While several of the Southern States have greatly increased their expenditures for schools since 1910, in some cases more than doubling them, the proportion devoted to negro schools has not been greatly increased, if indeed it has been increased at all. For example, in North Carolina, which assigns for negro education much more than the average of the States containing any considerable proportion of negroes, the total paid to negro teachers in 1910-11 was $340,856, as against $1,715,994 paid to white teachers. Five years later, negro teachers received $536,272, but white teachers received $3,258,352. In other words, in the former year all the negro teachers received one-fifth as much as all the whites, while five years later they received about one-sixth; that is, something less than one-third the total number of children received about one-seventh of the money expended for instruction. A part of this wide difference in expenditure may be explained or even defended. The districts or townships which have voted additional local taxes are usually those in which there are comparatively few negroes. The average salary paid to negro teachers, although low, is as large as can be earned in most of the occupations open to them, and any sudden or large increase would neither immediately raise the standard of competency nor insure a much larger proportion of the ability of the race. The percentage of school attendance of negro children is lower than in the case of white children. Very few negro children, whether because of economic pressure, lack of ability, or lack of desire for knowledge, complete even the fifth grade. Among negroes there is little real demand for high school instruction, which is more expensive than elementary instruction. Therefore, the proportion of the total funds spent for negro education might properly be less than their numbers would indicate. If the proportionate amount spent today for the instruction of certain racial groups of the foreign population could be separated from the total, it would be found that less than the average is spent upon them for the same reasons. However, when all allowances have been made, it is obvious that the negro is receiving less than a fair share of the appropriations made by the Southern States for education.