When the whole South together, including such rich states as Maryland and Missouri, is compared with an equivalent population group in the North, the figures are more favorable to that section: 28,000,000 Southerners furnished an average daily attendance of 3,700,000 children; the same number in the North furnished 4,200,000. The South has 127,000 teachers; the North, 200,000. The total value of Southern school property is $84,000,000; of Northern, $294,000,000. A comparison of per-capita expenditure in the year 1900 showed an average school tax in the United States of $2.84 per head; but not a single state south of Washington raised above $2.10. Alabama raised only 50 cents, and even the rich state of Texas only about $1.50, as against $4.80 in North Dakota. Tennessee spent $1,800,000 a year in public education; Wisconsin, with an equivalent population, spent $5,500,000; South Carolina, with a population nine tenths that of California, spent one eighth as much. The state of Mississippi spent $6.17 per pupil annually; the state of Vermont spent $22.85. Inasmuch as the Negroes contribute several million school children and not very much in taxes, it will be instructive to compare the 12,000,000 Whites of the Lower South with 12,000,000 Northwestern Whites, in those forms of education which are referable chiefly to the Whites. The Lower South, on this basis, furnished in 1906 68,600 pupils in public secondary schools against 172,600 in the equivalent North; the secondary school plants in the South cost $23,000,000; in the North $52,000,000. The college students in the South were 27,800; in the North, 27,200. The Southern college income was $6,000,000; the Northern, $7,500,000. Here, again, the comparison of the whole South with 18 million Whites against 18 equivalent millions in the Northwest is somewhat more favorable. The secondary plant costs $40,000,000 against $77,000,000 in the North. The normal schools of the South have an income of $1,400,000, those of the North $2,400,000. The Southern college students are 38,000 against 42,000; and the college income, $9,000,000 against $12,600,000. The inevitable inference from these figures is that the South still needs to bring up its equipment and its expenditure if it is to educate as efficiently as its neighbors; and this presumption is strengthened by observation of schools of various grades. The Southern city schools are good, especially in the former border states; St. Louis, Baltimore, and Louisville come close up to Cleveland, Indianapolis, and St. Paul in the outward evidences of educational progress. Statistical comparison of a group of Southern cities with a group of Northern cities of the same aggregate population shows that in externals they are not far apart; the Northern schools have more schoolrooms, more teachers and more plant, but the annual expenditures are about as large in the Southern as in the Northern group.