The problem of how to raise money received the most attention. At present the members of the board of the school and the principal appeal to any person of means who can be approached. As the number of schools increases the same people are solicited again and again, and the raising of money becomes increasingly difficult. The colored principal jeopardizes his school by his continued absences, and he often grows despondent as he knocks, frequently in vain, at the door of office or home. Clarence H. Kelsey, president of the Title Guarantee and Trust Company of New York declared that the present system of money-raising is breaking down. Many of the smaller schools, he said, would in the future find it impossible to continue unless they could enlarge their plans for self-support. Oswald Garrison Villard, editor of the New York _Evening Post_ and chairman of the board of directors of the Association for the Advancement of Colored People, suggested that the field be divided and one section of the country assigned to one school, another section to another. Instead for instance of twenty-five schools trying to get support from a city like Rochester, two or three should use this territory. The city would then feel responsible he argued for a definite amount of support, and would take a keener interest in doing a good deal for a few schools than in doing a little for a score or two. The conference came to no decision on this matter. The discussion on co-operation in the raising of funds incidentally indicated the need for carrying out Mr. Hill’s next two suggestions, the standardizing of the curriculum, and the standardizing of accounts. The curriculum in the Negro schools is left to the principal and his board. While recognizing the different conditions in different southern states, it was agreed that some uniformity in courses of study should be secured. The need of good academic training was strongly emphasized by the conference. It was argued that in his zeal for industrial work, the principal must not forget the foundation of all school work, the ability to read and write well, to use numbers, and to reason clearly and intelligently. Standardizing studies it was recognized would facilitate the standardizing of accounts. A suggestive paper was read on this subject by Charles E. Mitchell, certified public accountant of the West Virginia Colored Institute. The fourth suggestion that the schools might save by co-operative buying was a new idea to most of the people present, and was felt to be worth looking into carefully. Mr. Hill pointed to the co-operative movement in Germany, where the farmers, each insignificant as a unit, as a co-operative body can command a credit of 200,000,000 marks. “Why,” he said, “should not the schools buy their flour from the same mill, their coal from the same mine? Such an arrangement would save them tens of thousands of dollars each year.”