sections, approximates in amount to that paid by the wealthier section, and when we consider how little tax is paid by the negro (not exceeding 5 per cent), is unsurpassed in generosity by any people in the world toward a class doing so little for their own education, or for the accumulation of wealth and consequent benefit from taxation for education.
"The six New England States, with 66,000 square miles area and a population of 5,000,000, had in 1890 a total assessed valuation of $3,500,000,000. The whole South, with twelve times the area and four times the population, had $3,750,000,000, practically the same amount of property from which to support schools for four times as many children, and those scattered over twelve times the area as New England. It is evident, then, that New England with the same levy can support her schools three times as long as the South, even when we omit from the estimate the facts that in the South the children are scattered over twelve times the area, and that a double set of schools must be maintained. These two factors greatly militate against effective concentration in organizing, administering and supporting a school system." (Supt. J. R. Preston, of Mississippi.)
The attendance in the colleges and universities in fifteen years has increased from 10,000 to 25,000—150 per cent. So it is seen the South has shrunk from no expense or effort to keep up an efficient system of education. She is doing more in proportion to her means than any other section.
The cities of the South have increased rapidly in wealth and population. The old cities have grown steadily in every way. Knoxville, Tenn., had in 1880, 9,000 inhabitants; assessed value of property, $3,485,000. In 1890 she had 42,000 inhabitants, and property valued at $9,500,000. Louisville, Ky., increased from 123,000 population to 227,000; Nashville, from 46,000 to 110,000; and other cities in like proportion in population and
