Complexion of students

General statistics

Advanced academic

course

schools. The comparison of the two five-year periods shows an increase of 5 per cent prepared in both public and private schools.

The records of ten years indicate that a large number of dark students are coming to Hampton, the largest number of pupils being dark brown, brown, and medium in color, the three classes aggregating 82.3 per cent of the whole. A comparison of the two five-year periods shows an increase in the number of dark students. This is partly accounted for by the fact that Hampton is securing more students from the country districts, where the darker color prevails. It is probable, however, that all schools for Negroes will, in course of time, show a high percentage of dark students. The present high percentage of mulattoes would seem to indicate that they have been more favored in the past in the matter of education by both the white and the colored people.

The average ratio of boys to girls at Hampton is 6 to 4. The age of admission runs from 15 to 26, the largest number being received at 17. The thought of those in charge is to obtain students at an age when they can appreciate what the school means and are likely to come with some definite purpose, and when they are strong enough physically to enter into the industrial life of the school without danger to health. The percentage of pupils admitted under 17 years has decreased onehalf in the past five years. Of the boys who have entered Hampton during the past ten years, 60.3 per cent were church members; of the girls, 80.4 per cent. Of the total number received, 60 per cent were Baptists, 27 per cent Methodists, 4.7 per cent Episcopalians, and 3.8 Presbyterians. The number of students taking agriculture and the trades which are useful on a farm has materially increased during recent years. We may fairly conclude, therefore, that Hampton is making some progress in obtaining the best element of Negroes from the country and in fitting them to return to their communities to help in their development.

THE ACADEMIC DEPARTMENT

The enrollment of students in March, 1911, was 1399, 875 of whom were boarding pupils, an increase of 21 over last year. Pupils are remaining in the school longer than formerly, and more are sent out with a regular vocation. Of the new students, forty entered some class higher than the Junior. The most important change in the courses of study, reported by the Superintendent of the Academic Department, is the addition of an advanced academic course of two years. In explanation of this change, he says, "Since its founding, Hampton has sent

out a large number of elementary teachers, and for a long time to come its work in training teachers must lie mainly in this direction. The teacher of a school of higher grade, however, naturally occupies a more commanding position in a community than the elementary teacher, and the time is at hand when the demand for teachers of more advanced work will become more and more insistent. Hampton has an opportunity which ought not to be ignored to share in this work. The class admitted this year to the advanced course numbers eight. Of these, four hold the Hampton diploma; the others are from other institutions. Letters were written early last year to fifty-one schools of secondary and college grade throughout the South, offering to the principals and Faculty of each school the privilege of nominating one graduate in any of their classes of the past three years for an honor scholarship at Hampton. The candidates recommended must have been in the highest third of their classes in respect to health, personality, and scholarship. The scholarship offered was large enough to pay tuition, entrance fee, and five dollars a month for eight months, to be applied to the cost of board. Twenty schools accepted the offer, fifteen named candidates, and ten students actually came. The institutions having representatives at Hampton are as follows: Arkansas Baptist College, Benedict College, Claflin University, St. Augustine's School, Florida A. & M. College, Knoxville College, Manassas Industrial School, Princess Anne Academy, Spelman Seminary, and the Virginia State Normal School at Petersburg. These ten advanced students are taking courses as follows: Advanced academic, 4; household economics, 1; matron's course, 2; manual training, 1; business, 1; trade course, 1.

"In a school like Hampton, where the students enter handicapped Struggle for

academic

by previous poor schooling and by want of money, every improvement efficiency

in organization assumes a new importance. At seventeen years of age
most of the pupils are six or seven years behind those of the same age
who have been well taught; but they have a greater maturity of mind
and a capacity for hard work that enables them, with a fair chance, to
do much toward making up for lost time. It seems necessary to allow
a four months' vacation in which students may earn money. The
remaining eight months, which constitute the academic year, are further
shortened by one day each week which is allowed as a work day for the
performance of remunerative labor. The academic year, then, does not
exceed one hundred and twenty days. Accordingly, the problem
presented to the academic department is a serious one.
The only
solution lies in the direction of good organization and expert teaching.
In the effort toward better organization the question of time was first
attacked. It is no uncommon thing for high schools and colleges to

consume several weeks in getting under way. This was at one time true at Hampton. At present practically every student is in his place and does a full day's work on the first day of the term. There are no stragglers entering a few days or weeks later and expecting to be taken care of, and no students leaving a few days or weeks before the close of the term. This result has had to be secured in a school with an enrollment of between eight and nine hundred, divided into about fifty classes, and where promotions are not made by classes only, but by subjects, and where irregular schedules are numerous. To help in bringing about this result, the new students come in the fall a week before school opens. The work of making class schedules and the individual daily schedule for every pupil expected to return, is done during the summer. On the first day of the term every tradeschool student falls into place at eight in the morning, and every academic student is in chapel at quarter of nine. Everything in the military and boarding departments is in readiness the first day. Important as is the saving of time (which really means a lengthening of the term) the moral value of beginning on time is of equal importance, and its good effects reach every department.

"Not only has progress been made in the saving of time in the effort to increase the efficiency of the school, but also in the matter of keeping accurate records. The physical condition of each student needs to be studied; his character, as shown by his conduct about the school grounds and in the dormitories; the quality of his work; the progress in his trade; his record while at service during vacation—all these factors must be considered in forming an estimate of the student. To facilitate the forming of this estimate, a ledger sheet has been kept for each pupil. On one side are written his name; any irregularities in his program; special deficiencies; trade, if any; important physical defects; and his marks in each academic subject, entered twice a year, and also whenever tests or other written exercises are filed in the office. Ample space is left to record reasons for unusual deficiencies. On the back of the same sheet are written detailed criticisms of the student's work, particulars of interviews with him, and reports on his character, general attitude, and attainments, made from time to time by those for whom he works. It is hoped that such records will make possible an individual knowledge of each pupil which will open the way for much-needed help to students who, because of illness or other drawbacks, have been unable to do their best work; and that thus greater efficiency will be attained in the academic work."

THE TRADE SCHOOL

The total enrollment for the past year in the Trade School was 379. Of these, 196 Negroes and 14 Indians have taken full trade courses, 125 academic students have taken manual training, 11 regular agricultural students have taken a special course of three months, 7 short-course agricultural students have taken a special course, and the balance have had special instruction one or two days each week. The carpentry department enrolled the largest number of students-54. The tailoring trade, which affords an especially good opening to colored men, was also very popular, 38 students pursuing this branch. The bricklaying department enrolled 32, the blacksmithing, 21, and the wheelwrighting, 19. The cost of the Trade School for the year ending June 30, 1910, was $16,152.94, which is a decrease of $1244.75 over that of the year before. The average cost per student taking regular trade work, without credit for the training given manual training and agricultural students, was $69.32 as compared with $75.03. The total sales amounted to $102,776.13, an increase of $27,911.45; and the total sales outside the Institute were $36,342.21, an increase of $14,457.62.

The week's program of a trade student is as follows:

In order to give the students the best possible training, an Productive endeavor is made to secure for them the greatest variety of practical work work in the different departments. The reconstruction of the Mansion House and the addition of a second story to the Trade School Building have furnished exceptional opportunities to the tradesmen. The work done upon the Mansion House has been of a very high grade. The students felt much pride in the fact that they were able to carry it through with so little assistance from outside mechanics. The products of the truck department have called forth most favorable comment. The manager of a New York company declared that he knew of only one firm in the United States that is producing as good trucks as the Hampton Trade School. A number of important steamship and railroad companies expressed entire satisfaction with those they received

from Hampton. Certain large firms in Washington have for a number of years ordered their wagons from the Trade School. With the addition of the second story, more of the trades will be housed under one roof, closer supervision will be made possible, and greater unity secured. During the present year the printing department has been placed under the control of the Trade School, and the manual training department brought into closer relation with it.

Demand for

agricultural workers

THE DEPARTMENT OF AGRICULTURE

Inasmuch as the Hampton School believes that rural life affords the greatest opportunity for the Negro and the Indian, the agricultural department of the school is one of the most important. All the students are given a fair knowledge of plants and animals and soils, with the hope that they may develop a genuine interest in rural life and gain sufficient knowledge of agriculture to enable them, when they go into country districts, to be of real service to their communities. A comparatively small number of students have thus far entered what is known as the agricultural department, which is, however, steadily growing in size; but the farm, for many years under the care of Mr. Howe and his assistants, and more recently under the direction of Mr. Graham, has had a strong influence upon the thought and life of every Hampton boy and girl. Although Booker Washington did not. take an agricultural course, there was instilled in him at Hampton a belief in the possibilities of country life and a love for it which has made him perhaps the greatest single influence in this country in interesting the Negro in the land. Thomas Walker, of Gloucester, and many others, have been zealous missionaries of country life. Young women going out from Hampton have been successful farmers. There is a constantly growing demand for demonstration farm agents

those who, in addition to a practical knowledge of farming have a scientific training which makes it possible for them to give the reasons for agricultural processes. Last year Dr. Knapp asked Hampton for six helpers for his farm demonstration work; there is now a demand from a Southern experiment station for a working foreman. Reports from 26 who have been graduated from the advanced agricultural class since 1897 show that they are employed as follows: 17 teaching in agricultural departments of educational institutions, 2 in farm demonstration work for the Government, 1 in agricultural newspaper work, 1 a farmer, 1 a horse trainer, 1 dead, and 3 in occupations not agricultural.

The agricultural department was never in as good condition as at