 1894.

(The morning and afternoon session of this day were given to the Author's Association.)

Madison Street Presbyterian Church. Session opened with prayer by Rev. Moore, of Liberia, Africa. Music by the choir. Communication from Mr. Benj. Weaver presenting gavel containing 30 pieces of wood. Resolution by Prof. Yates, who said no better time could be sought to present gavel as there was evidence of a need for it: Resolution adopted.

Committee on resolutions containing address to public reported. (See report.)

Rev. Alexander thought we had no right to lay down a color line principle, no color should be introduced into education. It was a threat yesterday that the brethren would act on the resolution to-night, and coming after charges made on school board it was out of place.

Mr. E.J. Waring rose to question of personal privilege concerning charges against Mr. Werner and Mr. Morris. He read Mr. Werner's words, then read ancient files of same and got a paper containing language of Mr. Werner.

Motion to take up unfinished business after regular order was lost. Programme taken up and Prof. B.O. Bird, Princess Anne, Md., read a paper. Subject. "What the Preparatory School is Expected to Accomplish." (See chapter No. 2.)

Mrs. Fannie Jackson Coppin was then introduced and spoke on the subject of industrial education. She stated that America had borrowed her ideas of industrial schools from Europe. Men of America had thought about this plan but couldn't see how the work-shops could be brought into the school room, and it was not till the Prussian System was seen did the Philadelphia schools take up the work. Models were brought from St. Petersburg such as could be seen in the high schools of Baltimore. The American workshops are filled with imported workmen because America has so few industrial schools. It is easier to get a colored boy into a lawyer's office than into a blacksmith shop. Education of the present day teaches what to see and what not to see. When we get enough colored men of trades we can control and the unions will admit colored men when they find it necessary.

Motion by J.H. Brown to give vote of thanks to Mrs. Coppin. Seconded by Prof. E.E. Smith. Carried.

Mr. Toomey said industrial education was the bone and sinew of the paper. Prof. E.E. Smith said the address was complete. Mr. Kelly Miller said that inasmuch as the subject of industrial education was out of order he moved that the discussion be closed and taken up the day following. Motion prevailed.

Rev. Alexander said he was opposed to the resolution to make public the Baltimore school question. He had floor by consent of President Resolution caters to sentiment and instructed the people that they must act with that sentiment. I don't think we ought to do so. I have the credit of getting colored teachers in school, we must not go to England and say to them that we are yielding to sentiment. If we pass the resolution it will be construed as favoring the opposite position in this city. I don't want any reputation and don't want to be a partner in any such sentiment. We have no right to invite you here and have you pass such 002121a resolution as we must fight hereafter, but the king has said it must go, (meaning Waring) and I oppose it.

Mr. Kelly Miller spoke in opposition, said resolution had no reference to Baltimore.

J.H. Brown put himself on record for the resolution, said yesterday he fought it but as it was general now he was for it; he wanted colored teachers in Baltimore. Resolution reaches all the country.

E.J. Waring said he was no king, but a plain citizen of Baltimore, and would get a crown above if he followed Alexander. He thought resolutions alright; said he thought gentlemen didn't mean it.

E.A. Johnson offered amendment that word "public" be placed before the word "school." Amendment carried unanimously.

W.W. Yates said resolution caters to public sentiment, and he objected. Said too much compromise caused the civil war.

Mr. Brown said he fought for colored teachers, but said last part of resolution reflected on this body in saying after twenty-five or thirty years we want to draw color line after working against it. Resolution says we don't want mixed schools, when we have them in Pennsylvania and other places. Colored teachers in mixed schools are teaching in Harrisburg and West Chester.

Lawyer Hawkins said he opposed the resolution and thought we ought to have the best teachers without regard to color. Some places employ people all season because they are colored.

Rev. Thomas said white race was not so anxious to get to us as we to them; thought the resolution good.

Prof. Lockeman said he thought we were making question narrow; favored first resolution but opposed the second, but didn't want school maintained for teachers. We are contending for privileges, but must be consistent.

Mr. Miller said we must be broad, as the ultimatum would be doing away with all color, and we must be consistent. The resolution was double-barreled and we would get as much without resolutions as with them.

Rev. Hughes said there was separation enough; separate cars, hotels, &, and now ask for separate schools. We don't want colored teachers with no brains. If white man can teach me the heavens I will not set under an ignorant Negro; in all give me the best scholar. Resolution should be modified anyhow. In some places preference makes mixed schools as in states allowing it. Must not be governed by sentiment, as sentiment of South made us ride in Jim Crow cars, and Baltimore sentiment refuses us accommodation and yet we must in these resolutions yield to sentiment. I am opposed to the resolution. Motion to table by Hughes. Meeting adjourned without further action on the resolution.

FRIDAY, JULY 27, 1894-MORNING SESSION.Meeting opened with prayer by Elder Jno. W. Brown.

Committee, through Prof. J.H. Johnston, submitted report of Committee on address to the public. (See Chapter No. 2.) President thought that the part of the address referring to colored teachers in colored schools should be left out. Rev. Grandison said he thought we were inconsistent in allowing this clause to stand, as a resolution was not adopted last night, meaning the same thing. Prof. Toomey thought the clause ought to stand. Address to public adopted with the clause excluded.

Committee on Examination of Exhibit reported through Prof. J.H. Johnston. Report adopted. President stated that Howard University had appropriated $100.00 to make exhibit, and he hoped other schools would help hereafter.

Prof. Toomey reported on paper of Statistician. (See Chapter No. 2.)

Resolution asking for colored teachers in Public Schools, as last matter considered 002222on adjournment the night before was called for by C.N. Grandison, who asked how many whites wanted Negroes to teach their children. None of them wanted a Negro to teach his child. The spirit he would inculcate would be to fix Negro's place in society. Have mixed schools and your girls, though educated, would be forced out of school. Miss A.H.R. Miller said she was in favor of competent teachers, irrespective of color. Moved that sentiment of convention be expressed in favor of mixing schools throughout the U.S. by E.J. Waring. He said he wanted to know what teachers wanted. to see if they were afraid of mixing schools and churches. Prof. D.B. Williams said it would be foolish to advocate mixed schools in Virginia--He and others would lose their places. He favored colored teachers for colored schools. Rev. Alexander said there was no desire to do schools any good, but to settle who was on top in Baltimore's fight, it was so understood by the people of Baltimore, and offered a substitute for the whole by referring the whole thing to the Board of Managers. Motion to lay on table was carried. On motion it was referred to a committee, consisting of J.H. Johnston, Bishop Wayman, Dr. Grandison, Prof. R.R. Wright, and Mrs. F.E. Harper. Bishop Wayman said honorary members could not serve on the committee. President thought they could in this body, and carried later. (See Chapter II.)

Resolution was introduced by Rev. Alexander on lynch law. Mr. Hawkins asked that Miss wells be endorsed, as she was the foremost exponent of opposition to this lynch law, and was doing much against this evil. Dr. Harvey Johnson said he did not know where we were at. Said a week ago he heard a resolution discussed here to endorse Miss Wells, and could not see how the resolution could be opposed now. President ruled Rev. H. Johnson out of order, as resolution was withdrawn at this point.

Resolution by I.G. Penn endorsing idea of separate exhibit at Atlanta, Ga., referred to Messrs. Smith, Penn, and Miss Britton, committee.

Mr. W.A. Hunton read paper in place of D. Webster Davis who could not be present to give his paper. Subject: Young Men's Christian Association as a Factor in Education. (See Chapter No. 2). Rev. W.A. Alexander said the paper deserved much attention. Young men engaged in this work are among the best; the Associations were doing an excellent work. He went in a restaurant in Baltimore and on examination found it was a bar-room. He was taken out by a Y.M.C.A. man to a dining room of this society. Every little city has all sorts of places but christian places. I say, in the name of good and everything good, we ought to put ourselves into this work. Rev. Brown said he was early associated with Mr. Hunton, and that we had plenty of ladies but they could not find good husbands on account of the condition of young men--due to bad institutions. It our best men don't come together we will lack all the best virtues in our people continually. God intended that we should have pleasure, we are made so and we must have it, we go into study and spread out our souls, we go to the baseball field to stretch our limbs, we enjoy all these things as christians. Mrs. F.E.W. Harper said Christian Associations should have lessons on Physiology and everything necessary to build up strong characters. God didn't make two things--whiskey and sin, made many things she wouldn't touch with a pair of tongs, made serpents but she wouldn't put a rattle snake around her neck. She favors women being admitted to Y.M.C.A.'s good women are as worthy of Associations certainly as bad ones. Dr. J.H. Brown said powers of mind were worthy of highest consideration, he had lived in the realms of christianity, he thought there were several realms, moral, intellectual, physical, we are verging onto the complex in differentiation of thought. The Y.M.C.A. Association was doing a good work, but if men and women were so bad as to go into these bad places he would go after them. Morality and religion are not the same. (Mrs. Harper said can you have one without the other?) Reply, Yes. Rev. Grandison asked if he made a distinction between religion and ethics. Said he thought both distinct. Rev. Grandison said, If a man conformed to ethics would he be a christian? Answer, Yes. Mr. Brown objected to statement in paper that 60 per cent. of the convention had some education. Said if it could not stand 002323on a higher plane, the Y.M.C.A. was no good. He favored the Y.M.C. Associations. On motion discussion closed with remarks of Mr. Hunton, who wrote a paper to conform to 20 minutes. Said Y.M.C.A. has an underlying feature, personal work. Regular order called for.

Paper by Prof. E.A. Johnson, who asked to be excused from reading paper, owing to lateness of the hour. Dr. E.E. Smith said that Prof. Johnson should not be excused, as he knew he had something rich. Mrs. Harper asked for the paper. Miss Washington asked that the paper be read. On motion the paper was read. (See Chapter No. 2.) Paper discussed. W.W. Yates, Kansas City, Mo., said Baneroft said slavery was not divine and we should not feel slavery as a badge of contempt as all races have been slaves. All men given same condition will arise with similar culture. Prof. Johnson gave facts and figures that can't be disputed. Slavery did imbrute our nature and both races were dragged down in slavery, the slave race especially. If not the bad influence of slavery by what authority do we see so many colors? Man who says my mother was not virtuous goes down. Mrs. Sheldon went to Africa, went to and met all the Negroes of the world, and came back alright. (Great applause.) Slavery influenced language; don't object, as the white man has got some of the Negro melody of language. You can tell with your eyes shut whether Mississippi or Massachusetts is talking, because a southerner's language is modified by contact with the Negro. "All history is a lie" says Hume, and so iar as he is concerned all is a lie about the Negro, and it would be hard to prove that the Negro exists except as a menial. White history says all great Negroes are enforced with Saxon blood. Ingalls says that the greatest man in the world (Douglass) was enforced by his Saxon blood. PreAdamites say that the Negro has no relation with Ham, simply an inferior creature, way back, way back, to Huxley's missing link, but it is incontrovertible that he is a pre-Adamite and therefore did not fall. It is questionable whether he can fall. Mr. Winchell says it may be possible for those pre-Adamites to get to heaven. Chinese, Esquimaux, Negroes, Australians, pre-Adamites, what have they done? They govern larger population than all the world, and besides they have governed longer than any other countries. Furnished gunpowder, printing, and everything worthy of perpetuality, and if Pre-Adamites can do this they amount to something. Winchell, as to Negro, himself, says Negro has accomplish nothing except Fred Douglass. He is expected by by reason of his Saxon blood. Mingo tribe in Africa is moral, virtuous and brave, and says it is a serious question whether they are Negroes, and if they are, they are exceptions. One exception invalidates the whole. Let us come home. The A.M.E. Church is manned by Negro brain, virtue and forethought. If the Negro is incapable of managing his own affairs, here is a Negro organization with credit and honor, managed by Negroes. We should have Negro art in our homes--referred to pictures of Allen and Payne on either side of pulpit. Schools should be decorated with such men as Blyden, Douglass, Price and others, rather than with a pale face that knows not how it got it, but it has it. Don't teach Negro to hate a white man, if he was Chinese he'd be proud of it. If Indian, if white man or if Negro he is proud of it. We must spur our race to properly teach itself. The white child looks into the text books, what does he see-something that corresponds with himself; but the Negro sees no such thing, but bad representations as in Puck. Colored mothers buy blue eyed dolls for their children; she is not to blame, for she thinks it absurd to see anything looking like itself. Chinese buy Chinese dolls. Often sees right black child with right white baby, (doll baby I mean.) Read paper which he said was a logical consequence of his remarks. See chapter No. 2.

Resolution by W. Ashbie Hawkins on Miss Wells. Adopted, committee reported on Atlanta Exposition. Adopted.

Motion by Rev. C.N. Grandison that the committee on rules be appointed to meet next year. E.E. Smith, D.B. Williams, C.N. Grandison committee on rules appointed. Chairman was granted privilege of appointing committee on management and going to London through press. Motion by Rev. S.R. Hughes to appoint railroad secretary to fix rates of transportation. Rev. S.R. Hughes appointed. Motion to adjourn put and carried.

CHAPTER II

REPORTS, RESOLUTIONS, &.REPORT OF COMMITTEE ON PAPER OF PROF. I. GARLAND PENN, STATISTICIAN.To the American Association of Education of Colored Youth:

We, the undersigned, beg leave to report and say that we have striven conscientiously to perform the duty assigned us, in consequence of which we recommend that the innuendo or matters touching upon the personal affairs of the M.E. Church be expunged, and that the otherwise excellent report of the statistician remain intact.Respectfully submitted,C.N. GRANDISON, Chairman.I. GARLAND PENN.R.E. TOOMEY, Secretary.ADDRESS TO THE PUBLIC.To the American Association of Educators of Colored Youth:

Your committee submit the following report upon the "Address to the Public:"

The evident tendency of our age is toward greater union and co-operation of all individuals having a common interest and aim in life. We, therefore, are pleased to announce to the public that the first five years of life of this Association have been successful years, and the exchange of views upon educational topics has resulted in mutual good to all its members. The Association has grown from a small committee of the alumni of Howard University to a vast and powerful organization having representative teachers from every section of our country. We wish to keep clearly before the mind of the public our objects and hopes.

Our aims are broad: namely the harmony of action and advancement of interests of all those engaged in the education of colored youth. We wish to express our gratification at the progress of all educational institutions during the past year. Although it has been a year of great hardships and business depressions, yet all of our schools show a steady growth and full attendance. There are now in round numbers 1,500,000 pupils in our colored public schools, taught by 25,000 colored teachers of recognized ability.

There are 1,000 colored youths in our colleges, and they are found in every first-class college or university in America. Many of these as well as numerous white college students, are taught by colored professors. There are about 1,200 students in our professional schools, of whom the greater part are theological students, a smaller number medical, and a still smaller number law students.

The greatest advance of the year has been in the increased recognition of the demands of the colored children of the South for public school facilities. Last year over $10,000,000 was appropriated from State treasuries. We would not forget to emphasize our confidence in the higher training of our people, now carried on, not only in the twenty-one colleges established for their especial benefit, but in all the best colleges and universities in our land. The rapid increase of facilities for lower or primary training results in a greater demand for advanced knowledge, as it should.

002525

There is no immediate danger of over-crowding the higher walks of the literary life of our race, and we would welcome every opportunity for higher education offered to colored students. There is at present a demand for well trained colored men in nearly every department of activity, but especially to teach in our own colleges. In this connection the American Association disclaims any desire to push colored men to the front in colleges or other places of trust and honor, simply because they are colored, but because they are qualified, and we challenge contradiction to the statement that there can now be found perfectly well qualified teachers for all of the colored primary schools and for most of the higher positions in the universities and professional schools.* We believe that not enough attention is given to kindergarten methods and schools by colored teachers, and we recommend the establishment of free kindergartens in connection with our public school system in all large cities as well as in villages where it is practicable. There is a danger, which we recognize, of young men and women who choose the profession of teaching, desiring to start at the top, and they must frequently come down. Now not enough of our race see the necessity of beginning with the babe in education and learning the best methods of instructing very small children.

There is a crying need for funds in the hands of trustworthy men to start kindergarten schools among the colored children, especially in the crowded cities, where the home-life of the child is not what we could wish.

We, therefore, emphasize the great needs of the colored children for increased facilities in every department of education, and solicit from the public that hearty support which the cause so much needs just now.

And finally, we wish to remind the colored people generally that their educational advancement lies with themselves. That we are now acquiring wealth in many sections of the country, and the added resources bring with it added responsibility for the support of colored schools. In spite of these advances, there are yet over a million children of school age unprovided for. We also would call attention to the great lack of skilled laborers among the colored population. This has resulted from the prejudice against the colored mechanic, and a failure of many workmen to get work at their trade, also to the fact that colored apprentices are almost unknown. Our industrial schools are largely supplying the lack, but not fast enough, and we bespeak from the public a more hearty support of those institutions that train the hand and the head together.

Many people believe that the colored people have an unusual talent for music; and it cannot be denied that the peculiar melodies of the uneducated Negro have been found very pleasing and taking. It has been brought to our notice, however, that many parents conceiving their children to be endowed with an extraordinary amount of this general vocal talent, make it an excuse for curtailing their literary studies. This is deplorable! No science requires broader culture, or finer intellectual grasp, not only to interpret but to understand it, than music. The musician should, therefore, have all the systematic and rigorous training the literary schools afford.

We recommend to teachers everywhere that they cultivate singing in their schools--intelligent singing--that they attempt to awaken in the breasts of their pupils more than a mere sensuous enjoyment of music, which, outside of Christianity, is the most refining influence in the civilized world; and that above all, they cultivate in them a desire for thoughtfulness. Dr. Dvorak has called the attention of the entire musical world to us and to the possibilities of our music. In our plantation melodies, he sees the only hope of an American school of music; and why should not the American Meyerbeer be of African descent?

There have been but few large givers from among the colored men of wealth, but the poorer people, through the channels of their denominations, have given quite liberally for educational purposes. We wish therefore, to appeal to the more wealthy colored men to found scholarships, to endow professorships, and to start institutions of learning in some branch that will make for them monuments more lasting than brass. The most honored names among the Anglo-Saxons are 002626those who have done most for their fellow men. So it will be among us.RICHARD FOSTER, Chairman,S.R. HUGHES,H.T. JOHNSON,J.H. JOHNSTON.

REPORT OF COMMITTEE ON EDUCATIONAL EXHIBIT.

The committee reports with much gratification the exhibit of the colored manual training school of Baltimore, established Sept. 5, 1892; considering that this school has only been in operation two years and considering the difficulty of establishing industrial work we think the exhibit very creditable to pupils and teachers. Carpentry, wood carving, smithing, drawing and wheel-wrighting form an admirable basis for a training that is of the utmost importance to the colored youth of the country. It is of the highest importance that the academic studies should be pursued at the same time as the manual training. The papers in arithmetic, algebra, geometry, physics, physiology, and geography show creditable advancement in these studies.

That a business course is especially necessary for the success of our youth who do not get this training as many others do growing up in banks, stores and railroad offices. The committee notes with pleasure the exhibit of the high school in double-entry book-keeping.

The neat and legible penmanship of the eighth grade and high school. We found much else that was praiseworthy in the work of the high school, but time does not permit us to mention each study.

The work of Lincoln High School, of Kansas City, shows commendable progress in elementary drawing. The papers in chemistry, physics, zoology and physiology in clearness of statement and in accurate delineation are very commendable. Plain and solid geometry and algebra through quadratics can be spoken of in the highest terms. The Latin and German are not behind the others. The committee is glad to see that political economy is studied in the Lincoln High School as well as in the Baltimore High School.

In the country where the youth of to-day are to be the voters of the next, it is highly important that they should become acquainted with those principles regulating commercial intercourses which they may have to decide upon in the legislation of the country at any time. How many of those now engaged in arranging a tariff for the country ever studied these questions in school or college? The rights of labor and capital, too, ought to be taken by every student in a manual school, he would then be prepared to judge intelligently when these questions meet him in the work-shop or labor union.

We are glad to see that map drawing is taken in connection with history, also that especial attention has been given to the history of our own country in the high school of Baltimore.

The committee was aided very much in the investigation of the work of the primary departments by a written statement of the plan of teaching pursued. We were then able to determine how far the children had succeeded in getting the training which the teacher sought to give. Papers in spelling, language, arithmetic, and geography show very careful and creditable work on the part of the pupils. It is impossible to look critically at every paper, but a cursory investigation of them in many different subjects has not disclosed a single misspelled word nor a single blotted paper. Patience and painstaking in a high degree must have been exercised by all teachers, but especially by the primary teachers.

Any exhibit of primary work would be incomplete without the specimens of sewing, drawing and paper folding, because these show especially the training 002727which the hand and the eye have received, and so far as we have been enabled to investigate the work in these studies it is like that in the higher classes, very satisfactory.

Princess Anne makes a very creditable display of her pupils in the work of carpentry, smithing, shoemaking, and other leather work. We understand that Princess Anne also teaches the important branch of scientific agriculture. We hope that the success already attained may encourage her to bring on some specimens of farm products another year. The scientific farmer is a blessing to the country and far more apt to gain independence of character than the hangers-on in the cities.

HOWARD UNIVERSITY.

Howard University takes the lead in the variety of her exhibits in manual training and scientific departments. The exhibit in mathematical and mechanical drawings are creditable, and is as it ought to be from objects. The specimens of elementary work in carpentry are creditable. Quite a good specimen of a steamship by one of its ambitious students gives good promise of a future ship builder. Useful and practical work in the tin shop is noticed. Printing, perhaps the greatest of all arts, is conspicuous by its specimens of printed music which any of our music stores would consider well done. The specimens of sewing, art needle work and dress-making all done by hand are of the most finished character, reflecting credit upon the students and their teachers. We note with pleasure some fine specimens of photography in which the college grounds and buildings are exhibited. Quite a selection of well bound books represent the book bindery department.

The committee feels deprived of the privilege in not having the time to speak specifically of the display which Howard makes of its facilities for teaching science, as shown in the chemical and natural history division. Surely Howard University is a well rounded institution. She shows excellence from her work shops through her whole curriculum, to her doctors of medicine and interpreters of law. If the committee has omitted to give praise where praise is due it is simply from a want of time. The whole exhibit is of the most encouraging character from the primary department to the highest, and give fine promise of what will yet be accomplished as time advances and opportunities increase.

The thanks of the committee are due for the courteous assistance of Messrs. Samuel Morsell and J.F. Gregory.Respectfully submitted,F.J. COPPIN,R.R. WRIGHT,J.H. JOHNSTON.Adopted.

REPORT OF THE COMMITTEE ON SCHOOLS.

We, your committee on schools, beg leave to report as follows:1st. Resolved, That it is the sense of this Association that where there are separate colored public schools, in the appointment of teachers for such schools the preference should be given to efficient colored teachers.

2d. That where there are mixed schools there should be no discrimination in the appointment of teachers for such schools solely on the ground of color, and that all applicants should be tried by the same rules and judged by the same standards.J.H. JOHNSTON,A.W. WAYMAN,FRANCES E.W. HARPER,C.N. GRANDISON.Adopted.

RESOLUTION ON MISS IDA B. WELLS.

Resolved. That the American Association of Educators of Colored Youth have heard with great pleasure of the noble work that has been done in England by Miss Ida B. Wells in the interest of humanity and right, and that we most heartily endorse and commend the righteous cause so nobly represented by her to the influence and sympathy of all good citizens everywhere.

Resolved. That we condemn the efforts of the Southern press, and of certain individuals, white and black, to destroy the effect of her work by traducing her character, as a cowardly and unworthy attack upon a virtuous, high-minded woman by those who cannot answer her arguments.W. ASHBIE HAWKINS.Adopted.

RESOLUTION ON ATLANTA EXPOSITION.

Whereas there is to be held in the city of Atlanta a National Exposition, in 1895, and whereas some of the leading newspapers of the country, North and South, endorse the idea of the appointment of colored commissioners looking to a creditable exhibit from the colored people of the United States.

Resolved. That we endorse the idea and urge such appointment, assuring the managers of the exposition that such appointment means a creditable exhibit worthy of the progress of the race at the exposition.Submitted,I. GARLAND PENN.

We recommend the passage of the Resolution.(Signed) E.E. SMITH,MARY E. BRITTON,I.G. PENN.Adopted.

RESOLUTION ON LYNCH LAW.

Whereas lynch law and other methods of mob violence, as now practiced in the United States, are a disgrace and a menace to our American system of government, therefore,

Resolved. That we, the American Association of Educators of Colored Youth, deplore and condemn this state of things, and pledge ourselves to do what we can to crystalize a public sentiment which shall enforce civil law and protect the lives and property of all classes of citizens.W.M. ALEXANDER.Adopted.

RESOLUTION ASKING AID IN GATHERING STATISTICS BYI.G. PENN.BALTIMORE, MD., July 24, 1894.Whereas the gathering of statistics relating to the educational progress of the Negro race is an important feature of this Association,

Whereas it is desired that such statistics as may emanate from this Association be correct in every detail,

Whereas the correctness of such figures depends largely upon the promptness with which replies are made to queries sent out by our statistical representative, therefore,

Resolved, That corresponding secretaries of associations and societies, auditors of states, superintendents of states, superintendents of cities and counties, presidents, 002929principals and secretaries of institutions of learning be and are hereby kindly urged to give response to the inquiries of our statistical representative as the necessities demand, giving him as near as possible any and all information in their power bearing on the statistical information desired by this Association.

Resolved, That we request corresponding presidents of colleges to forward our representative catalogues and documents such as will give information annually on the educational progress of the race.

Resolved, That a committee be appointed to determine the kind and character of statistics which shall be collected and collated for this Association that our representative may have an intelligent idea of the information desired at his hands.I. GARLAND PENN.Adopted.

RESOLUTION OF THANKS TO REV. BENJ. WEAVER FOR GAVEL.

Resolved, That the American Association of Educators of Colored Youth accept with high appreciation the handsome gavel presented to the Association by Mr. Benjamin Weaver, Baltimore, Md., and most heartily thank him for this practical illustration of Negro handicraft.

Adopted.

RESOLUTIONS OF THANKS.

Whereas the local arrangements for the Baltimore session of the American Association of Educators of Colored Youth, were not only complete but generous beyond anything we could reasonably hope for, and

Whereas in carrying out their plans the people of Baltimore have eclipsed all record not only by the heartiness of their welcome, but also by the extent and liberality of their hospitalities, Therefore be it

Resolved, That the members of the Association feel taxed to find language in which properly to express their sense of gratitude for the cordial acts of kindness of which they have been the constant recipients during their stay in the "Monumental City," which with equal justice and propriety might be termed the city of hospitalities. We are deeply grateful to two gentlemen, His Honor, Mayor Latrobe, and the venerable president of the board of education who, in their official capacity, as chief executive of the city and leader of its educational work gave us not only the hearty welcome to this beautiful city, but also encouragement and inspiration in our undertakings. We are grateful to the clergy for throwing open the doors of the sanctuary for our deliberations, and then overwhelming us with attentions which made our stay comfortable and delightful. We are grateful to the press, especially the American, the Sun and Herald for careful and faithful reports of the doings of the Association. We are also profoundly grateful to the citizens of Baltimore for the special hospitalities of their homes and their manifestations of deep interest in all our proceedings.

Resolved, That while our general and special favors have come from so many sources as to forbid calling all by name, we carry with us to our homes grateful recollections of the Rev. Harvey Johnson, of the North Street Baptist Church, Rev. Carroll, of the Sharp Stret M.E. Church, of Dr. Wm. Weaver, of the Madison Street Presbyterian Church, and Rev. Becket, of the Bethel A.M.E. Church. Nor would we forget the committees that so royally refreshed us each evening when we had become exhausted by the heat of debate.

We are specially and particularly grateful to the Young People's Baptist Union whose officers gave us such kindly attention: Miss Mamie Neal, president; Miss Mildred Gilbert, vice-president; Mr. Walter Thornton, secretary; Mr. Joseph Oliver, assistant secretary.

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We carry with us the most delightful recollection of the refreshment committee of the Sharp Street Church: Mrs. Frances Johnson, chairman; Mrs. Naomi Wright, Mrs. Laura Garrett, Mrs. Anna Johnson, Mrs. Catherine Brooks, Mrs. Nicholas Matthews.

Nor can we forget the deeds, though unfamiliar with the names, of the members of Madison Street Church choir, who, after discoursing their sweet music, entertained us so beautifully at the close of our third day's work.

We have only the heartiest praises for the work of the local committee of arrangements which not only saw to it that we were well housed, well fed, and well entertained, but also prepared a printed folder showing us how to get to the many places of historic and general interest in this great city. This committee deserves to go down in history as the model for all similar committees hereafter to be appointed. Local Committee of Arrangements: Mrs. N.B. Groomes, Mr. J.H. Camper, Miss A.M. Butler, Miss F.E. Matthews, Rev. N.M. Carroll, Rev. W.H. Weaver, D.D. Rev. J.W. Beckett, D.D., Rev. Harvey Johnson, D.D., Mr. J.H. Smith, W.T. Carr, Jr. M.D., Mr. J.H. Butler, E.J. Waring, Esq., Geo. B. Murphy, Chairman.

Resolved. That in consideration of the manifold acts of kindness showered upon us on every hand, we leave the city of Baltimore with mingled feelings of grateful regret, hoping that our friends here have found us not unworthy the great effort they made in our behalf.(Signed) W.W. YATES,Adopted.In behalf of the entire Association.

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CHARLOTTE, N.C., July 23, 1894.Prof. F.M. Gregory, President American Association Educators Colored Youth, Baltimore, Md.

DEAR SIR: With special regret I have to inform you that I will not be able to attend this meeting of the Association. I had hoped otherwise and that I might have the honor and the pleasure to be present and participate in the proceedings, and confer with the best representatives of the best interests of our people in this country. But pressing and immediate demands here in connection with the enlargement of the facilities of Biddle University, will take no denial, and so I must consent to remain away from this meeting to which I have looked with pleasant anticipations.

This Association is engaged in a noble work and this meeting is being held in the midst of a noble and sympathizing people. I trust that heaven's richest blessings may crown the deliberations.Very truly yours,D.J. SANDERS.

BALTIMORE, MD, July 24,1894.The president, officers, members and friends of this Association are respectfully invited to visit Browning's Drug Store, corner Druid Hill Avenue and St. Mary street, during their stay in the city.JOHN W. BROWING. PHAR. D.,Proprietor.

N.B.--Be it known that this is the only drug store owned and controlled by a colored pharmacist in the city.

JEFFERSON CITY, Mo., July 24, 1894.To Prof. F.M. Gregory, care G.B. Murphy, 1336 N. Cary, Baltimore.My duties here make it impossible for me to come.I.E. PAGE

CINCINNATI, O., July 24, 1894.Prof. James M. Gregory, Baltimore, Md.

MY DEAR SIR: I regret exceedingly that I am not to be with you on Friday, to present my paper on Industrial Education. There is a bare possibility that I may yet arrive before 2 o'clock Friday. If not you will please find enclosed a paper which I trust will be of some practical benefit to the Association. Please present my compliments to the Association, with my earnest prayer that great good may come to our common work as the result of deliberation. Just now we are in the midst of great anxiety financially, and in the midst of closing our financial year, and planning for the year to come.Sincerely yours,J.C. HARTZELL.

IS A KNOWLEDGE OF PSYCHOLOGY NECESSARY TO SUCCESSFUL TEACHING?

MISS ANNA R.H. MILLER, HIGH SCHOOL, EASTON, MD.From the days of the Ptolemies until the present much time has been used, much money has been spent, many experiments have been made in the study of the structure of the parts of the human body, their uses, and how the health of these parts should be preserved. William Harvey, the English physician, spent years of ceaseless toil that he might give to the world an authentic statement as to the circulation of the blood. Plato, Galileo, Van Helmont, and Sylons have presented to the world the vegetative in the plant, the vegetative and sensitive in the animal, but in man an additional intelligent, reasoning spirit, purer and nobler than the others. We are proud to recognize the investigations that have been made and the truths that have been established; facts that have been deduced by observation, illustration and experiment of the vital phenomena--of the human body, its organs and their functions. We, too, recognize the importance of adhering strictly to the laws governing the health of those committed to our charge. Aside from the organs that go to make up the human body, the nervous system with its wonderful routine of work, man has a mind. Says Sir Hamilton: "By the mind we mean that which acts, thinks, wills and desires." The human mind acts, as it were, by separate faculties, yet these faculties are without doubt intimately associated.

The mind comprehends the will, the sensibility and the intellect. The education of the intellect is the province or range of province in the development of the faculties of the child. This cannot be done unless the teacher understands the operations of the intellect, its mode and growth from infancy to mature age; the processes by which its powers may be guided, stimulated and improved. The intellect comprises different faculties which cannot be cultivated nor strengthened by the teacher without a sufficient knowledge of their respective spheres of action, their modes of operation, and the objects upon which they are specially exercised. The acquisitive faculties, including consciousness and sense-perception. The representative faculties, including conception, association, memory and imagination. The elaborative faculties, including comparison, abstraction, generalization, judgment and reason. We obtain a knowledge of material things by means of the senses, and ideas at first spring from sensations which appear to be the primitive stimulus of activity in the whole animal kingdom. We cannot fail to admit that the health of many have been injured because teachers are ignorant of the development of the higher mental functions. Cramming students for examinations, forcing pupils to make a grade, demanding a short time for an unreasonable amount of work, forcing on the functions of the brain in advance of the vital organs, endangers the whole organism and has wrecked many constitutions. Again, children are often kept back and classed among dullards, because the process of of generalization is much slower in some children than in some others, and therefore it is necessary and essential that teachers should have some knowledge as to how to deal with the faculties of the child in their natural order. 'Tis true the brain grows stronger by exercise, and within certain limits it is perfectly safe to carry on (progressively) necessary stimulation.

The unkempt hair, the slovenly attire, the ungainly figure of Pestalozzi become lost when we think of the purposes of the man. His whole life was dedicated to the study of the intellectual, moral and physical growth of the child, and the result of his labors has given to the world of education and teachers an advancement in the art of teaching that Froebel nor Herbert can lessen. His maxim, "Activity is the law of childhood," shows clearly that he comprehended the fact that there is a connection between physiological and psychological training--between body 003333and mind.

How far this union extends remains to be studied and shown. Dr. Fisher says, "A true psychology is an indispensible pre-requisite of a rational and ucation" It is not only necessary to understand the nature of the child, use edcultivation of its intellectual faculties, but the order in which they naturally develop during school life. There would be more success in the art of teaching, the various sciences would be better understood if teachers knew more of the principles of psychology. How often indeed do we hear young men and young women who have recently graduated express a dislike to certain sciences simply on the grounds of not understanding them. This in my judgment is unfair. How can they, or what right have they to dislike a science simply because it has not been properly taught them? Not more than twenty students in one hundred really like geometry, and the reason to me is clear, it is because teachers fail to call that faculty into requisition upon which geometry acts, and this indeed seems to me to be clearly the reason why they are made to dislike other sciences. Instruction must be individual, and every child has an independent mind differing one from another in its process of development.

Psychology tells us what are the general characters of mind and points out the best way of dealing with it in general features and broad outlines I do not mean to say that psychology can acquaint us with the manifold diversities of intelligence and disposition, or suggest the right modifications of our educational processes to suit them. We educators and teachers will always need to supplement our general study of mind by a careful observation of the individual mind, which we are called upon to deal with so as to properly vary and adapt our methods of teaching and disciplining.

HEREDITY AND ENVIRONMENT.

BY G.N. GRISHAM, PRINCIPAL HIGH SCHOOL, KANSAS CITY, MO.The study of man, though first in importance, is last in the order of our culture. Sir William Hamilton has said, "In the universe there is nothing great but man; in man there is nothing great but mind." There are two classes of forces dominating mind; one is post-natal, the other pre-natal. One of them involves the present, the other is a summary of all the past of the race in two individual lives. A thorough knowledge of these forces would completely revolutionize the world by supplying to mankind practical wisdom to counteract blunders of which the child and the state have been victims for thousands of years. As yet scientific research has brought to light little that is definite, but that little is valuable. Charlatantry runs ahead of science, adopts its terminology and speaks in its name, justifying follies and condemning acts both right and reasonable. To-day there are scholars in both England and America who advocate in the name of heredity notions which advanced thinkers in Germany and France laugh at, because they know there is no warrant for them within the limits of discovered truth. A study of this subject is highly important, not only as an offset to long-repeated errors, but also as a positive aid to parents, teachers, and that increasingly large class of men who undertake the task of urging humanity to higher planes.

Environment has two phases, the social and the physical.

Physical environment includes the natural surroundings or geographical position of the individual, involving food, climate, soil, and the general aspects of nature. No great man was ever born on the equator or in the regions of extreme cold. Civilization is strictly the product of temperate climes. The 39th parallel stretches over the lands in which have arisen all the sciences, all the arts, all the industries, all the great religions, all the great men and great nationalities by which human history has been materially influenced. Social environment is the force of contract of man with man in accidental or pre-arranged relationships. It involves all the institutions, public or private, political or educational, for the betterment 003434of the individual in states of health or disease, home, school, church, society, government.

The power of enviroment may be best seen in the contagion of criminal classes, in the absence of home influence, and in the transformative power of thoroughly organized culture centers; as schools and colleges. A mere elementary study of statistics brings into bold contrast the relative influence of city and country upon the moral life of the individual. It has been estimated that in Paris there are 50,000 people who wake in the morning with no notion of how or where they will obtain their breakfast, if at all. In New York, the splendid metropolis of the New World, there are 285,000 who are either helpless paupers or else have become discouraged and make no effort to maintain existence by honest efforts. Three-fourths of our prison population is born and bred in cities. While only 47 per cent. of the laborers in the republic are in the country, 57 per cent. of our successful men are born on the farm or in the villages. The city boy is less likely to achieve success and more likely to go to jail. Dr. Crafts, observing this significant fact, said, "Young men, if you wish to succeed, get yourselves born in the country."

The force of environment is so far-reaching that some philosophers have been inclined to regard it the only force tending to develop the individual. Buckle says, "Progress is one not of internal power but of external advantage." The child born in a civilized land is not likely as such to be superior to one born among barbarians, and the difference between the acts of the two children, will be caused, so far as we know, solely by the pressure of external circumstances, by which I mean the surrounding opinions, knowledge, associations--in a word the entire mental atmosphere in which the two children are respectively nurtured. This idea arose from the general acceptance of Locke's notions about innate ideas and his famous tabula rasa. Buckle flatly denies the possibility of inheriting vices, virtues, or talents. Helvetius says, "All men are born equal and with equal faculties; education alone produces differences between them." This was said before the days of physiological psychology. But it is no farther wrong than many deductions from the studies of Ribot and Galton.

It is urged against the supporters of the doctrine of heredity, (1) that they place man on a level with brutes; (2) that their position required the heightening of human faculty; (3) that the facts on which their theories rest might be equally well used to support the opposite conclusion.

Now, if the facts can be shown to stand against the doctrine of heredity, there is no grounds for further argument. But the difficulty is shifted. Those who would undertake to explain the individual by environment alone, shutting out the only other influence we can conceive, have much to explain. How do they account for the almost uniform fact of physical resemblance, and the very significant fact that when there is in case of parent and child the closest physical resemblance, there is to be found likewise the keenest moral and mental resemblance? If color, features, stature, tend to persist in a given line of human beings, why may not this extend to the nervous system in both its higher and lower arrangements? If weak lungs may be transmitted, why not a weak brain? Besides, what is environment worth unless you have something to environ? If to begin with there is no difference in individuals, why should there be such great differences under similar influences? We grant the plasticity of being that is turned over to the moulding power of circumstances; but how are we to explain the persistence of individualty in all stages, stages, and phases of life?

As for the heightening of human faculty, why may not it take place? In order to establish it we should expect no result from comparing one race with another, nor should we expect to find men of succeeding ages uniformly greater than their fellow countrymen of bygone days. How would we tell when the proposition is proved or disproved? How can we measure the amount of brain power or the quantity of moral force at work to-day in England or France? Placing man in the animal series where he belongs is not such a frightful act. We must place 003535him there to understand him. We are primarily animals and whenever one is more than that it should be counted as so much clear gain. He who examines the embryos of a few vertebrates and notes the gill arches formed as if for fishes, and observes in the early life history the striking resemblances which the after conditions hide, can but be impressed with the fact that man is after all an animal; that the law of universal causation is operating here; that the life of the individual is but a prolongation of that of his ancestors; and that we are repeating in ourselves the experiences of our kind, our race, our families. "The law of generation," says Ribot, "governs everything that lives--the plants as well as animals." There are two great laws of heredity, one bearing directly on the transmission of characteristics, the other concerned with the conditions under which maximum excellence takes place or marked deterioration arises. As Ribot puts it, "The law of heredity is always realized, and yet it is never realized." Ordinary observation readily detects direct inheritance from parent to child, but under some conditions slumbering characteristics of earlier ancestors reassert themselves with all their pristine vigor.

The final argument in this case is an appeal to the facts. A scientific theory is never justifiable unless it explains all the facts that come under it. There may be apparent exceptions, as when water ascends the vacuum tube in spite of the law of gravitation; but it becomes necessary to show that the law still acts. The operations of nature are not as simple as laboratory experiments. A number of forces act simultaneously; some are know, some, wholly unsuspected, bring about unexpected results. Pages might be filled with the evidence of heredity of physical traits, instincts, mental characteristics, moral bias and will power. When young Pitt made his first speech in the House of Commons, in 1781, a distinguished analyst said of him, "He was not merely a chip of the old block, but the old block itself." The phrase was not new, and similar observations had been made a thousand times before. Who has not noticed that the individuals of some families are short-lived, while those of other families without any special care attain wonderful length of years? Men in the famous Turgot family seldom passed their 59th year. At fifty the great financier, while in splendid health, remarked that it was about time for him to put his affairs in order. Shortly afterwards he died. In the Colburn family sexdigitism was traced through four generations. The notorious Jukes family, of New York state furnished society with 76 criminals, who committed 115 offences. Of all the marriageable women in it 52 per cent. were of the demirep order. Despine mentions three brothers, sons of one Jean Chretien, whose children were an awful brood of thieves and murderers. Nero, that vicious product of Roman decadence, had a beast for a mother and a brute for a father. Ahenobarbus when he heard that his son was born said it promised ill for the state.

If you look for intellect springing from the parent stock behold the Bach family, which for eight generations furnished Europe with melody. Twenty-eight members of that family became eminent musicians. Titian's family produced nine painters of merit. Mozart's father, sister and son were musicians. Macauley's grand-father was an eloquent preacher, and his father a brilliant writer. Is it strange that he was a master of style, and that he never wrote a line which might not be read to his mother and sister? Darwin and Mill both had distinguished fathers. Hannibal Hasdrubal and Hamilcar were brilliant military leaders of the same blood. Charles Fox, the orator, was distiguished in the third generation of lineal statesmen. Along with these might be mentioned the Ptolemies of Egypt, and the Medicis of modern Italy. These are but a few cases taken from a vast number. We freely admit that there are many cases which seem to contradict the law. Ribot selects fifty eminent poets and is able to show that only twenty had parents whose powers were above the average. Besides, it is a well known fact that genius of the highest order often bursts out at unexpected points in the heavens and shines there in splendor. Finally it sets, but does not rise. Shakespeare, Kant, Arkwright, Newton, stand alone. They leave none to bear 003636their names or transmit their powers. The son of Tacitus was an idiot. Upper classes die out and can be saved from decay only by re-enforcemant from the plebian element. Royal families grow monstrously ugly and imbecile, if not crazy. The children of the deaf and dumb do not share the parental infirmity.

Does heredity fail at this point? By no means. There are points of exhaustion as well as points of maximum strength. As the conditions change there must be corresponding changes in results. Uniform action of laws always implies unchanging conditions. A proper understanding of the following fundamental statement by Mercier might remove difficulties: "There are," says he, "certain limits on the one hand of similarity and on the other of dissimilarity between two individuals, between which limits only can the union of those individuals be fertile; and in proportion as these limits are approached the offspring deteriorates." This law has direct bearing on the relative ages of couples and the intermarriage of kindred. It has been wrongly applied to the intermingling races a subject concerning which many statements have been urged with far more passion than accuracy. Even when the correct principle was in hand a false estimate of facts has made deductions worthless. In discussing the so-called lower races we are always in danger of underrating the great mass of powers which the total experience of the race has developed. Men are not as far apart as their material and social condition would indicate. The savage may be taken from his native haunts and placed under the influence of civilization where, if favorably conditioned, he will comprehend the life, think the thought, and adjust himself to the demands of his new situation. Dr. Johnson once said, "Much may be made of a Scotchman if you catch him young." This applies equally to any human being. The primal difficulty in lifting individuals of given races and classes is not the force of heredity but the stubborness of custom and the inertia of the mass. People talk of stationary races, but individuals are never stationary save under conditions that do not alter. It is only the rare man of any race that rises above his surrendings.

Differences of opinion easily arise in regard to the relative influence of heredity and environment upon the individual. Both are very powerful forces and never cease to act.

Galton seems to think heredity needs the most attention. He says, "On whatever side the matter may be viewed nature seems superior in its persistence to the forces of nurture that oppose this persistence; and if we want human stock to grow better through voluntary effort, we must undertake to improve parental and ancestral influences yet more than we try to better the influence of education." If with this observation of a careful student we connect the statement of a profound philosopher, we may see that we have two forces of wondrous power and reach. Leibnitz once said that if he were given charge of education he could transform Europe in a century. Society is particularly intersted in the influence of bad environment and unwise marriages in the production of crime, imbecility, vice, and insanity. There are numberless cases of diseased bodies, diseased minds, and diseased characters thrown upon society by this powerful agency. Heredity is not final. It admits of resistance. Its worst work is done when it results in structural modification of the organism producing the insane the monomaniac and the homicidal paranoiac. Science does us a great service when it points out the soil from which such undesirable growths are likely to spring. Here environment is least effective. Fortunately for society the most ordinary effect of poor heredity is the production of poorly balanced powers and tendencies. It is pre-eminently the work of the home and the school to labor for that fine adjustment which makes the best social unit. The constant aim should be to suppress bad characteristics, provide adequate execise for the weaker powers, and prevent the formation of habits tending to maintain the bad natural bias. This can not be done by making classifications which totally overlook the individual. The methods of the educator should not be more clumsy than those of the average gymnasium director.

In order to know the kind of individual we are dealing with, it may not be necessary to call for a carefully detailed pedigree of the child entering school; it may 003737not be practicable for the young woman to call for family statistics bearing on mental soundness and longevity before deciding for or against the humble youth that offers his tender appeal for loving consideration; it may not be possible in the face of modern sympathies and tastes to adopt the old Spartan method of guaranteeing soundness by legal regulation. But it may be possible so to educate humanity as to avoid at least a portion of the awful legacy of misery and ruin which may come upon society in the name of nature.

Warning and encouragement are found in the reflection that while bad environment unimproved comes back on society as inherited evil of fourfold power, any improvement in the environment of one generation modifies the condition that will act upon the next generation as a hereditary influence. Besides, the individual has the power to react upon both influences. Proper training under conditions that re-enforce the moral nature may throw all the energy of a strong individual against his weaknesses. Every man is to an extent moulded into conformity with the circumstances of his social life. If reformative influences begin before the will loses control of habit and action becomes automatic, no one can predict all the splendid results which a still plastic nature may yield. Some men are a great deal better than their inheritance; some are worse than the magnificent impulses that stream down through the pure blood of a honorable parentage; while others, as if urged on by the inexorable force of fate march under the guidance of miserable ancestral characteristic and prove themselves very demons in human form.

We are to understand the laws of nature not for the purpose of submitting tamely to the disastrous results of their operation, but for the purpose of attaining the highest good. Balloons career upwards in spite of the law of gravitation. Ships sail in the teeth of the wind, and yet by it. The ends of civilization will be attained according, as by wise institutions and laws men are successfully enlisted in the noble struggle against themselves toward the high ideals which the ethical imagination in the best moments of the race has pictured to mankind.

THE EDUCATION OF COLORED YOUTH IN BALTIMORE PRIOR TO THE INAUGRATION OF THE PUBLIC SCHOOL SYSTEM

BY W. ASHBIE HAWKINS, LL.B., OF THE BALTIMORE BARLadies and Gentlemen: When I accepted the honor of addressing this distinguished body upon the topic announced on your program. I had no conception of the work it meant, nor had I thought, that in the prosecution of that work, I would find so little to aid and assist me. Our ancestors do not seem to have had much regard for the preservation of matters of historic interest, especially so on the subject under consideration, as my researches resulted in little that was satisfactory to me, or that would be profitable to you. Fortunately there are still living many who h