We may only, in passing, refer to the beginning in the accumulation of valuable _libraries_ made in some of our institutions. There is yet room for much needed enlargement of this important branch of our educational service. Two things yet remain to be done that our schools may be placed upon a permanent and satisfactory basis, and these are adequate provision for the maintenance of professorships and of scholarships. We have been compelled to confine ourselves chiefly to making appropriations for the salaries of teachers, simply because without them there could be no schools at all. This was the one thing indispensable from the very start. But, increasingly, the need of _student aid_ makes itself manifest. Gifts have been secured from churches, Sunday-schools and individuals for this purpose, and more money must be raised from similar sources. Yet it is evident that this must not be taken from the fund by which the teachers are sustained. That would be to increase the number of applicants, and, at the same time, to close the doors at which they seek admission. We must not try to lengthen the skirts of our coats by cutting them off at the shoulders; they will fall off from us altogether if we do that. This is our problem: both to maintain our teachers and to support more students. It cannot be solved by any process of subtraction. Can it be done in any other way than by addition to our income? And it must be done, if we are to make our work tell as it ought upon the vast negro population of the South. To overcome the obstacles which stand at every step in the way of attaining the thorough education needed by those who are to be the leaders of their people, demands a power of will and an energy of perseverance such as few individuals of any race possess, unless they are assisted all along the way. The origin and surroundings of these colored students must be continually borne in mind. They have nothing to help them in the homes from which they came; nothing to help them in the prevailing sentiment of the white people toward them; the fewest possible openings for such remunerative labor as is ready for white students in similar conditions, and checks on their ambition of every sort. Nor is it strange that they lack that stamina which generations of culture and self-restraint impart. Their help, both moral and material, must come from us, and those who, like us, believe that they can be and should be thoroughly trained before they are sent forth to lay foundations for the upbuilding of their race. Student aid must be freely and systematically given, or our higher schools will accomplish their beneficent design at great disadvantage, and only to a very limited extent.