The Higher Education of Negroes. The Hampton Normal and Industrial Institute and the Tuskegee Institute, both of them noble foundations, have perhaps done the most conspicuous work in the higher education of the negro. There are, however, numerous other collegiate, normal, agricultural, mechanical and industrial institutions in every section of the South which are doing excellent service. Many of them have already received notice in this article. Among these we should make special mention of Atlanta University, Shaw University, Virginia Union University, and Fisk University, Howard University (Washington), and Berea College (Kentucky), which provides instruction for both races. Conclusion. No attempt has been made to mention, in this brief discussion, all the deserving colleges of the South. Our effort has been to trace historically the general movement in higher education, the various forces behind it, and the forms under which it has developed. The following list of universities and colleges, with the date of their founding, shows the progress and present attainment of the South in institutions devoted to higher education. The list is, of course, not exhaustive, but gives a fair view of what has been done. DENOMINATIONAL COLLEGES AND UNIVERSITIES. METHODIST EPISCOPAL, SOUTH. 1885-Morris Brown College, Ga. 1881-Allen University, S. C. (Col.) (Col.) 1836-Kentucky (Christian.) 1853-Christian (Christian.) 1883-Conception College, Mo. 1829-St. Louis University, Mo. 1885-St. Edward's College, Texas. 1854-St. Mary's University, Texas. MISCELLANEOUS. University, Ky. University, Mo. 1890-Elon College, N. C. (Chris tian.) 1891-Lenoir College, N. C. (Luth 1858-Newberry College, S. C. 1866-Fisk University, Tenn. (Con- 1853-Roanoke College, Va. (Luth- NON-SECTARIAN COLLEGES AND UNIVERSITIES. eran.) 1837-Guilford College, N. C. (Friends.) COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS ENDOWED BY ACTS OF CONGRESS OF JULY 2, AGRICULTURAL AND MECHANICAL COLLEGES FOR COLORED STUDENTS. 1875-A. and M. for Negroes, Ala. 1875-Branch Normal College, Ark. 1892-State College for Colored Students, Delaware. 1887-Florida State Normal and Industrial School. 1890-Georgia State Industrial College. 1887-Kentucky Normal and Indust. Institute for Colored Per sons. 1880 Southern University, La. 1887-Princess Anne Academy, Md. 1871-Alcorn Agr. and Mech. College, Miss. 1866-Lincoln Institute, Mo. 1894-A. and M. for the Colored 1897-Colored Agr. and Normal Agr. and Mech. College, S. C. 1879-Prairie View State Normal and Industrial College, Texas. 1865-Hampton Normal and Industrial Institute, Va. 1891-West Va. Colored Institute. 1881-Tuskegee Institute. GEORGE H. DENNY, President of Washington and Lee University. CHAPTER VI. THE HIGHER EDUCATION OF WOMEN IN THE SOUTHERN STATES. HE development of the higher education of women in the Southern states naturally falls into two periods. The first period includes the higher education of women before the year 1860, and the second, that which has developed since 1860. This division not only corresponds with the great division made in the history of the South by the War of Secession, but it also corresponds with a division in the history of the higher education of women in the country in general. This is evident when we note the fact that the collegiate work for women, which is accepted as the standard of the higher education of women to-day, began with the founding of Vassar College in 1865. Previous to 1860, the education of women in the Southern states differed little from that in other sections of the country. The higher work that was given to women was given in seminaries which usually offered courses of work quite different from the courses offered to men in men's colleges. They were such courses as were judged to fit young women for their places in society. They usually emphasized a study of music and art, included the English branches, and sometimes French. Some attention was given to training in manners and in social usages. In some of these seminaries in the South very good work was done in the classics, but this was the exception, rather than the rule. Conditions of life in the South before the war were different from those in the North, and these conditions affected the development of the education of women to some extent. Families were scattered on the plantations, so that a good deal of the elementary education had necessarily to be done at home under private teachers. It followed that the young women who went away to the seminaries were seldom well prepared for more advanced work. Furthermore, the general sentiment toward the education of women was that as her place was in the home a woman should get most of her training there. A year or two away from home, spent in gaining a "finishing" course, was judged sufficient for a young woman. The education given in the seminaries was, then, such as would naturally develop where women were irregularly and poorly prepared for advanced work, where they expected to remain in school only a year or two, and where there was little desire for the establishment of a course of training for women similar to that given to men in men's colleges. Considering these facts, and considering the fact that the modern developments in the higher education of women came about after 1865, just when the South was suffering from the effects of the war and |