Now came the founding of rural schools, for both Negroes and Whites; all the Reconstruction constitutions provided for free public schools; and since that time there has been public organized education for the colored people, such as it is, in every state, in every city, and in most of the rural counties having a considerable black population. The reaction against Reconstruction for some time bore against these schools and they have come along slowly. When, about 1885, the South entered upon a new career of education, the negro schools came more into people's minds; but they have not advanced in proportion to the white schools, and they have encountered a lively hostility directed particularly against the higher forms of education. The present status of the negro common schools may be summarized from the report of the Commissioner of Education for 1906. Taking the whole South together, there were, in that year, over 2,900,000 colored children five to eighteen years old, of whom 1,600,000, or little more than half, were enrolled in school, while of the white children of school age nearly three fourths were enrolled. Out of 1,600,000 enrolled, the average attendance was 990,000, or about a third of the children of school age, while of the whites it was 3,000,000, or nearly half the children of school age. For the 1,600,000 enrolled negro children, there were 28,000 teachers, or 1 to 57; for the 4,500,000 white children over 100,000 teachers, 1 to 45. The annual expenditures for the 6,200,000 children enrolled (white and black) were $46,000,000, but to the negro children (about a third of the whole, and least likely to be educated otherwise) was assigned about a seventh of this sum. To state the same thing in another form, in nearly all the Southern states at least twice as much was spent per pupil on Whites as on Negroes. A part of this disparity is due simply to the fact that the superior race produces the larger number of children capable of secondary and higher training and has more money to carry its children along, to pay their expenses and tuition where necessary, in order to give them a start in life. That consideration does not account either for the very low enrollment or low attendance of negro children. The truth is that the majority of white people, who have the sole power of laying taxes and of appropriating money for education, think that the Negroes ought not to have school advantages equal to those of white children, or advancing beyond a common school education.