The combined annual income of twenty-four principal Negro colleges is $1,048,317. There are fifteen white schools that have a yearly income of from one million to five million dollars each. In fact, there is one single institution of learning in the North which, in the year of 1909, had an income, nearly twice as large as the combined income of the one hundred and twenty-three Negro colleges, industrial schools, and other private institutions of learning of which the commissioner of education has any report. These facts indicate, I think, that however numerous the Negro institutions of higher learning may be, the ten million Negroes in the United States are not getting from them, either in quality or in quantity, an education such as they ought to have. Let me speak, however, of conditions as I have found them in some of the more backward Negro communities. In my own state, for example, there are communities in which Negro teachers are now being paid not more than from fifteen dollars to seventeen dollars a month for services covering a period of three or four months in the year. As I stated in a recent open letter to the Montgomery _Advertiser_, more money is paid for Negro convicts than for Negro teachers. About forty-six dollars a month is now being paid for first-class, able-bodied Negro convicts, thirty-six dollars for second-class, and twenty-six dollars for third-class, and this is for twelve months in the year. This will, perhaps, at least suggest the conditions that exist in some of the Negro rural schools. I do not mean to say that conditions are as bad everywhere as these that I refer to. Nevertheless, when one speaks “of the results of Negro education” it should be remembered that, so far as concerns the masses of the Negro people, education has never yet been really tried. One of the troubles with Negro education at the present time is that there are no definite standards of education among the different Negro schools. It is not possible to tell, for instance, from the name of an institution, whether it is teaching the ordinary common school branches, Greek and Latin, or carpentry, blacksmithing, and sewing. More than that, there is no accepted standard as to the methods or efficiency of the teaching in these schools. A student may be getting a mere smattering, not even learning sufficient reading and writing to be able to read with comfort a book or a newspaper. He may be getting a very good training in one subject and almost nothing in some other. A boy entering such a school does not know what he is going for, and, nine times out of ten, he will come away without knowing what he got. In many cases, the diploma that the student carries home with him at the conclusion of his course is nothing less than a gold brick. It has made him believe that he has gotten an education, when he has actually never had an opportunity to find out what an education is.