REPORT OF THE SECRETARY-TREASURER. _The Association for the Study of Negro Life and History, Incorporated, Washington, D. C._ _Gentlemen_: I hereby submit to you a report of the amount of money received and expended by the Association for the Study of Negro Life and History, Incorporated, from September 30, 1919 to September 30, 1920, inclusive: RECEIPTS EXPENDITURES Subscriptions $ 778.32 Printing and Stationery $2,733.54 Memberships 160.00 Petty Cash Expenses 551.26 Contributions 3,331.00 Rent and Light 250.30 News Agents 69.47 Stenographic Service 901.80 Advertisements 264.05 Miscellaneous Expenses 269.98 Books 19.63 Total Expenditures $4,706.88 Rent 15.00 Balance September 30, 1920. 48.86 ------- --------- Total Receipts, Sept. 30, $4,755.74 1919, to Sept. 30, 1920 $4,637.47 Balance Sept. 30, 1919 118.27 -------- $4,755.74 Respectfully submitted, ALETHE H. SMITH, _Assist. to the Secretary-Treasurer._ After a brief discussion these reports were accepted and approved. The Association then spent some time in discussing the advisability of holding annual meetings at strategic points and there prevailed a motion to the effect that the Executive Council be requested to hold the next annual meeting of the Association in Atlanta, Georgia. The meeting adjourned after electing the following as officers: Robert E. Park, President, Jesse E. Moorland, Secretary-Treasurer, Carter G. Woodson, Director of Research and Editor; who with Julius Rosenwald, George Foster Peabody, James H. Dillard, John R. Hawkins, Emmett J. Scott, William G. Willcox, Bishop John Hurst, Albert Bushnell Hart, Thomas Jesse Jones, A. L. Jackson, Moorfield Storey, and Bishop R. E. Jones, were made members of the Executive Council. At the evening session at the John Wesley A. M. E. Z. Church, the Association was addressed by three men of distinction. The first speaker was Professor Kelly Miller of Howard University who briefly discussed the Limits of Philanthropy in Negro Education, endeavoring to show that helpful as has been the program of the whites to educate the Negroes, their work must be a failure, if it does not ultimately result in equipping the Negro to take over his own school systems that the direction, hitherto in the hands of whites, may be dispensed with.