orn of the
fusion of the scientific spirit with the spirit of humanistic
idealism." Between 1903 and 1913 over $120,000 was spent in religious
educational endeavor. The period subsequent to 1913 shows a larger
proportionate expenditure. The larger part of this sum stands for
gifts.

How has the movement demanding efficiency in religious education
affected Negro institutions? The status of religious education in
Negro colleges and universities, considered quantitatively and
qualitatively is the task of this investigation. What do the
supervisors of Negro institutions conceive religious education to be?
How does religion function in student life? These are questions
arising during the investigation of the problem before us.

There are 38 private and denominational institutions for Negroes,
which do college grade of work with varying degrees of efficiency. Of
this number, thirty-four are co-educational colleges, two are colleges
for men and two are colleges for women. There are six State colleges
which do some college work. These are all land-grant colleges with
donations from the respective States in which they are located. There
are several so-called colleges having curricula for college grade of
work prescribed but no students matriculated to take the courses. They
are not included in this study for obvious reasons.

The terms "colleges and universities" are by no means safe criteria
for measuring the efficiency of, or even for classification of Negro
colleges and universities. This condition is not peculiar to Negro
colleges. Those for whites, in the South especially, present the same
condition of variety. It seems that there has been a special mania, in
our South Land especially, for setting up a laudable ideal in the
classification of educational institutions, and then working up to it
during subsequent ages. They believe there is much in a name or title.
This keen sense of potentiality being in the classification, college
or university, is too often misleading if taken on faith.

Another phase of this classification may throw some light on the
numerous Negro "colleges" with such wide divergences in standards of
curricula. In the South, $9,000,000 are spent for the elementary
education of the Negro, when $25,000,000 should be used for that
purpose by the States. There are 1,000,000 without any school
facilities at all, and 2,000,000 who cannot read or write. Then the
money spent does not begin to meet the needs