One of the most serious difficulties of negro education is the attendance, or rather nonattendance. Within a few weeks after the beginning of school, pupils begin to drop out; often perhaps because the teacher cannot make the work interesting. One of their own number says: "Many of our children do not attend school because our teachers are incompetent; because many of the parents simply dislike their teachers; because some parents prefer Baptist teachers; because many children have their own way about all they do; because many children do not like a strict teacher; because some parents contend for a fine brick building for the school; because, as a whole, many parents are too ignorant and prejudiced and contentious to do anything, yet we have enrolled about 150 pupils this session in spite of the devil." Some of the schools are overcrowded. There have been cases where 6 teachers were assigned for 1,800 children, of whom 570 enrolled, yet the average earnings of the six teachers would not be more than $100 a year. Against these instances must be placed a great number of intelligent, faithful teachers who make up for some deficiencies of knowledge by their genuine interest in their work. For negro education as for white, but perhaps with more reason, it is urged that the federal government ought to come in with its powerful aid. The argument somewhat resembles that of the blind Chinese beggar who was sent to the hospital where he recovered his sight, and then insisted that, having lost his livelihood, he must be made porter to the hospital. Aside from any claim of right, it is true that the problem of elevating the Negroes concerns the whole nation, and is a part of the long process of which emancipation was the beginning. Federal aid for colored schools, however, can never be brought about without the consent of the Southern states, and they are not likely to ask for or to receive educational funds intended solely for the Negroes; while Northern members of Congress are not likely to vote for taxing their constituents who already pay two or three times as much per capita for education as the South, in order to make up the deficiencies of the other section. It is impossible to discover any way in which federal aid can be given to the Negroes without reviving sectional animosity; and it is a fair question whether such gifts could be so hedged about that they would not lead to a corresponding diminution in the amount spent by the Southern states. The Government grants to state agricultural colleges and experiment stations inure almost wholly to the advantage of the Whites; if a part of that money could be devoted to the education of the Negro, it might be helpful.