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am. 453374 , . a tipfi2 51938 ."0:141 1+--- . 193-3 4, rin3 1 0 =MN, ID ., .CONTENTS It11° Pew &Aim alm,01P TWIN-1I ______as maw _ 0 , i_ _-_- OW 0. V FORZIFORD , 11110101 CLOT= . VII IINTRODUCTION...... _MI. MO . General 01 1 etatement ...... _____ 1 DualschoolsystimTesc4hersGrowthof public The State educatiozF--- and theeducationof Negrotembersv-Land-grantcol- legesCcountytrainingschoolsPopularisationof e education At among .... - -glideresponsibilityfor Negroeducation. .Thepresentstudy 5 Scope ofthisstudyAimoftiestudy . ure-and data. "z"-- Commis IIELIMINTARTTRACRimill ...... ----- 9 Professionalpreparation. Educational 9 levels-=-81seof.communityComparisonof NegroandwhiteelementaryteachersGrades most taughtFieldof preparationVariationsamong EttatesAcademiode- Profession,courses. Experienceandtenure ... _ _ _ _ ...... 17 Salszy ...... e MD OPInk Mb e ...... _ Mr .1MOD alb dl ...... 4111. 41 Supply ..... 19 and demand Mr . 1 Ms lb e 1M MD MI61, NI 22 Mobility-43ourcesofsupplySizeofcommunity. CRAFT=III8CONDAITSCHOOL - TRACRIBRII 0. .1 a do am Professional . 40. 30 11 preparation alb IND No IND alb Highestlevel of 31 educationSourceofearneddegreePropor., tion of eq men and women-81.seof°ImmunityPreparationin principalfield ofteachingEducationcreditPractice Experience teaching. Teaching 36 load andsubjectstaught _ _ TeAchingloadSubjects 37 O taughtMajorandminorfieldsof . teachingHigh-schoolprograms of study. Salariesof Negrohigh-school teachers ...... _a... _ 41 ONAPTIRIV-1-Taz.COLUMN STAFF...e------a e e e------Educationallevel_ 44 =e a=...... _ a e a Source 'of ...... 44 6edegreesfilexahdmaritalstatueDepartment instructiou. of Experienceandtenure ...... _ _ 48 4xperienoe iTenueinpresentinstitution. Teaching , duties I - ...... IIani 49 Departmentsofinstruction-P--Distributionofteachersby de- `partmentrTesohingload. Communitycontacts . , OP .....a alb la a OD 51 Publications . IN1 VD ION, IND OD el ...... 52 Salary...... 111P 111 Oi 11Ib OD Wit ."53 Administrativeofficers_ .GM . 86 Educationandteachingload-b-SalaryPublioations. INUMInkairjrSummary41. GB411, libgbib a bit GO ...... NI lb 111 010 ...... GI OD , U0 ID 111 WI 116
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pea QuintsVCURRICULUMOPTIMUMSAND PaAcencissIN T1111 PRIPARA- 6 TION OFNBOZOTuAoliss 59 0 SemestercreditsIND 01.-OBIelSD MDOP GP 41111IMO, MID GO MO 4# O 59 Xariation andoverexpansion. Thecurricula ...... _ gm PP e 'PP PM 67 hof ,purric Kinds ofcurricula-7- *bore .ucationcoursesGeneralrequirementsglectives. Problems and issues 76 Creditsrequiredtiut4sist combinationsandteachiqg4onk. binationeOverexpansion. es Summary. 111 do.4E0 gi 79 CNAPTIRVI---CÒNTIWrOF AND MglIODS OF TRUCKING Rit,PRZSNNTATIvi
, Commas . _ ..... _ _e e e GP PIP 81 Aimspr thecours"AssignmentsTestsTextbooks.arid refer- enoesClassroommethods. 41 CRAPTIIR A VIICIRRTAINADMINISTRATIVEPRACTICESAND POLICIESININ- .,). STITUTIONS FORTall EDUCATIONOF MUM) TNACIINHIL 88 Size,admissions, and enrollments UM fi* 88 EliseofinatituLonrAdmissionspoliciesProspectiveteach- . : 'g'ummer schoollasesenrollmentEnrollment. in major minordepartments. , row° Curriculumpolicies andpractices 7 95 Extensionwork-8cholarshipstandardsRestrictiononlevil of °curies. "i, NJ ' .. ...' Specialcurriculumfeatures ...... N..... 4)5 OrientationcourseeHonorscourses, comprehensiveexam- ¡nations, andtutorial plan. -, Practiceteaching 96 Practfoe facilitiesTeachingactivitiesrequiredAmountof practice teaching requiredrrerequ1sites--8elect1onof OudentP teachersGradesirr-whichpractice teachingis done-:Dmp- timi.-- Responsibu tiesof thedirevtorQualificationsof critic teachersCooperativepra9tice teachingfacilities. .. Extracurricular aitivities 100° 4 Edultational aimsand issues al MP..11.IMP OD M. OD 4M ..P ga OM MP.6 101 Allis*of institutieiplasuesrelatingto theeducation of teachers. Summary 108 !TIMVIII PT_NDINGS, CONCLUSIONS,AND RIBCOKNIAINDATIOin 109 . Findings and conclusionsconcerning' theteachingpersonfiel...... 110 Findingsand conclusionsconcerningcurriculum offeringsandprao- tikes 114 Finclingiand conclusionsconcerningadministrativepractices and policies 116 Reeommendations en...... 117 811- studies OP al .....:...... e ofiaOD IS VS MD 6/0 fib 122
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LETTER OF TRANSMITTAL 4 DEPAÙTMENTOF THE INTERIOR, 'OFFICEOFEDUCATION, Washington, D.C:, June1935. j)', Sm, The first State normal school in Aniericawasfiiunded by theyl" coll esof Horace Mannat Lexington, Mass.Itwaslegally establiahed during the panic of 1837.The law whichgaveitbirth passed in 1838, and the school opened in1839.Later it *as inoved toWest Newton and still later to Framingham, where it kill exists. This, the first State institution especially designed for the preparation of teachers,was aspecializedtype pf secondaryschqolto-which pupils who passedanexamination in common.echool subjectswereadmitted. A few States still recognize high schools and junior collegesasade- quateteacher-preparatory inotitutions,butit is believed that such arrangementsare now-passing. .` In 1894ìMasaachuaetta again took thediad in making graduation fromm4ehigh schoolnecessaryfor admissiontothe itormal schools. This'stepautomaticallyputthese institutionsonthe college level. The presidënta of these fie hootsnowundertooktoestablish theproper standards for teaching.Itwaslogical that they should find them- selves preparing teachers foraprofession.In the meantime the universities and the liberalartscollegesgaveBorneattentionto teaihing.Iowa began in 1873, and. Michigan Mundedaciehairof pedagou in 1879.In general, these schoolä prepared the high-school teach::and the norival schools preparod elementary scliool teachers. Sinthese early beginnings muchprogresshas been made in the
. preparation of teachers.The majority of the normal schools have increased the length of their curricula and have become degree- granting teachers colleges and nearly all of the colleges and universi- ties have larger numbers of their kraduates going into teaching than intoanyother line of work.-Itwasonly natural thit suchadiversity of ttacher-educating 4encies should raiseagreatmanycontAversial issues'andthatthere should be numerou's instances of overlapping. JONIPIP and winecetisarycbiplicAtionof effort.Thiswasevident at the 1915 meeting of the National Education Association in Oakland, Calif., when the desirability ofasurv6wasdiscussed andacommitteeto investigate its possibilitywasappointed.Dr. D. B. Waldo, president of the Teachers College at Kalamazpo,was amember of..that parly conimittee.At the_otime of the appointment of theboard ofcon- sullipanteonthis Survey onlyhé and Dr. Lordwerestill alive and in acdve service. ".
g., ay t. f 01. VI LETTERqrTRANSMITTAL The :iTnty-firstConmsauthorizedasurvey teach&on\a oftheeducationof Nation-widescope whichhas beeri last.3years under conductedduringthe theimmediatedirectionofDr. E. fessorof educatio)ht S.Evenden,pro- TeachersCollege,ColumbiaUniversity, seived53 associatedirector. whohas This manuscriptontheeducationKtf States NegroteachersintheUnited comprisesthefourth'inaseriesof six survey findings volumesinwhichthe are reported.It istheworkofDr. seniorskcialist,inthe AmbroseCaliver, educationofNegroes,Officeof Hewas assistedinthe Education. tabulationofdatabyTheresaA. some instancesbyother Birch,andin, members oitheSurveystaff. s Thedateinthisvolume present,themostrecent andthe mosi comprehensivepictureoftheeducational status of'Negro preparationandpresent teachersinpublic"schoolsinthe separateschoolsfor Statesinwhich, Negroesaremaintainea.Thefacts shouldserveasthebasisforthe presented developmentofStateprograins the bi3tterpreparationofNegro for ,in teacherswithresulting.inbrovement public-schoolopportunitiesforthis mendjhatit group.I,therefore,recom- bepublishedasone volumeinthe investigation. finalrewort ofthis Respectfullysubmitted.
WM.JOHNCOOPER, .9 A A TheSECRETARY/Of Comminioner. zA-p THEINTERIOR.. Ow. 7
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FOREWORD The 1930cdnsusenumerated,11,891,143 Negro% in the United
Statesapproximatelyonetenth of the totalpopulation.Four -- fifths of these live in the16 States and the District of Columbia in whichseparate school systems for Negroesaregenerally maintained. The problems connected with theeducation of teachersfor 3,00Q,000 Negro boys and girls between theagesof 5 and17, inclusive,areof major importance.These problems deserveattentionnot because of the largesumsofmoney,which theadequate education of these teachers would involve, but because ofthe educational, social,eco- nomic, and Oolitical potentialitiesof the work ofthese teachers. Statesmenaswellaseducatorsareresponsible for solving thèse problems since questions ofiacerelations and increasedfinancial &supportas.wellasrevised educational policiesareinvolved.Further- more,it-isnolongerasectional problem.The large nambprs of
Negroes who have migrated from theSouthern States inrecentyears .17 make the problems presented inthis volume nationalinscope,for theyconcernthe education of future citizensofeveryState. - The education of N..sesand of Negro teach& inthe United States has been ofsucs aqualityasto result inaneducationally underprivilegedgroup.Thismaybe partially explained,althoughnot justified, by elements in the historyof the Negro in thiscountry. The period of slavery in vfhicheducationwasindividual and accidental rather than essential, the mistakes andthe misunderstandings ofthe Reconstruction Period, and the concentrationof the largest numbers of Negroes in the agriculturalareasof the Southern Stateswereall factors w!lich have affected the educationof Negroes andyetwere factorsover-which they have had littleor nocontrol. Many of the first educational opportunitiesfurneed the Negroes wereprovided by reformgroupsand philanthropists.In mostcases theseweremodeled after the schools .provided for whitechildren in Northern States.This helped 'to establish andperpetuatearecipient attitude toward education which hassooften characterized.Negro ommuhities and also 'helpedto establishasthe ultimate goal the o standard bf "identity" ol eduòcational offeringswith the schools for if whites.Both of these elements (the; recipient attitude . and the iden- .1
4 Aity standard) have been retarding influences. 4 sb viz
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L FOREWORD A fewleadersin Negroeducationhaverealizedthattheeducational needsof themajority ofNegroesaredifferentfromthoseofother groups and thatthesedifferentneedschangeasthe nomic socialandeco- status *oftheNegrochanges.(Thiswouldbetrue for group which because any of racial,national,oreconomicdifferences mainsforseveral re-. generationsrelativelyisolatedandunadjusted.) Theseleadersbelieved that thebestway tosecure equalityofeduca- tionalopportunityis to demonstrate,firstto theirowngroupandthen to others,thatNegroes canMakeasprofitableuseofeducationas can othergroups.Thisnaturallymeant startingwith conditions.which existedamong various Negro groupsandprovidingeducationalfacili- tieswhichwouldimprovethoseco4dition8. Inrecentyearsthpse interestedinpromotihgNegroeducationhave t realizedthattheirmost effectiveargument for the increasedsupport is record oftheiractualachievements.Somestatesand showna citieshave willingnewto increasethesupport ofNegroeducation rapidlyastheNegro as groupispreparedtouseitwiselyandas asit ispreparedto rapidly assume responsibilityfortheireducationalprograms. . The generallevelofeducationforthis"groupmust be i51 raised. ir Thismeansthat more childrenmust attendschoolformore This inturn would years. requitethatmore teachersbepreparedand theirpreparationbe that more extensive.Teacherscannot beeffectively Lk preparedunlessit isknown ratherdefinitelywhattheywillbeex- pectedto teach.This cannot bedetermineduntiltheleadersin Negroeducationformulate andagreeuponthegoalsforNegroeduce,- tion gindthecurriculum content whichwillbestsecure thosegoals. Complicatedasthese 1)roblemsaretheywillundoubtedlybecome 'f',; more involved beéauseoffinancialelements.Thereare indications that theperiodof missionary,andphilanthropicassistinceinNegro educationisrapidlycomingtoaclose.The tgrams success of futurepro- willundoubtedlydependvery largelyupon continuing development the among Negroes ofageneraldesireforeducationandan accompanyingwillingness to workfor andsupport theirschools. Thecomplexityof the problemofeducatingNegroteachers,the encouragingprogress which hasbeenmade,andthe 'whichstillremain many things to be doneare presentedinthisvolumeofthe NationalSurveyofthe EducationofTeachers.Thereportwags pre- paredby Dr.Ambrose Caliver; SeniorSpecialistin theEducationof Negroes,UnitedStates OfficeofEducation,withtheassistanceof ..othermembeis of theSurveystaff.TheSurveyplanned 'thesame phases of to study theeducationofNegroteachersas were studied forwhiteteachers (withtheèxceptionofspecial.studiesdoneby cooperatingindividuals). Wherethiswas not doneitwaseither becausethenecessary datawere not available .f., or becausetoo few i.. e I ^JO, I' .r . a r, . . . in thepromotion greatly increased for thebetter of Negroteachers able, however, responses were this Surveywill sib It ishopedthat y I - , education ofNegro to presentthe received serve asa of education. interest and which has an . understinding to questionnaires. basis for *as yet beenavailible. most completepicture FOREWORD effort the formu1atidtrof.4tate teachers and upon of theconditions c a the Enough data E. S.EVENDEN, part ofNegro 11880Citat Director. as an of theeducation 010 incentive for presented in were programs groups avail. IX
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EDUCATION OFNEGRO TEACHERS CHAPTER I INTRODUCTION GENERAL STATE M E NT Of themanyphases of thehistory of the Americanpeoplenoneis filled withmoredramatic expe4encesand impelling interestthan that dealing with the strugglesof the Negroto obtainaneducation.This isafactoiofparamount importance inanyextended consideration of the education of Negroteachers. Beginning early in thenineteenthcentury, during the days of slavery,afew Negroi Ssweregivenormanagedtoobtain by stealth orother deviousmeans some measure of the "covdted reaming", and it is reported thatby 1860,5 to 10percent of the Negro population could réad and write. A fuller appreciation ofthe significance ofthe educationalprogress madò by the Negromaybo gained fromaconsideration of thefollow- ing facts: In1850, 95percent of the Negroeswereilliterate; by1930 illiteracy had been redu to 16 percent.In 1865 thepercentage of the Negro populationof schoolageenrolled in schoolwasapproxi- mately2; by 1930 the correspondingpercentagewas78.During I this period the ratioof Negro childrenof schoolageto the total Negro population remainedalmostconstant. Undoubtedly themost importanbtof themanyfactors influencing this tremendcius educationaladvance has beenthe teachers.It is appropriate, therefore,that inageneralsurveyof the educationof teachers special study shouldbedirectecito the education of Negro teachers,to appraise theirpresent status and, to plan for theirim-. proved future training.Itwasin orderto provide the essential facts for suchanappraisal and planningthat the investigatio'nhere .1 reportedwasindertaken. Foraclearer understandingof thereport whichis to follow, certain facts and principleshaving important educationalimplicationswhich I. should be consideredarepresented here. Dual schoolsystem. q 17 Southern States and the Mariaof Columbiaseparate schoolsarerequired by law for Negroand white children.This practice 'hasprevailed in both pliblicand private schools withafew exceptions, since emancipation:Where the statutes have been specificonthematter they have proclaimedthe
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2 NATIONAL qURVICYOF TEEMEDUCATIONOroTZACHILBS principleof equalprovisionofeducationalfacilitiesfor the In tworaces. practice,however,this goalhas seldombeenreached. themany Among groupsof childrenwhoaredeniedequaleducationaloppor- ttmitiesNegrochildrenarethegreatest sufferers. In practicallyeveryphase ofeducationaldevelopment iAtheStates maintainingseparate schools,Negroeslag,farbehindthe standards. accepted Inavailability.andaccessibilityofschools,term length, ' facilitiesand equipment,curriculum,age-gradeprof]: andgeneral financial support, thedivergencesbetweenNegröesandwhites marked. are E. 0 . Teacher8.Moreimportant,however,andclosely of the rtgatedto certain factorsalreadymentioned,arethedifferencesfoundin the qualificationsandsalariesofNegroandwhiteteachers; extentto which for the '. the' generaleducitionallevelofapeoplemay raised be depends inlargemeasureupontheamount andqualityof the professionalpreparationof theteachers.In thisrespect the werefortunate Negroes duringtheetarlydaysoffreedom,forthey hadthe tutelage bfsomeof thebestteachersöf theNation. after Immediately emancipationandduringreconstructiond4s,morethana scbre of religiousorganizationsofwhitepersons became the interestedin Negro andestablished chuerchesandschoolsfbr the. Theteachers in freedmen. theseschoolswere ministersandmissionaries; álinost all of theinwere grOuates of thebest.collegesofIsfewEngland. I These first.teachers of thenewlyemancipatedcoloredrace;weremen . andwomen of finetraining,culture,andhighcharacterand' thóroughly were consecratedto theirwork:Withoutadoubttherapid progress,made by the Nigro in'thoseearlydaysmaybelargely attributedto_ their leadeiihipanddevotion. Growth of publiceducation.Graduallypubliceducationof the . Negrogainexi in many localitiep,and theNegrograduatesof thechvrch schoolsbeganto supplythedemandforteachers,eitherto start schoolsorto replwie new teactersof thewhiterace.As timewent educationof the on Negrogabledinpublicfavor;thenumberof inerbased, schools and thelevelofinstructionwas.raised.Asa. therearose a greater consequence demandforteachers.Thisdemandfound expressionintwonew movements:First,the schoolsand establishmentof collegesbyNegroreligiousdenominations,the :mantpurpoie predomi- of whichwas to supplytiachers;andsecond, acceptance ofthe the' Negrograduatesof diealready-establjshedpublic *hodsasteachersin thosesitme schoolsorinnewpublicschools. TheState and theeducationof Negroteackers.---Eventuälly stimulationand through encouragementbyreligiousdenominatiofis privatephilanthropy, ante theStateswereled!oacceptsome ,sharp of 'responsibilityin thetrainingof Negro 4 teachersfor thepublic ce schools. ofagrowingsenseofresponsibilityonthepart of States , .., .4 4r.: , S.W AI , r.e .4. it , .t t) . tr,04 r . , i I ' . . zDtraknottOr¡MOROTEACIIIIRS 3 along this linp is shown in the establishinent, and growth of land-grant- colleges andcountytriining schoolsfor Negmes. . Lankrant college8.---A1thiiugh inthe beginning the Stateswere o slowto accepttheprovisions of the MorrillActstoestablish and delelop Negro landogrant colleges,inreceniyearsgreat "progress'has been made in°theirmaintenance andexpansion. .In 190 .the ment in the college departments in16 Negro land-grant collegeswas only 12.'Virginia_ State Collegewasriot included in%figures for1915. In 1928 the college enrollment(èxclading summer-session students) had increasedto 3,691.Tho summer-sessfoñ enrollmentin thesesame institutions in1928wag6,459.The indreasing popularityof land- grant colleges is reflected in therecent changes in the relative enroll- ments of these institutions and private colleges.In 1925-26, 70.1 percent of the students enrolled in 30 collegeswerein private institu- dons and 29.9percentwerein public institutions.Fiftypercent 6f the schoolswereprivateand'50 percent public'.In 1929-30, however, AMIN only 61.3percent of thestuden'tisenrolled in thesame30 millegesvrtére in private colleges,ascompared with38.7 percent in public college!. In '1915 the total incomeof 16 land-grant collegeswas$544,520. In1931 it had risen to $4,017,932.The froperty valuation (ifle do. land_ t colleges in1915was$2,576,142,ascompared with $13,808,746 in1931.
MOO , ThereArenot sufficient comparable datato perm4 definitestate- ments concerning the educationalprogress,of these institutions. Nevertheless, itmaybe safelyinferre'dthat although advancementin the quality of thework has laggedsomewhat behindprop.: in buildin¡s,andenramielits,great advance has also. beeh madealong this line. Coadytraining8ch0o18.In-1916 Dr. Thomas Jesse Jones stated*
that " the 'primary importance . . of secondary schools forrolored people lies in theircontributionto the Much-needed supply of trainedteachers for the elementary schools. *.` * * One of themost helpful moveméntstoward teacher-frainingand secondary educationis the *planto multiply county trainingsch*.s. * " 2 Thecounty training schoolsto which reference is made hereare . rural- high 'schools,organized and maintainedby the cooperative efforts pf the JohnF. Slater Fund andthe public-school authorities I. of
Certain SouthernStates.In general they constitute V the sole second- aryschool facilities offered;to Negroes ih the rural sectiohs..These schoolswerefirst begun in 1911,3 when-four ichoolswereestablished, (4, Jones, Thomas Jesse.Negro admation. Washington,Government PrintingMeat 1917.(11.1.,, Byrom of IduostionBuilatin, 19161 No.IL) Ibitorol.1,p. 12. . Fang*, M. A 'Rudy ofcounty training Vschools for Negroes in thiSou*. J. P. SlaterFund, Obsioesovills vs.lus. (Occasional Papers, No. 2S).
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,.41.-T-a;0.4 ç. F'VVY, t. s. _. 71: " it0.7e 4 NATIONALSURVIIITOP TIMEDUCATIONOF TEACEM oneeach inLouisiana,Arkansas,Virginia,.and Mississippi.Theii numberhasgrownuntilnowthereare355. . Oneof thechief functionsof the Countytrainingschools'was to prepare Negroteachersfor the elementaryrural schools.'Although theseschoolsstillserveis thesourceof supplyformany of the Negrò teachers inrural elementaryschools,the rapidrise inimportanceof the Negro'land collegeand otherStateteacher-preparing institutions,and theihcreasingcertificationstandardsaretending to minimizethe. teacher-preparationfunctionof thecounty training schooland emphasizetheirgeneralsecondary-sehoolprogram. As willbe shownlater,alimepercentage of thecoloredelementary teachers o in- theruralareashave onlyahigh-schooleducation.Al- though L. most of ¿hemreceivedtheir traininginthecounty training schools, *heirpreparationfor teachingwaslargelyincidents4asniany of theseschoolsdidnot purportto haveateacher-trainingprogram. Subsequentresearch willprobablyshow thatthecounty training s6hool hasnot only madeavaluablecontributionto-theNegroteacher- trainingprogram of the rur,1 South,but thatit hashadatremendous influence in stimulatingthe developmentof publicsecondaryeduca- tion amongNegroes.This inturn hasfacilitatedthe beginningof mime comprehensiveand thoroughState-wide ieacher-trainingpro- gramsfbr Negroes iiithe publiclysupportedcpllegesand -*normal
schools ofthe SoutheinStates. . Popularization of eduCation.amongNegroes.The1870census reported fewer than150,000 coloredpeople inthe UnitedStateswho had ever attended school;By1880 the NegroschoolattendanCehad increasedto 784,707 in thepublic,schoolsof the SouthernStatesalone. 1;1 Thenext decade witnessedarise io1,296,959,and each succeeding aecade showedtremendousgainsin schoolattendance.The, 14st census reported 2,081,003Negrochildrenattepdingschool inthe Stateshavingseparate schods. The development of highschoolsfor Negroeswasrather slow.By. 1916 therewereonly64 6 publichigh schoolsin theSouthern Sates ;..withan enrollmentof8,707.Thistardy developmentwasdueto '*manycaises,4chiefámongtheinbeingahostileattitudetoward°ducat- ing the Negro,inadequatefinancialsupport, andlackof qualified Umbers.In theperiod followingthe WorldWar,however,secondary educationamong Negroes developedrapidly,as aresult ofa liberal him attitudeof whitepeopleof theSouthtoyvárdthe eclucitionof -Ascolored raceandanincreasein thesupplyof qualifiedNegro twitchers. Althoughthònumber ofqualifiedNegroteachersfor allthe school levelshas increased,the supplyhas-byno meanskeptpacewith the 0 Ibid. ' I:01SW ThomasJaw Napo &ImamOp. cit. 4. ,
4, ...,. .r F:, . A 1;1 : ':,.*.: .°'%tit.' .i..,:.* -- , . - -.. . , , . , . .. I .. , -..4 '11 0..:... : :a t..: .'. . A:4:', 44 ; ' .. ! .1 e ,.. .:...... i 111 :1¡it-'44 ;Vieti:41..1:4%!Ir.Z.P;."111'; 4.A: It??: le.4..i! t ::,... t < Aw xat , f . . s¡ t .4:-.,,, a,...,3,..-r,.,-1,..i.`0.'s%;'4::. t4''`?.../ I' ''t,i;..f.,.4.-:Jr ..: 1.,c,....,,,,,4___. i, T. ti,. .,-- - 1.3:ii..:j_A s; c ti_Tii-,,,(00,7- it ;; ,/61...,;_.; ,_.-; *-1..' ,j,2.... S.ft-klur ,---7.- t fa:Ak 7:5; "WW7447v-p-r."711, , 4, .. A Tr; 7 :IV 1;27177 %. t*" r "e s
F.44 ZDUCATION OF 'MORO TEA .1 -5 demand. Moreover, Negro teachersaregradialy being taken frow underadual standard of certification andarebeing heldtothesame standards of preparafion andcertification thatareimposed.upon other teachers.These factors, have tended tocausethe Statesto becomemore awareof their responsibilitytoassurethe Negro public schciolsasupply of qualified teachers. Slate respimsibility for Negro education.Toassumethisrespopitim. bility intelligentlx it isnecessilythat the State shall be inform con- earning the foll6wing elements in the educational situationasitper- tainstoNegroes: Thepresent status of theNegro teaching personnel; the.organization, administration, and curriculum of Negro *public, schools; the curricula and'administrativepractices of the Negri? teacher-preparing institutions; the administration of certificatimi regulations; and the availability of educational facilities for Nero*.
- With this information, which thepresentstudy seeks inpart tosupOy, the 'State will be inapositiontoformulate policies and devisea programfor the specialized preparation of its Negro teachers.' THE PRESENT STUDY 411 Scope of this study.The preparation of Negro teachersas oneof the problems relatingto the educationof Negroes has meri*atten- tion and, reeearch9nthe parts of graduate studpnts, philanthropic, . organizations, and Federál, State,county, and city departments of
educationoritheragencies.Several State-wide studies of Negro4. education havi appeared during thepast 5years.Among thesemay be mentioned studies in Louisiana,6 Mississippi,' Kentucky,8and West Virginia.° Thescopeof this investigation kavolves consideration of factors
pertainingto the teaching bodyonItmorecomprehensive scale jhan , has. hitherto been Attempted inthe studies limitedto&MC-errcity programs orin certain other studies pertainingto specific phases of the problem. Thereareapproximately1,600,000teachers in the United St4tes, morethan 50,000 of whomareNegro teachers. A short personnel questionnairewassent to all the administiators,supe.- and teachersin'the public schools; 460,000returnswerereceived.Al- thpughreturnswerereceived from13,589Ne¡roteachers in 44 States,
itwasnot considered feasible to include the totalgroupin the study..- Accordingly, thereturnsfrom teaihers in localities where the dual
McAllister, J. E.: The tisiningof Negro teachers in Louisiana.Doctor's thesis,1929.Teachers Who, Colombia University, New York, N.Y. (Contributionsto Education, No. $W Mledmippi. Statsuperintendent Of education. Committee of Investigation of the teacher-training Minks for Names in Missisippi.(Report.) Jackson, Miss., September MO. sRansil, H. C. Thetraining of the teachers in the colored high schools of Kentucky: Master'sthésis,
tea University of Cincinnati, Cincinnati, Ohio. . * Sound* if. P. The pnperation andprofessionaltraining of the Negro high4choo1 teachers in West riI 111_; imaties us* nu. University of Clademati, Cincinnati, Ohio. A
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41. v NATiONALBURVEYOFVI=IDUCATIONOP TIBACIUMS Ift astern doesnot prevailwereixcluded,This leftatotal of9,659 elementaryand1,915 secondaryteachersin the Districtof Columbia and izt16 SouthernStates:Alabama,Arkansas, Florida;Georg* Kentucky, Louisiana,Maryland,Mississippi,Missouri,North Carom" lina,Oklahoma,SouthCarolina, Tennessee,'Texas,Virginia,and p WestViremia:Thetotal,11,574,represents 22.7percent of all Negroteackgsasreported byBlow ")in1927-28. In additiozitoretuiSg-i*romthese elementaryand koondaryteachers repliesweremceivedfrom741 collegeteachers andadministrators. The25 institutionsselectedfor studyof curriculaofferedtoprospec- tive teacherswere_chosenwith regardto geographicalasironuother criteria,and compriseuniversities,èolleges,and teacher- 'schoolsin Alabama,Arkansas,the Districtof ColunAii,-Florida, Georgia,Louisiana,Mississippi,Missouri,NorthCarolina,.South Carolina,Tennessee,Texas,Virginia,and WestVirginia. Aim of thestudy.Thepurposeof this investiiationhas beento securedataonthe supplyof anddemandfor Negropirblic-school teachers,andontheamount andnature of academicandprofessional preparation,requiredof them.Suchfactorsassals,experience, andtenureareconsidered Inrelationto the broAder phasesóithe study. In additionto problems ofthe teachingperionnel,the study'con- earnsinetlicOs,curricula,and certainadministrativepracticesand pohciesof Nigrocolleges. It wouldbe desirableto furnish the 'c essentialdata forthe solution ofmanyother problemsarisingin connectionwiththe educationof teachers; however,becauseof thelimitationsof time,assistance, Money, andspace,onlyspecialaspects of thetotal problemare treated here. A seriouslimitationhas beenplaceduponthe studyby thelackof cooperationreceivedfromteachersand administraforsof Negro schoolsand colleges.Inseveral instancesreturns-were toomeager . to. furnish adequateandrepresentativedata fromwhichto draw valid conclusions. -1,- - 4 ,..; . Procedureanddata. agencieswereused ihattemptingto securedata forthis investigation.Thepersonnel !v:,1 questionnaire . ''which .. was sent out to all public-schoolteacherswfis returned by 13,589 " Negro . -., teachersin44Statesand theDistrictof Columbia. Of thisgroup 86 percentwerein States .!..,. havingsegregated_ schools. ,Megeographicaldistributionof theseteacheisbis -.- shownin table1. inquiryform containedquestionsrelatingto I glidesorsubjects
...d, ., , . »mid T.statistics oftieNerorace,111274B.Woniblies%Govegansat 1101WA °Moeof Eduestion,Pamphlet PalatialOillse. J : ' , N. 144
'.7-:...14 '''.i . II many Umbers who meshedthis IonaWed leaim So I IsImam tistsilessombw461 i:....,:--=,-----' . sot the teak. / rti!.-.- e '1 t . r 4 10 1.1, VL. .4.,
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taught,age, sex,maritalstatus, experience, training,reasonsexplaini- ing supply of and demand forteachers, salary, and duties.
. With the assistance of the NationalAdvisory Committeeonthe
Education of Negroes25 schools, representatiVe of the better practices# in the preparation of Negro teachemwereselected for study.!' Fourteen additionalinstiiutionswerechosen for participation in other phases of the) Survey. The39 institutionsweredivided into three groupsfor different phases of thestudy.Groups1 And 2, consisting of the original 25 institutions,wererequestedtosend catalogs.These wereused in getting thepattern of the curricula offered in various . majorfieldi,in identifying representativecourses in analysins the complete offerinp bymuses,subject-matter selds,and credit. From the catalogs received itwaspossibleto make the analyses for 22 institutiois. i o- .TANA 1.Numbei andpercentage of Nero elementary- and hick teachers returning personnel inquiry,1930-31 , , 4, I ,- Meat of 1 State MomentarySecondary Total totaltesthinia- Nano States, . lel , ---4 1 I 1.. 6 5 ... .4......
Alabama. . 933 157 1,ON V. Arkansas. .. . . 346 4 410 17. X1 '.s.. District of .1 i , is_ c 346 76 322 A 01 *Florida...... 386 811 475 V. NI , - _ 4, Georgia 369 ze au . I. 71 , . .. , i
Lomb 256 118 37$ V. N 1. 11 Louisiana t 1 991 91 1, fig . 35.41 Xi,- I 4 a .....,_ ...... 460 1 74 et 35. El M- i-g g . 20I 49 351 4. 11 I $ i . i - AU > 1M 67 255 31 II . North CeroNni_ _... 2, 061 , , , MO 2, 302 II N 106 se la i& 41 ggitnrrolina. 41, 4tea mb }1. . mo op to 217 , $3 , 260 & el Toanuess...... ' 779 162 931 St 31 Texas ,e- 1, 002 .. 396 1, 3115 31 4141 -(7 Vira- _ .. 1, M7 198 1,435 V. M dr West !WWIII 110 MID MP SO 4, 17i. 14 . 11 taft I N , 4 ,
Total ..... 9, 659 1, 915 ,-- 11,674 , 31 71 . e , Itwasalso plannedto makeadetailed study ofrepresentative courses,involving such itemsastitle, credit, classsize, frequencyof offering, restrictionsonrank, prerequisites,content, aims, methods,
.assignments, textbooks andreferences, andextent Id professionalizse Is A at al 100 institutions for thetraining of Negroeswas organised into fivegroups so as to give amuck //Middy owl roproungetionto various micas of the eounto interms cd Negro population,umber of Mstalsri,and number of higher lastitutioas.This Idwoe msIW to each el the specielisis chosenseWoes with the moist thatbecheekevela emitgroup which he sonsitiared repressatetiveof the totter practices is the ladling et Negro teachers.The 15 Institutions oomprislagthe completedlistregimented tpsmaw yetis judgmads oi these individuals. go 4".; onek-ams4
1
gr. I . ' f . st. .1. o 8 NATIONAL OF WI IDUCATIONOF IIIIMICERS
lion;Theretwns,however . were toomeager- to permit detailed , objectivestudy.. ., S -, From18 institididnswirereceivedreturnson.questionnairesper takingto administrativ;and curripulair...... practices, and inititutional aima antnattitudes concerni4 variouseducationalissues., . ,, Inaddition,personnel inquiryforms similaziptheones ,=.ti.. to public-schoolteacherswere sent to the faculty membeniof the86 institutionslisted-inthe Officeof Educationeducationaldirectory. Atotalof 741administratorsand teachersfrom33 collegesreturned Wee Iqrms. . . Ildlerithcards*ere punched for theseand otherreport§ .and, insofaraspractic4ble,comparabletabulationsmade. *Becauseof the smallnumbersinvolved,however, inmanyinstancesitwas not expedientto tabulate the . data withasmuch detailas was necessary ' . for the'otherportionsIf the Survey.The largernumberofreturns L availablefrom:the Sou `WernStateswasthereasonwhyonly the rttums fromthe Districtof Columbiaand the16 States havingsop- strata saw&wereincludedin thissection ofthe Surveyreport. f Fromthe'catalogsolinstitutionsselectedasbeingrepresentative of thebetter.practicesin thetraining ofNegroteachers,threetype% of informationweresecured: Firstananalysis ófrequirefnentafor 0, majorsinvarious subject-inatterfiJds;second,apictureof theentire offerings of theinstitutionsebycouroesand numborof hours;and, third,aselectionof "thi*representativecoursesasipdicatedbk the frequencyof offering.Aset of questionnairesdesigned-to seder; ,1 detailedinformitiononrepresentativecourseswas,mailedto the kitchenof thesecourses,Itwas-plannedto have thereturnson these forms'interpretedby graduate student&The smallnumber oll returnedforms ineach subject-matterfield didIrt yield enough &lion;however,uponwhichtobuildtheses.- r In coblierationwith theSurveystaffastudyof kactice teachini" in Negroinstitutionswasmade underthe directionof the Scifoolof Education,Universityof Michigan,by E. C.Russell,principaldf the iieniothigh school,StateTeachersCollege,Montgomery,Ala. wiere lk sent to 67 institutions,35 of whichreplied". a C. Itursli, I. noses=ofpractice isambialla Negrotesober4raimag14,1Satiom - , ¡brier'sMINK aft trahroltycd Miehipailaa After, Mich. tp..rak. t A I. . , It
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In thepasttheneedsand work of adhltsweresimple; therefore,_ littletraining forpArficipationin adult lifé wis required.Todiy occupations and*nee&aremknifold, and life is complex, necasitatir-lig ahigher degree of training., skill, -and cooperation.Since the schtioll reflects the ideals and. practices of society, it,too,has becomemore complicated in itsscope,organization, ind adfilinistration. The Negrocan nolonger, either in societyugeneial oiin education ijipatticular,beexemptfrom this .upgradingmovement.He is requiredtofunciionin the social and economic lire with thesame degree of skill, speed, and -efficiencyasis required of otherri.In consequ'ence,his educationmustbeon a paPwiththatof qther ft citizens if he istosucceed in meeting the demandsla e upon'him.
in the considenktion of theadegeacyof the educatioI facilitie4piom vided for Negroes, the qualifications ofteachers, with which c4ipters Mill,and IV ire concerned,emeitesasperhaps themostimportant factof in the whole situaiion. v. ! PROFESSIONAL PREPARATION alb .0 The preparation ofit'lementaryteachers should beoneof the chief con.cernsof thetate,in view of till) large number of children and teachers involved and the -predominant emphasisuponelerenentary. éducation. ; Educational Accordingtothe evidence revealed by the survey, morethanonefifth of the Negro elementary- teachers had notionebeiondhigh school; 55.7 percent had had only6 weeks to 2 yearsof college traknifig.More than three fourths (78 percent) had hadno..morethan 2yearsof college work and nearly half (44 percent) of them had hadlees than2¡earl.McCuistion 2 found thecone-
spondigg Parentageto be 58,onthe basis of.State reports in 1930. :II Analysis of the dati shows thepercentagesofmenandwpmen vhaving 4years orless of highTech9o1 trtiningwarqapprotely equal, but of those haviig had-.6weeks W2/years of college worek, the tir womenfar amassed themen,the-respective. pelientages -being57
and 40.inthe higher levels, themensurpassed thewomqn:35 , J Nessthiswawa of do National fiwrve7,alt js Woad= of Tasobon dodo with the status and eir cation of Novo imam oolknowni.to inch= will nosaalNogro taaohoos ohms othanriss spoiled. MaCeigiora, Natl.libs antra N. isaohing him Julia Bountraid mawsails% ilorkviic.ThineMinh 11$1. ; . ( 0 4 ef4 4
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. io NATIONALSURVEY OFTHE EDUCATIONOF TEACHERS
A e porcent of themenhad had3or4yearsof collegework,ascompared with20percent of thewomen.The largerpercentage of themen attainingthe higherlevelsgavethemahigher generalaveragfas46 ,revealed bymedianyearsof workbeyond highsehool: Formen2.44, ' and forwomen2.11. . Size oftommunity.-Itis generallyassumed thatlongerperiods cyf = preparationfor teachersassuies better-quidifiedrecruits andlonger tenure, ithichinturn results inabetter educationalproduct.If this 1 assumption issound, theproblem ofupgradingNegro elemehtaiy ruralteachers isoneof themostatute in thewholerealm ofeduca- tion.Evidenceof theseriousness ofthismatter is revealed intable2. A:comparisonof columns2, 4, 6, 8, and -10 showsaprogressivedecline in thepercentage of teacherswho had,onlyhigh-schooleducationor I less,asthe sizepf thecommunityincreases. Theperceptage of Negroelementaryteachers with6 weeksto 2 years P. ófcollegeworkwaspraticallythesamein villagesand cities havingapopulationof2,500to 9,999, but againtheopen-country teacherswere at considerable &advantagein comparisonwithother teachers:In thehigh& levels,only12percent of the Negroteachers in theopéncountry hadhid3 to 4yearsof collegeeducation;the percentage increasedsuccessivelythrough eachof thelarger-sized communities.Amorestriking pictureig shownin table3, whicb -1: gives thenumber andpercentap of teachersat the variouseducational 1, levels,accordingto the size of theplace inwhich theywereteachiñg. Two thirdsof theteachers whohadnotgonebeyond highschoolwere 91. inthéopen country.
TABU)24.- Thenumber andpercent of Negroelemental* teacherslocatedinplaces . of varioussize apingto level of trainingcompared withwhite teachersin suniiar situations,19307
, , t . Open village City 2,500City 1000 Citythan of - country to 9,999 to 99,9more Total- 100,000 MI o .e.. Educational level% ., ...... ,:,
s 3 . 11i If 1 i z z z z ,.. zj . , 1 s a 4 7 6 I76 9 19 11,.. 12 is t...... - 70.1wwwNo ...... - -. 4 years high schoolor lees 85.8II 4.5C22.5----4-11ii4*3.;1o. &518 8.022.6 I, &7 ...4 weeks to 2years college !! 51. 8 70. 9N. 6 70. 959. 4 64. 456 62. 159. 6 68. 255.7 3 to 4yearscollege 12. 2 28. 6 661 17. 4,X 12& &81. 0M. SI 7R. 538.7'20. 21 7 lyearor-more graduatework___ , .7 1. 0 .5 .9 . 4 1. 4 1 i 1. 7 2., 5. 1 1. 1 1. Number ofcuss ...... i 67313, 660 ...... m. 1, 20151, 12870125;9461, i'45,2781,960, 449e, 218, 641 - ...... 1 White totalIncludes61,299 "rural"eseee---np oomparable Negroones in this p. Inds tableshould bi read as follows: Of the Negrotowboat Inthe .,icountry15.8*Genthad liras. 00 schoolor less compared with4.6 percent of thewh!te teachersIn open eountry..':,. ..t: .
. ., : ..,,,...empari8onof Negro.andwhite elenentaryteacher8.--Thecontrast* . iducationallevels 1,. between the 'ruraland urbanNegroelementary teachersaresignificantas arealso thoffebetween Negro.and white teachersin similarsituations.For-example,columns12 and 13 of tilde 2 showthat only5.7 A . permit of the white F, ,, elementaryteachers is ;...,.:"11,,;4 't. 2., % ; .), ',.e .. . , I. .. 6 ' ,1 .: . 1, or I. . ,, ii I : .1 i .0 i.:f. " . I " , 5 .,* .1 , .0, e '.!,':.:.'.- ).4 4.,:f.,*1,:'!...... i : ; 1 ; 'It"' I!, .. .,,, --...I-,;.;-..4':: ..'-',,-.1;..--i,,-..i...t,i.v....,%,1..,..:;,.., 1 _!.... .-5,j; .,i,,,,:._:: i ,f,.' 11 'V l ,, (.,, . , '., t ir4 ,ji44. ".' ..111».:;:,..:!t.r;:¡:71:1:4..!: I If, I4/ . :.,i:Aff.0Y., :'¡!..): ...r.j:Utte.114 EDUCATION OF NZGRO TEACHERS il valb. had notgonebeyond high school, while thecorresponding percentage for Negroelementary teachers is 22.5.The proportion ofwhite teachers exceededthe proOrtion of Negro teachersonall the other levels: 66.7 percent(whiteYánd55.7 percent(Negro) with 6 weeks to 2yearsof college work; 25.7 ,:rcent(white) and 20.7 percent(Negro) with 3 to 4yearsof college work; and 1.9 percent(white) and 1.1, percent(Negro) who had hadgraduate work. TABLE 3.-Number and percentof Negro elementary teachers ofvariouseducittion41 levels according tosize of place in which theywereteaching, 1930-31
. ,....._ City of `Open City 2,500City 10,000 Village more100,000than country to 9,999 to 99,999 Total . . Educational level , , num. ber / Num-Per-Num-Per-NumPer-Num-Per-Num-Per- . . . , centber,centbercentbercentbercent .. ...-- r .. ow.. 1 3 8 4 5 6 7 8 if-9 16 11 . 13 _. ber...... 4 years of high school orless ...__,1, 81466 4 284 14. 4 115 5. 8 136 &0 130 & 61, 979 6 weeks to 2 years ofcollege 1,88238 4 751 l& 3 416 8.f 710 14.51, 141 23. 34, 900 38721. 2 60233. 01, 824 8 to 4 years of college_. 44821. 6 22012. 1 167 9. 1 year or more of graduatework__ 282& 0 6,& 0 3 3. C 23 23. 1 404& 0 100 . 1, 256-14. 281, 91$21. 738, 803 Total_ 3,67241.711,26114.32 7017. 41 , k - _ Table should be read thus: Of the 1,979teachers witirhigh-school educationoi less,1,314, or 66,4 percent, werein the open country; 284, or 14.4 percent,in villages; 115, or 5.8 percent, in citiesof 2,500-9,999 138, or 6.9 percent, in cities of10,003-99,999; and 130, or 6.6 percent, incities of more than 100,000. . The.most glaringdiscrepanciesare seenim detailed comparisonsof teachers inplaces of various sizes.Only 4.5 percent of thewhite teachers in theopencountryhad hadaslittleas4yearsórless of high7school work,ascontraste-d with35.8 percentof the Negro teachers.Each of the levels oftraining in the different typesof communities reyealedsimilar contrasts. Grade8 taught. -Thedata of° table 4 providestill another basis for comparison.Again the ruralteacherswereatadisadvantage in the Orcentage who hadahigher educational level,ascompared with the teachers of theintermediate andupperelementarygrade's. TABLE 4.-Numbers and percentagesof Negro elementaryteachers and grades taught according to level of training, 1930-81 * 4
V Oracles taught
=- 1- or 2-teacherKfhdergartenIntermediate Upper ele- Educationalievel rural schoolsand primary mentary Total
Num- ; Per-Num-Per-Num-Per-Num-Per- os ber cent ber cent ber cent ber oent
4 O 7 8 le ,f 4 years of bier wheel orless 1, 04451 9 3541, 17.9 $17 18. 1 250 13. 1 1, 973 weekS to 2 years of college 1, 544 31. 4 1, SR77.1 1,2842& 1 804i16. 44,915 3 to 4 years of college 336118. 5 4562& 1 50028. 6' 5141 ,31, 816. 1 year or more of graduatework 2020.0 2323.0 8282. 0 2525.0 100 7.1 Total. 2, 94433. 42, 166 24.6 24021 28,8 46011&28,801 4. Table should be read thus: Of the 1,973teachers withhIgh-eobool educed= or lass. 1,044, or 519percent, taught in the 1- and 2-teacbsrrural schools; 364, or 17.9 monktaught in the flprrhm and primary grades; and so on for theother groups. o
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01.
12 NATIONALSURVEY OFTHE EDUCATIONOF TEACHERS
Pi 43k1 ofmost preparation.Ingeneral, evidence inthepresent study reveals.thatamajority ofthe Negro °elementaryteachers had receivedmost of their preparationin the 6e1d inwhich theywere teaching.s.Fifty-sevenpercent of the teachers in1- and 24eacher
I.
- Saw..- iosi;- Mato of-4 '.:..-I . . "moat ;_.:4 ., O.w %re..... *,,I, (Sepio) 0;.":''..4''-i).. an h0 60 _ SO 100 immigiov: isa Males 133 Mti.ttttf.tqcoWITO4Occfcf(4.04400kfts ttw.p'qccccoccceeeaewaaffeaaaa, .1 3107 111111101ft IMPEO , . I] Adman& 322 ;471711.71717/74767171WIVIV .isTsWio.:tisTeleileMaYetiettiati:etatateWAYAVAINNteali 1290 sigiroMMOMMEMMO District of in7 utwowttuttf11111:4111* 64/1111//ladassa.Aaa atadb.AtA*. al Colombia 1165611y4 -... 5211 0 333 lion& - ys..swel:ieefei.faeisteeesTeisY4------1 .$.64.4.4v4.4.s.swe'efewevowewewiwaweval _I19 .* 241 VAWAYA'AVAI,94°26°,1,1249, Georgia 1,10,0,10014,0011,000,004004000000$1010 I 4141,,Waswasasimisis,1641.41 1901
at2 ,f,f,144,0,0,1,1.1, t,11 f 11 14 1.0444'44 444II 0 SOtoss of' kemtuay 111 1,1,4.1.0,0.1'4.4.011Veit'llgetsfe0FITSW0.01.0TITITS'# 2400 Tarlatan) 903 'eeaaeaaly;;;amea494941; ....,I 41111114,4,,Ii14,6,64A14,a644,,,A,1 1 3590 .433 WiatiVA,AIM24,1,24,IYAI.,.°69.Y.s.s.e.s.V.4asetsAss,.O.V.Wks,sisiOnal, 0 larglaad _ 0,' 2455 lassiostpa 111 14YoTAW04)4)))):00) iee4W4T4W47474Y4174Tat 1 1009 161 WA's'as'eNesTA'esWisWes'NeMeellt's Missouri ,,,411,4m1tC11010101,1ftlIffftt 1 6,1141hAWAliiiiailil41,81J .411111 )919 iss6. northClarence 40111#01000010010000010001000.010010 ,1 14.00.0.0.1.4:40 0.444'110 1.0.0.0:1,14,0.1.11 Cs I 1 5n6 ,,,,,Of 99 MUM= M1111,,t11,,f,,,Mitte,1%11111010040041001$01414t,104 i44416 44 seil141141114614e 4 2213 4 1911 asaittsititsitiAsiaaA 11 outhwain. 010#40,####O0M,41 Ileissittill116116111i 111 1166 in 14)) TeassIeso s's's's'i):434's'ff Ys4W4T4TieeWiTieeieaa#41T4)747474""---"'" 35,3 ti Teas 901 ,414446444411444,61114 =1111I 74,470A1.1.14%%%9: . _ mu 1111111=111111111111111 Tirgiaia 110 elf06#,OMMOOliff0140,00,4401,MlifOO4f,if 0,0,t4.0.s.1.4.1.1.#.1.1,1.1):1,0,1,444,4).1,1,1,4.4.1T4's'ii,s,is.s:1411.0 too e )03 stOOP.Ittlt,.o10,,,,,,,, 1111111.1111MMOMMOS 16 00411000110101 WestMOM& 1+4011000 1 4411441144141144,1i$4141114w,tatt4m4 tiff
her Tsars et Iligb 41111111111MIIMIII Three to TsarTsars kernelorLoos of Oellege 105,14 Rix Weeks t Too OroTsarorMoroof 141801 Taus of Oollage Oradea? fort
I. newts 1.Peroentagesof Negro andwhite elementary toachers of variouseduoatiopal levels, by . States, 193041. ,, . schools receivedmost of their preparAtionin ruraleducation. Ofthe .kindergarten-primaryteachers 77percent receivedmost of theirpreps- ration in thisfield, while62 percent eachof theintermediateand tipper elementaryteachers receivedinost of theirpreparation inthose fields, i. i I. Vs , .i - ; ''* ' ¡ .,1 ., . ,),A. 7:- :: -' . . . i 4 .. ".4.,. . r a . .. 1 . I . . a '4 :g. :#:;,,, ..i'Jr' ,... . e o 44,414:N.0 J , 's d '. .., I. 41 f..I',1., , . 1'10 ' V , ...:,....!,,E _.....-1r.:'.1. -. '!°.1gI.4:4.:.1(14:1.?,. 111Y-.1SIL...1:: Lia.. - . EDUCATION OFNEGROTEACHERS 13 Eighteenpercent of theupperelementaryteachers receivedmost of their preparation injunior and seniorhigh school subjects,which is closely relatedtothe work oftheupperelementarygrades. VariationsamongStai.es.Importantquestionsareraised by the facti presented infigure1, which shows thepreparation ofNegro and white elementaryteachers in thevarious States.For example, why did62 percent of the Negroteachers ofGeorgia and54 percent of the Negro teachersin Mississippieave only4yearyrless of high- school trainingwhen the corresponding , peitentages for Alábama and Louisianawere19 and 36?In Alabama,Kentucky, Maryland,and Virginiamorethantwo thirds of the teachershad6 weeks to 2years of collegeeducation, while inthe Districtof Columbia, Missouri, Oklahoma, Texas,and West Virginiaathirdtoahalf of the teachers had had3yeam or moreof collegeeducation.Whatarethereasons for these disparities? Evenmoremarkedwerethecontrasts between_the Negroand white teachers having hadonly high-schooleducationorless, the respective percentages being 62 and6.5 in Georgia,54 and 4.7'in Mississippi, and37.9 and 4.6 in South Carolina. Therewerewide difference etween the various States inthe median number ofyearsof educ:1.ionattained byNegro elementary
teachers,asshown by table5.Theamount oteducation beyonds h- school graduationranged fromamedian of3.36yearsin Texas t3tat median of0.52 ofa yearin Georgia. Thepercentages of Negro andwhite'elementaryteachers of various educational levelsby Statesareshown in table5A and figure 1. These factsnot only have important suggestionsforaprogram/of tiachereducation in generaland for Stateprogramsin particular,
but they also havesignificant bearinguponthe problem ofthe equali- s. zation of educationalopportunity. o.
TABLE 5.Mediannumber Ofyearsof preparation .abovehigh school attainedby ;b. Negro elementany teachers,1980-S1 Median number ofyears Mediannumberofyears State above high-school State above high-school graduation graduation Alabama 1 48Missouri 2. 81 Arkansas .87North Carolina 2. 00
District of Columbia__ - ONw M11. ,AM AM, =lb 2. 91Oklahoma a 11, Florida .61 South Carolina 1. 55
=1, . mob Georgia '- .52Texas______IIMID MID IMO, 3. 36 Kentucky 2 56Virginia 2. 21 _ I.ouisiana__ _I. ______1. 34West Virginia a 33
Maryland _ ___ e oaW e NO MO 2. 55
IN Mississippi...______- ______.81 Total (8,862) ow/ =, aAI I*alb 4111, 2. 17 ,
4
.: ,14_11.1 . . . . State State State City Private teacherscollege TABL1k 6.-PercentageofNegro institutions fortheeducation universities. elementary teachersreplying than whitesreceivedmaker'sdegrees groes edly theresultoflack Negroes thanwhitesreceivedmaster's their bachelor'sdegreesfrom tions teachers they heldbachelor'sdegrees. , West VirgiitiaI Texas Tennessee_ South Carolina Virginia_ North Carolina Oklahoma Mirsouirri M Maryland Louisiana Arkansas Kentucky Georgia Florida__ District ofColumbia Alabama_ .9)tate-supported ifistitutions. TABLZ college_ 14 I Toofewcasesforreliability. The factthatrelativelyfewer ) Acackmic degrees.-Table oo co or city tasehirscollege was .I!, in theSouthern Source ofdegree versity _ ...... 5A.-Percentages NATIONAL SURVEY _ ...... or for ., was bniversity approximately the ... 116-- women.. State 1 1 oar 10. _ ' . ___ _ / land-grant , V .... _1. d4grees fromdifferent The numberholding ______of Negro e States. - Negro. . 19 58 13. 48 _ 9. 59 1 81 publicly supported Bachelor's .90 tional Negro 4 school degree 37 5 .0111 THE 37.9 years ofhigh 27.5 54. 1 3& 5 16.7, 43. 2 62.5 41.3 19.2 2 9. 9 5.2 3. 0 and white 3. 1 & 5 58 13 same as State 6 showsthat8.7 of teachers,butrelatively White and 17 1 14. 4 23 5 or 5. 8 Other datashowthatrelatively 1. 5 levels, byStates to thequestionnairesreported White The , Negro teachersthanwhites less 2 3. 4 4.9 4. 7 4.6 9.8 2.3 1. 6 1.1 & 7 &7 6.5 2.5 &9 2.3 1. 5 1.2 white ekmentary or .2 Private college oiher EDUCATION OF sources, . city teacherscollegesis the numberholding percentage ofwhiteelemeptary elementary teacherswhoreceivedtheir years Negro degrees frompubliclysupported Percent ofgrand Number of 6 weeksto2 71. 4 61 5 36.9 41.9 58.2 554 57.1 44.4 3& 5 76.9 48.6 09.0 20.4 52.1 42.2 48 5 72.1 4 PeIN State-supported college degrees fromprivate of oollege
from privatecolleges st4,11
Source ofdegree ig*it White vvme.c. - 1930-31 66.5 76. 5 288 59 9 28.5 41.1 48.7 42. 9 48.7 74.4 68 1 5&0 00.8 61. 8 47.9 72.0 65.4 1 teachers co111.-1 or cases unlVersity percent oftheNegro teachers of N . 8 tool=of with total 5& 3 4&5 37. 9 2441 17. 4 15.2 22.7 17.2 18.1 41.5 l& 2 16.5 9 9.4 9. 6 7.2 & 4 ...doge TRACKERS l Whits \415.2 th,de- 36.5 21. 3 27.5 63.2 47.5 31.3 45 4 54.2 63,1 36 4 30.4 2& 4 fewer Negroes 42.7 21.6 30.6 117 7 degrees from various educa- _ _ 141 __ ..... of _____ Negro Nero 51.62 ______undoubt- graduate work 4 1 96 year atmore ,received Bachelor's 8 3.0 4.0 & 7 1. 3 1.5 n1 1.9 2.5 2.3 4:1 0.2 . . in)3titu- . . . for Ne- degree 8 9 6 8 6 __ ... 0 more Whits 24, 9W Whits that and $5. 7 10. 0 5 2. 0 4. 6 3. 7 4. 5 2. 0 b. 9 2. 3 1. 1 1. 5 4. 2 L 9 1. 2 1. 1 1. 7 1. 2 .. . . 6 2 4 a IDUCATION OFNEGRO TEA:ACRE; 15 s Professional.courses. *general, Negroelementaryteachers had agoodamount of professionalpreparation,asrepresented bysemester hours inEducation.The4,896 teachersanswering thequestion concerningEducationcredits hadearnedamedian of28.62 hours. The nuidianforwomen was 29.29;'findformen,23.02.Teachers in theopen countryhad considerablyless professionaltraining, interms of creditin educationcomes,than thosein villigesand cities. The comparisonsbetween theStates inthe mediannumber of semester-hoursearned and inthepercentage of teacherswho earneda givennumber ofsemester-hours inEducationarepresented in table7.Similardiveigenceswerefound hereas'werefound in the general trainingof teachers.Only1.24percent of the teachers in Alabama hadnocredit inEducation;11.73pehentof the, teachers ùi Arkilinsashadnocredit.Another pointto be noted in thistable is thepercentageof teachersfrom thevarious Stateswith only1 to 12 ,hours ofcredit inEducation;for example,thepércentages in Georgia and Mississippiwere,respectively,33.32 and 40ascontrasted with,10.16 for Missouri,15.23 for Kentucky,and16.24 for Texas. Alinenumber of theteachers insomeof the Statesappear tohave hadanexcessiveamount of professionalcourses.This pointwill be discussedmorefully later. TABLE 7.-Numberand percent of elementary teacherswho earneda s vennumber of semester-hoirs and mediannumber of semester-hoursin Educat s 1930-31 *
-41---= Number of semesterhoursin Education---- State TotalMedian ,No iLinrAnumbersemester- credit147-12 I3-16 19-2425-30 31-4041-50 51-606"tai;of-casca hours 00
.11 6 7 8 19 11 ts
Alabama:
Number 5 ya_ 37 I 35 32 73e 401 30. 05 Percent L241L 4 10. rm9. z2_,9 & 721 1. !:.; Arkansas: 7 10. 4 l& 20 ..... - Ntimber 34 34i n 1UL 11 171 11 tP 16 195 14. 82 t Percent IL 17. ; 11 7:119 District of Colum- 5.61 & 5.61 4. [1:1=1 &16 bia: Number 1 1 13 10 11_ 6 1 46 134 . 40. 0 Percent...... 8.95 11.1 9. 70 3. 7. 467 irlorida: 4. 4 10. 34. 32 Number_ . e e _ 191 14 1Y 2 12 ;114 21.25 Percent 16. 11.:1 1& 14. 12. 231 1 7 5. i 10. 52 Georgia: , .1 1 L iel 7' 8 --;, 2 1 17 81 17. 611 Percent ..e.- 20. '-'i11 34 19.75J8. 649 872. 1 46i 1 T",t20. 98 , Kentucky: II I .1. Number 81 1 151 11 1 1 ;., 141 14 61 164 35. Ot . ....s. Percent _ 4. :f.10.t, 9.1416. i 11 9 75) &&. 1ilei;X7 19 Louisiana: . i . , , L . Number ,i 451 i 1.1 I 65 374 .3I i X 33 Percent i'.4,, ...!&,& . 14. 15. 7-:-A1$.361I 7 2112. & " 7.#45.417 37 Mary_land: a Number i'. '1:,. 1cr. Lt.. 19. 161 li:, 71 281 135 250 60 . Percent 1931 801 3.:,5. '_1, 4. iti'&1 &94i2.740,10. 81 52. 50 -Miliseippi: ; 1 4 Number 4 1.1 At---- 50 17460 1*; 2,1f:24, -1,1.:16. 1 ., I g I,s Percent.... . ----I 1Z 10. 4,(I?, III18. Miseonri: , rE Number 5i Li. 1 4. .",1,1 :,.,, 63 118 52. 5 ;,_ LeaIs 1111,WINea leab 'IIL1.:ii II. 4i 6. :.).,...: a 11.0 . 64716.91 .. b . .. . a '1. « .
. i.. ... ;, = # ...... 4. '4- 'to:.t='.): ;".:.-:=." '. .I . .).= . :.¡ i'011 . t.:., .-.] '',..'.....,..:...+;4,_ -..,: . - .. :,.. oc: IA.. % - . . ', i'''':'` .... '-', = r., :,..-°4-4.-_-_,..t.,1.;._,;.,it* Y . . : :,i.:,:tf,,,.;_re../A...-,...... A, jit,_.«,....._%_:E...._,1.-;,a4, . --J__,,,- _sik,i.,i,,,_._-,'ci-&:4-1.,,,,- . ..;,il;L.',...! .1.1_,:A ....; - ! . 4 . ,:. ._. , .._,...5z,,,,_,,,..:',y.:1:. s e ., 4LIEVIL _A: .1_. a' 41 - - - _ _ -.0e....-'".- -%_...... 4 - ...,«....« - e N.' P..2 ..".J " _ _ L- d .."F 16 NATIONALSURVEY OFTiEEDUCATIONOF TeAtHEREI TABLE7.Numberand percent ofelementaryteacherswho ofsemester-hoursandmediannumberof earnedagiven*umber Continued semester-hoursinEducation,1930-31----
Numberof miester-boursInEducation state Tots Median No 'Saw Morenum semester- credit1-6 25-30 31-4041-5051-430thanocii boars ¡Iv 60
1 8 16 11 1$ 4 NorthCarolipa: 1 Nùmber_ _ _ 8 Percent, 74 121 1 91 Oklahoffia: 11. 3010.1 50 31. 0 , Number 5 Perrent ...... 10. 1 11 13 Sopth Carollha: 10. 1 & 32 11 16. 45 Number 1 - Percent- 1 6 6 Tenneaseet & 66& 6 66 Numbs. Percent -- 27 Texas: 1& 499 & 56 22. 42 Number . 55 Percent 1 sil VirCnia: 9 9213 117 3a 87 Number 1 1 72 Percent 1. 6714.e A .84 41 WestVirginia; la 0511 73& 72 Ntfinba Percent -- 18. 18 18 18 Total: Number_ Percent 461 516 9. 4010. 54 2& 62 r, 3 9 97
41Is Directedpracticeteaching is receivingincreasingrecognitionas an essentialfactorin the preparationof teachers. .Table8 gives reportedbytheteachers the dhta in- thepresentstudy.It willbenoted onlyabOut0168 that thirdAbofthetotalnumberofelementary answertidthisquestion.Of this teichers number8percenthadearnedno credit inpracticeteachin. If thefailureof to reply two thirdsofAlieteachers onthispc; 'catesthattheyhadno itraisesa practiceteaching, (juestionofseriousproPortionsconcerning find,the teachertraining administration.of certifiCationrequirements. TABLE 8.---Semester4soursof credit*inpractice 1 teachingearned teachers,1980-31 by ,elimentary
...... Men , . Women . ! , Total hours ofcredit . , . Num- Num- , ercen bef PercentNum-ber . Percent . .
. 1 2 3 4 . 1 e 7 4 . , * . Nocredit I to 3_ i 33 13. 41 214 lb 44 7. 99 247 & 45 4 to 6 17. 88 423 1& 80 467 ,4 , 51 20. 73 1I.' 7 to 12_ .. 817 19. 31 c 868 . 42 , 43 13 to18 - l 17. 07 469 17. 18 801 -7 22 & 94 14 Morethan 18_ 379 14. 16 401 84 21. 96 72 'Total , IB4 25. 66 738 . 246 it25 . Median1,_..c - 2, 676 A- 64 10. 75 2* ° A . . 10. 62
1medians , do notincludethe"no-credit"groups._ . EDUCATIONOF NIGROTKACH11113 17 EXPERIENCEAND TENURE Experience.Whetheror notexperiencebeyondacertainpoifit addstoateacher's proficienvis questionable.Much dependsupon where and underwhat conditionsthe experiencewasgained;and.upon its relationto therequirenientsof particularsituations."Practice doesnot make perfect unlessit is theright kindof practice," claim siime Autborities.3_Moreover,thereareindividual differences'in the s. abilityto learn from experience.Nevertheless,it is generallycon- ceded thatacertainamount of experienceisanimportaxitfactor in du')qualificationof teachers. .The mediasamount of experienceof the8,872 Negro elementary te:.hers concernedin thepresent studywasslightlymorethan8years. Iemedian forthe836menincludedwas11years, abcompared with8 earsfor thewomen.Table9 shows theeducational hiveland the .amount of experiencereported bythese 'teachers.The factthat teachers withfrom6 weeksto 2yearsof collegework had hadonly7 yearsof experienceprobably indicatesthat theywere younger.Of the teacherswith onfy4yearsof high-schoolWorkorless,many were nodoubtteachers fromanearlier day,who receivedtheir schooling 'beforethepresent requirements,became effective.
TABLE9.Medianexperience ofelementary teachersinyears,according tolevelof education, 1930-31
Educational level Number ofcases Median
4years of high schoolor less______. 1,973 o 9.17 8 weeks to 2years of college__ _ . ______4,896 7.29 3 to 4years of oollege 1,824 10.00 -1year or more of graduate work______101 10.56
l Total . 8,794 8.17
4 In fiveStates-r Alabama,Georgia, Louisiana,Maryland, andNorth Carolinathemedian numberofyearsof experiencewtisless. than8 (table 10).These Stateslikewise ledin thepercentage of teachers' having only1or2yearsof experience.Alabama,Louisiana,and North Carolinahave alsothe smallestproportion ofteachers with morethan20yearsof experience. Tenure.Animportant factorin the smoothfunctioning ofaschool systeniis the" turnover" of theteachers.Other things beingequal, aschool systemwillrun moreeffectively and.the work willbe ad- ministeredmoreeasily and economicilly1ifthergisarelativelysmall percentige ofnewteicherszcaused b/ changesin positions.Table11 shows thenumber andperéentage of teachers who*ereemployed .bya given`numberof schoolsystems.Practicallyonefifth of theteachers s BNrdL i.Buu.unNiktional Motion tion, vol. X,no. 1, January 1932.Part L
4. A
I 4 . .11
. " .4.-.; , , : L 1242:4,-I. *:. _ If - - _:";.¡al 1-1C11-*,i 18 NATIONAL 15dRVICYOF4112EDUCATION07Marl= hadworked in 42r4 threeor more scbooLsystems. Ps:issignificantwhen tonsideredin lightof the8 years'totalte.,11:experienceof the gro.up. Thosewho haveworked inthree*:,,stems changedpositions 11/4boutevery2 yeats.A largenumber,as maybeinferred bycom- paring datain tables10 and11, changedpositions ev'eryyearthey taught.
e. TABLE10.-Numberand percent of Negroelementary-schoolteachers havinggiven amounts of experienceand mediannumberofyears 1930-41 of experience,by States,
Years ofexperience 's j. State. Total More- Median .1-2 ..1 b-7 to 11-2o than 20
1 2 4 7 8
.22 Alabama: 1 Number A 149 brn 157 go 177 19 822 Percent 18. 1 20.8 & 48 Arkansas: 19. 1 12. 0 21. 5 8.4 INumber 31 48 42' 47 95 56 319 Percenl 9. 7 15. 1 10.50" District ofColumbia: 13. 2 14.w7 29. 8 176 . Numbir 20 22 28 Percent 60 46 44 210 95 .9 6 10. 8 13. 3 2348 21:9 .21 0 t Florida: 9 L. Number. 59 sa 67 51 84 40 339 I Percent 17 4 11 2 19. 8 as Georgia: 15.0 34.8 11 8 Number 59 39 Percent 33 25 65 33 264 7. 73 2a 2 15. 4 ti0 9. 8 25. 6 13. 0 Kentucky: ' IS , Number 33 38 40 34 59- 34 238 Percent - 13. 9 16. le. 511- Louisiana: 143 248 14 3 Number 196 179 165 112 Percent V1 203 59 914 & op 2L 5 19. 6 18.0 12. 3 22. 2 6. 4 Mary_land: fp Number 94 79 70 41 os 58 430 & 78 Percent 21 it 18. 4 16. 3 9 8 M issbnipp i : 20. 13. 5 Number 26 23 29 26 47 38 189 Percent 1Z 2 13. 8 10. 06 Missouri: 15.4 13.8 24. 9 20. 1 Number 8 21 45 29 40 17 160 Percent &0 13. 1 -9.07 NorthCarolina: 2&1 18. 1 25. 0 10.6 Number 366 321 372 220 433 183 1,895 & 96 Percent___."z______------19.3 16. 9 19. 6 11. 6 22.9 9. 6 _ _ Oklahoma: ..... e e e e 1I a ID OP Number 9 12 /17 15 32 14 99 Percent 9. 1 11 1 10. 41 17 2 15. 2 32.3 14. 1 C.' South Carolina: . e op Mt O.e I &umber__ _ _ 41. ______- 22 27 31 34 52 34 200 Percent 1L 0 11 5 15. 5 I. 72 17. 0 26.0 17. 0 ID air e Tennessee: /- _ ...... a O. a .10 Number '1 _ -...... 82 Percent 96 98 105 197 147 725 10. 59 113 1/ 2 13. 5' 14,3 t7. 2 20 3 Tens: gf a AD e f Number _ ...... 99 133 Percent 122 104 305 138 001 10179 11.0 14. 8 13 5 .11 5 33. 9 v 15. 3 411 Number it 182 Percent 169 186 159 305 163 1, 164 t84 west ZEttia: 18. 14. 16. 0 13. 7 26. 2 14. 0 Num 3 2 2 2 Percent 6 2 17 10.& 17. 6 11. 8 11. 11 & 35. 3 11 8 Total:- Number 19435 Perient .1, 421 1, 504 1, us 2, 234 1, 129r8, we 8. 19 16. 2 16. 0 16.9 13.0 25. 2 11 7 .11 IIDUCATION OF MICROMCKIM 19
TABLE 11 Number andpercent qf11regroelementary 'masersemployed isrsrims . I/ number of schoolsystems, 1930-81 , Number ofsystems by whichemployid V. 7 . - Teachers Total . e _ . '1 2 8 and 3 4 5-7 more .. . 1 . s 3. 4 1 6 7 8 . . , *umber 4, 803 2, 397 999 400 270 8, 945 Percent 53 7 28 8 11 2 4 5 . . 3 0 )0 , '5 SALARY The salary ofteachers is generallyconsideredto beoneof the %important indexes oftichool efficiency.There isaclose relationship between teachers' salariesand theireducation, location ofthe school, and length of theschoolterm.Accordingto the evidence in table, 12,ateacher's salaryincreases *id)his preparatjon.Teachers with 6 wqeks t? 2yearsof collegework received55 percentmoresalary 7 'than those with only,iye4rsof high-schooleducation oi less.The increAse in the salariesof*tchers with3 to 4yearsof college work overthe salaries of thos4;*fth6 wpeks to 2,yeariof collige workwas 41 percent, while.te4hers-with1or more yearsof graduate work received129percei*moresalary thanthose with Only3 to 4years of college work.I, Wide differendes inannual salariesofpi3fsons'who taught in the
.varyia¡sizes of communitiesareshown in table12. .Thepercentage pf 'the teachersin: theopencounirywho received lessthan $500 annual salarywas78.8,ascontrasted with1.8perCentfor those in . cities ofmoregian100,V population.Thepercentage of theopen- country tsirachers who received$1,600or more per year wasonly0.68, ascompared witha,correspondingpercentage, of 21.94foithose in
cities ofmorethan100,000 population. _
TABLE 12.Medianannual salaryofelementaryteachers accordingto educational levdand size,of place,1930-31
Educational levelsand sizeofcommunities Number of Cane Media&
MP' 7. Educational level: 4 years of high schoolor less 1, 944 S365. 98 6 weeks to 2years of collegb 4,321 56& 58 3 to 4years of college 1, 806 808. 37 1year or more of graduate work 99 484490 Total -.0 8, 670 666. 31 Site ofoomiumity: I 00natnr 8, 640' 38187 V fewerthan 2,500 1, 246 491. 72 City2,500 to9.909 091 588. 65 City ti to 98,099 1 City ofmot. than 100,000" 1, 230 800. 00 a 1, 882 1, 214. 66 4 Total a 8, 689 868.30
411 t
4 4 l I4 _ 20 NATIONALSURVITOF TH1EDUCATIONOF I. MUMMER . f. It issignificantto note in**connectionthat within variations alsoexist. each sizeof communiy.Foexamp1e,whilethe theteachers in majorityof theopen country fellmili.lower-salary silent ranges,some ashighuthehighestrange for teachersin citiesofmore than - 100,000population-.Itshouldalsobe remembered *thatmost of.the teacherswith4'ormoreyears oftrainingwere teaching inhighschools wherehighersalariesareusuallypaidthan inthe The elementary,schools. same factorenters intothedifferencesbetween cities. ruralareas and (Dataonthe mediansalaryanidthenumberof montisof ment in eachof the employ- Statesaregivenin table13.Thistable fairerandmore accurate offersa comparisonthanwouldbepossible datawere c9mbined. if the Thetablerevealsthesignificantfactthat althoughtheteachersofArkansashadless data preparation,acconlingto shownpreviously,theyreceivedahighersalary teachersof tium dothe Alabama.Thiswas true for allteachers wellasfor combinedas eachgroupo(teachersonthebasisofthe months numberof employed.Again,theteachersof.Louisiana, hada yearof althoughthey preparationinexcessof theteachersofGeorgia, only$45more. reciived _Theannualsalariesinthe differentStatesfpr6 months'employ- ment. rangedfrom$170 in Geprgiato $416inTexasandNorth Carolina.Geprgiawasalsoat the lowerendofthe for7 months' rangeofsalaries employment,Kentuckywas at theupper end. ingto datasubmitted Accord- Mississippipaid$433 for9 months,which lessthantheamount paid was byanyof theotherStatist;Texasled amediansalaryof with $980.ThemedianreportedforWestVirginia unreliablebecauseof was the smallnumberofcases.Of the1,847 ers employed P teach- 10to 12monthsin alltheStates,only receivedas 51percent muchas $1,200or morea year,- while.12 lessthan percent.received' $800.Furtherdetailedanalysisof thistable by the retailer. maybe made
.Thedifferencesin salariesofmenandwomen teacherswere not great, eitherinpercentage of teacherixeceivingsalarieswithinagiven rangeorin,medians.The medianannualsalaryof825menwas $531 themediansalaryof7,924womenwas $552. Because of theform inwhichthesalarydataforwhite teacherswas reported, elementary comparisonsof theNegroelementaryteachers and whiteelementAryteacherscannot bemadein parative detail.Forcorn- purposes, therefore;onlythesalaries_ofwhitewomen ele- jnentaryteachersin the(Ten countrywillbe cue, intams of considered.leevery lengthof timeemployid,thewhiteteacheillin-the open country'receivedlesssalarythanteitchersin plates; thelarger-sized andthewomen receivedlea' thifithemen. facts, Despitethese however,every mediansalaryof thewhitewon,' elementaty \.%
. . .. .4 , 34:F ;.`..il'Oe.::.1.*!'41akiL. inrucanolior/4101t0=AMMO 21. teachers 4bown intable14was greater than the correspqndingsalary for Negroteachers, bothmenandwpmen,shown intable13.For example, inAlabama the smediánsalary for*itewomentatOleis employed1 to 6 monthswas$425, withaquoit&rangeof$363 V) $489.The medianfor thecorrespondingNegrogroup,bothmenana women, w,as $253.69.In Georgiathe mediansalary of thewhite womenteachersemployed9 monthswas$470.Their lowestquartile, whichwas1575,-wap greaterthan themedia"' of$453 for Negroes. Tkaut13.---Ñeditut.Wary of eleisseni teachers by &tagaid numberof swab nos* 1930.41 4) a Number of monthsemployed Stage TOW
1-4 7 8 i 9
1 4
Alabama: Number allairs 356 Median Wary 3 34 In 182 813 $253.419 PK 90 $470. WI $661 81 NIL 29, $402. 46 Arkansas: - Number otcam...... 128 Median a I 33 su District atColmais: SUL 28 $5OL4I UM03 $007 81 $444. 52 Number otoases Median Wary 203 XS holds: 32,141 62$2, 141 CI Number alawes 66 Median salary I 1 1 In 314- 1347. 03 WO. 64 $s52. 98 $476. umber ofmess 117 41 234 Median salary 6169. 71 DX 75 Kentucky. VOL 114 Number atcam Median salary 21 25 167 '283 Louisiana: $570. 00 3904. 16 1 311 16$1, 226.33 Number ofcam 435 Median Wary 98 167 182 906 Maryland: $247. 93 $340. 00 $801 U$1,Z7. 88 SU& 19
Number ofcases eri.4% Median salary Jra 65 197 41X Mindrippi: o $667. 60 1,741 47 $871. 42 Number otoases 106 34 27 186 Median 'Vary $187 M $431 33 MI. BO Miassuri: 4 Mi. 06 Numbs. atcomb 42 11 133 Median salary 894a 00 Kerth Carolina: a fa& 57$1, 728. Number of'cases I, 011 289 308 130 s40 Median salary $416. 01 Oklahoma: $509. 37 $643. 75 9814. 44 8940. 62 NW 82 Number of rams 22 re al Median salary V30. 00 SouthCarolina: $903. 12 UK 34 Number ofoases 7," 06 64 32 Median salary $252 94 lid Tennessee: $1R3. 07 Ma 13 8638. 09 Number ofarms_ 98 Median salary 20 lis 364 188 Team 9261 72 MI 90 saaa. cm $761 94$1, XI. 33 OIL 75 Numbereleases 140 106 M1 26 854 -Median salary $416. 00 $501. es WI 82 $925. 00 810:17. 011 Number atMOIL 40 99 284 Median salarya le in WaitVhibi: $333.$3 $359. 86 Ma 00 $961. NM. OS Number ofewes (lien Wiry 11111 I 11 11 119 216.00 $1, 225.00 Total:
Numb&etoassare. 44 a. a. ma al. a. a...... 2,$410 101 1,184 2,096 1, ea 8, 517 Median Wary 410. 41. - ...... R. SIOn. 87 OWL 96 VW. 36 194. 86 SUL 45
I Median, probablymailable bemuseof the small numberofcam 40+
a 22 NATIONALSURVIIIITOF TM'EDUCATIONOF 1111ACIIERB TABU'ItSal/rim ftat*elonenta=1beam(44.04*611 theelm aloft,
1 to 6 mouths 7 months s months 9meths 10months State Q-1Pds- Me- Mob ct444.dianQ4 ct- Q-1 rut,Q4 1 dianQ14
0 1 It .1 11 Ó 7 is 11 II 11 14
4 4 0 $353$4261.489$452NON s3e0 9/ our$781'MO Arkansas.. .. . 81 ate 61 District of Co- 621 7 l' 91411, . ,. lum bra__ 0 e. 'or ...... Merida. a i I I 1:1 411. Mu14 .... . _1 I Georgia. _ . 430. 4711 , 61 678. 1, 100 a V v. iv zaatuoky . . I.. - - 646 6U1 fifR' 0.21.1 ,i1 agt all 1 961,1,039.. . Louisiana...... ". .4' .I '` .4 .01 To Tit _ . . . . -"i.s. 4- ' - GO ; M a ki'4,11.24 I. 380 D'pI 00 -a UP W. 081 0 Oa 1 Ob .t ilt. . . 1. . . - 0112.011 gl 91 S "'r North&Win& 0- ,, 666 .40 co T.-i 8801 4 °Mamma a 1 ;.1 1 4 -.,.'. . , 11'1 !' ' » 71 _ e - - - South Carolina . . "., od, I or ' ..I 19t"..... do. . . . Tasman . 0 I o ..... li O.% , i:..1 91-' 'I, L'i _-:.'_ ..... _ , ThAs. I 41 1 41t 4. 44 % 41 .e i M1 656737 : i '4 i .' 4, Virginia . 0 OD 1."111,etor 0 0 t% 4 aI -,1 ' ;I, i 14 1 al 7, ...... West ODID o 11. Virginia- .oftee. 41. se aw , 40 a O. 00 0 . op
SUPPLYAND DEMAND 9 a. The pioblemof supplyand demandof te.acherspresentsmany . difficulties.So'many, elements'areinvolved andanyapproachto the qgestiÓnhasso many ramifidations ihatnoconclusive statement canbe madeconcerningthe supplyand demandof Negroelemem- tary teachers. Among thediversfactorsencountered inthe considerationof supply anddemand ofteacheks are*the following:Vaziatkvindif- ferent States,counties, aiidcities;variatiqns indifferenegradesand subject-mátterfields;andliatiationsfromyear to year and from periodto period.4Inadditionthere is theinfluence ofthe differences in thestandar&respectingthequalificationsbf teachers,qndOanges in,educationalprograms. A fullsurvey onparticularsubjects and; in addition,periodiccumulativestudies, wouldbenecessarybeforet satisfactorycontlusionscould bereachedconcerningthe supplyant demand ofNegroteachers.For thesereasonsonly certainkapecta . of theproblem willbe'presentedhere. .4 Data haviheanimportant bearingonthe supplyand and of I. Negtoteachemaregiven intable14.Although inafew 'instances the numberofcane was small, it is believedthat in generarthere weresufficientcasesófarepresentativenature to indicatetrends. Of9,659 teachersreplyingtocitiestionniiiiresin thisinvestigation, 1,152 reporteidthat theywer,"iiew."For the purpimesof thisstudy,' -.. a"new "teacher is definedas one`twhowas not employed in thepres- snt schoolsystem lastyear (192910)."_If thereturnsare represent- ....L.*five ofthemorethan50,000 Newt . teachers, and ifthe"new" - . . . t6 ,t e. ro
I
s. ""..t, a ' . . . 11 a.. a r ,rei t... :114 oft e - ' ..'t f ?; 6.'64 e '11 L' " . 4 ".7:t ' \ 'r212.11:1_r-)11_0' g :114$. - rj111.0Dikkh? Li`4.74 1".'t'1 %if 11611CANIONOF NIGRO MAOISM 23
0. 01, teachers whowereemployed in other schoolsystemsarededucted from thetotalnuniber oftnew" teachers,"itappearsthat about 6 permit of 'all teacherswere newtotheprofession thatyear._This would indi- cateayearly demandof approximately3,000 woe Negro elementary teachers in order to maintain Negro schoolsasat presentorganizecb-- However, attention is called4to two factors whichmayoperate to
tender this estimate inadequate.In the ftst place, because,of the.- .- inadequacy of school futilities for Negroes,anyestimoibi&KIon prescsnt"gulp* and demand " data wouldtallfar short of the actual ' 06 needsof theiace.Second, themeagerreturns recéived'from Negro *.teachers in the personnel inquiry indicates,as s ti3c1 inthein- .roduction, that those who did respondareprobablyaseléctgroup,
and hence, do notpresentacompletepicture.°the situation.This *-
conjecture is supported by the fact tbatduiingtheyearthe Survey ,r ;vasconducted the superintendents of education of tliegoutiiern States repoited to McOuistiQnademand taf 6,310newNeiro
teachert.This figure wáa basedonthe requirements for the Negro - schoolsas noworganized and operated.However, if schopls were' made availibletoallNegrowchildrenof schoolage,and ifthecom- pulsori ,atteridocelawswereallministeredmoreeffectively for - Negroes, and, 'if the pupil- .(=iikher ratiowerereduced to equalthit - for whites,eventhis estimate is entirelytoole6wfór the number4vof Negro teachers needed to conduct the desired educationalprogramm during the yéars wixich would be required for the up-grading. A greater demand for "pew" teacherswascreated by predecessors leavingtoteache1sewhei'wethan.byany° otherfactdr; the percentage was43.2.Thirty-xiiiiepercentwerpchangeatoother positigaixin, thesameState. Thenext greatestdem:ifactorwasthe creation ofnewpositions, which accounted/for'livrailyoneseventh of the vacancies filled by. "ne*" teachers.Approximately 8percentof a the "opeiiings"werethe result of teachers leaving the profession to enter another occupation.It i ...pant thatmoreteachers 'left the profession toenter otheroccupations than entered teaching from othex, occupations; only 6.9pe Ilefro& other occupations. This fact leadstothe cenclusidit,;itt much of the unemployment amongNegro teachers is .attributable. to conditions within thepro- fession rather than competition frompersonsleaving other occupations to enterteaching.Eight percent of the teachers left to be married, thus making openings for "neveteachers. This doesilot include teachers who married but didnotleave teaching. Onlyafew vacancies werecausedigdeath of the prldecessororby his entering college. Moretitanathird of the "new" teacherscamefromeother teach-. WI;po6itio4i3;twofifths had been in college the precedingyear.It mocuktion, wad. TRES BeatlesNeiroMoab* forte OIL oft 6715°. , dast NATIONAT'SURVEYOF ME UCATION OFTEACHER:0
_is interes 01 r to note in thisconnectionthat fourfifths ofthelatter group came from colleges in thesameState. , Mobility.An /importantfeature inTakingany comparisons betweendifferentStates isthe ratioof mobilieytheratio of "new.'" teachersto the totalnumber;ofteachersemployed.Thisis..shown in colurftn4 of table15.Althoughcolumn2 doesnotrepresent the totalnumber ofNegroelementary_teachers inthe Stateswidercon- siderationandcolumn3 doesnotrepreserit all the"new"teachlers empittred in1930-31, thenumbersarepróbablysufficientlyrepre- sentotive foindicateeidstingconditions inmost of theStates. Acomparisoñof thesedatashoWs'widevariatioitsamongthe States. Forexample,in NorthCarolinaTheisewas1 "-new"teacher toevery,6 teachers;and inMissourithe ratio witsI. tò 21.Alabama, Arkansas,Georgia,Maryland,NorthCarolina,Oklahomit,Tennessee, and'Virginia allshimedamobilityrttio oflesstjaan1 to -10.The District of Columbialui,d alower ratiothananyof'theStates 1 "nelk"teichertoevery 35in thesystem. . ,The relativelylarge'lumber ofneW-positionscreated inTexas and Maryland isalsosignificant.It Wöuldbe interpstingto know whether, thesenewpositionsweredueto inCreasedenrollmentsorto worgani- zation andexpansionof schoolprograms,bt4 thedata donot reveal/
these facts. .
. In the t analysisf faCtorsaffectingthe dematdfornewteachers m *,the 'differentStatescensidorablevariationwasfound.Fotex- ample,34.8percent of thenewteachers inlientugkyobtainedtheir position'sbecause theirpredecessorsmarried,'ascomparedwith only ,, 4.8pernt for Georgia.However,tosecure a true pictureof the situatioI these. percentages should.beinrpretedte in lightof the mob' ratio fortheStates conceined.Thefollowing isanillustra- tion:- In NorthCarolina5.8percent of thenewteacherswerecalled . to theirPositionson acco4nt of themarriageof theirpredecessors, while inMississippithecorrespondingpercentagewas 10. O But this doesnotmeanthat thedifferencebetween %theprop9rtionof thetotal number ofNegroteachers ofMissidsippiandNorthCarolinawho *'marriedwas asy greatItsindica6dby theseperce-ntages.For, when it' the5.8percent for North . Oarolina ismultipliedby themobility ratio j..ior that State(1/6.25),thepercentage of thet9talnumber ofNegro ., teaáherswho marriedwas0,92. . : . When the10percent forMississippi igloo ultii)liedby themobility'ratio forthat State(1/10.2),the result iSfi.98,thepercentage of thetotalnumber ofNegroteachersmairying in :1: ppi.Thesepercents donot show thenumber ofwomen .teachers whomarried,merelythose whomazTiedand leftteachilig. State andcityregulationsonthismattervaryIvidely.Thepercents in table15 do not showanydifferences.which &ayexistbetween States inthe proportimiofmen' and womenteachers. .
é
"""11.4:z1. .*S. f_
EDUCATIÒNOF NEGROTEACHERS. 25
TABLE 15.--Densand for qnd sispply ofteachers in elemental/ schoolsfor Negroet, fr' 1980-S1
3 Reasons for deniand fornewelementary teachers a'
. so law V 1 ..t i s 4)21 State ..O 61 eilgt 0 0 o ..,-4 la= w2
.1 c!..g :08 O 4- exv u. .0 V§1 1.9Is el 41) o cl: cr. 1..! 11
.4 1- 3 3 7 19 11 1$ 14
Alabama: Number . 116 -& 04 7 anw 13 53 2 11 3. 8 17 Percent 1. 7 6. a 1. 2'45. 7 1. 9. 5 2, 6. 914. 7 1Arkansas: . it 46 Number 1-7 3 4 22 , 3 1 Percent 3 3 6 District of Co- 6. 5 2. 2 8. 747. 8 6.5 8. 6 8. 13. 2. 2 lumbia: Number- - - - 248 1-35. 14 1 1 3 1 1 Per cent _ 14. 3 14. 3 42. 914. 3 14. Florida: I. Numb& 1_ 24 1-16. 08 1 1 411 MD 1 13 ..... 2 3 1 Percent 4. 2,, 4. 2 4.254 2 8. 3 Georgia: 8. 312. 54.2 _ Number 42°1-& 4 1 8 1 2 15 3 3 1 7 1 Percent 2. 4 19. 0 2. 4 4.835.7 7. 1 7. 1 2.4 16. 72. 4 Kentucky: - , Number 23 1-11 08 II. AO 4 3 2 8 2 1 2 3/, Percent 13 0 8. 734 8 8 7 4. 4 Louisiana: 8.7 8.7 13.0 Number___. _ 991 78-1-12. I 1 11 9 29 4 44 4 9 Percent _ _ .... OP' e e 112. 1. 3 14. 1 11. 537. 2 fMaryland: 5. 1 & 6. 1 9. 11. 5 Number 456 .531- 8. 49 1 1 4 5 18 4 4 2 9 5 Percent 1. 9 1. 9IN7. 6 9. 434. 0 7. 6 7. 6 M ississippi: 3. 8 17. 9. 4 Number 20 1-113. 20 3 1. 2 11 1 1_ . _ 2 -Percent 15. 0 10 055.0 5 0. Missouri: 5. 0 10. 0 Number 168 8 1-21. 00 1 2 1 1 1 2 Percent 12. 525 Naftb Carolina: 12. 5 12. 5 12. 5 25.0 Number___ _ _ 2,053 3281- 6. 25 4 15 13 19 157 14 27 18 43 18 Percent 1. 2 4. 6 4. 0 6. 847. 9 4.3 5, 5,5 Oklahoma: 8.2 513.1
, Number_____ 106 15 1 1 1- 7 06 3 1 4 3 1 1 Percent 6 7 . South Carolina: ..... 6. 720. 0 6. 726. 720.1 6. 76.7 Number 217 12 1 1-18. 08 11 1 4 1 1 1 1 MirOb. OM Percent 8.31 8. 3 8. 333. 3 8.3 &3 & 316. 7 Tennessee: 41. Number 106 1- 7. 34 4 5 5 6 28 3 6 7 13 29 Percent _ 3.8 4. 7 7 5.726. 4 2.8 Texas: 5. 7 6.812.3 27.4
Number , A 1, 002 97 1-10. 21 6 5 5 31 2 3 4 7 Percent 2. 1 6. &2 & 2 Virginia: 32. 0 2. 1 3. 1 4. 1 33,$ 7. 2 Number___ _ _ 1, 727 178 1- 7. 2' 13 2. 14 62 9 7/3 1 26 16 ,Percent - 1. 1 7. 4 1. 1 8.035. 2 5. 1 11. 4 6. 814. 89. 1 West V :4 Num 17 1 01. MD le .. 1 Percents _ 100. 'MD Total: .41 0- Number.40, 659 tom 1-8.as I 23 74 92 450 48 110 113 Percent- 2. 0 6. 4 a. 8. 039. 0 4.2 47.7 5, 14 i .01 9. The table should be read thus:InAlabaniathe total numberof teachers involvedwas 933, 116 of whom' were "new." Tbe ratio ofthese "new "teachers to the totalnumber of teacherswas 1 to 6.04. Tbe . demandfor the serviceof 2 (or 1.7 percent)of the "Tvw"teachers b., was created on amount oftbe death bf the . $ while 71*. 6 t) obtainedtheir positions bemusetheir predecessorsretired. III . : saran the to column8 -. it will benoted that 13 (o I I I 11.2 penult) of the i "new" teacherswareI 1 i on of the12,., of their predeemeore.If this 11.2percent is interpretedin terms of the mobility ratio for Alabama(bt mul)_, MO., by 11.2)iwill beseen that only 1.3 percent ofthe total minks of Negroelemeatery towbarsm. e/ma married aL left teachingduring thatyear. .- 1 .Y II - .
Wok j. a 26 NATIONALSURVEY OFTHEEDUCATIONOFTEACHERS a TABLE 15. Demandfor andsupply of teachirsinetinnentaryschools forNegroes, 1930-81-Continued 1,
Sources orsupplymeeting demandfornew leachers 4)%
'Era :0:51 *S. State* 164 o
a Sr .4 Pis ra873
1 15 ls 17 18 23 U U
Alabama: Number 1 19 aa, 3 4 9 15 116, Percent 12. l& 4 31a 2.61 3. 4 Arkansas: 2. 6 7.812.9 . Number 5 2 Percent 2 4 1 30 46 10. 9 47. 4. 3 4. 3 4. 3 2.2 6.5 District of Columbia: ap 9 Number______46 a* 3 1 Percent 42.9 42.9 7 "Florida: 14. 3 MD Number 2 3 11 1 1 24 Percent & 3 12.5 4& 8 4. 2 4. 2 . 4. 211 4M, co,
'umber 1 5 14 4 2 42 Percent_ __k_ 16. 7 11.9 33. 3 2. 4 4.8 l& 7 Ilat 41. Kentucky: 7.1 41111% Number 3 11 7 1 1 23 Percent 13.0 47 30. 4 t a 4.3 Louisiana: e
Number Slo 11 31 15 2 1 3 2 6 78 Percent 14. 1 39. 7 19. 2 1 6 1 3 3. 8 Maryland. 2. 6 7. 7 7 7 Number., 23 4 11 3 9 1 2 1 63 Percent 1 43.4 20.8 & 7 17.p e 1. 9 Mississippi: 3. 8 alma a e e Number 2 / 1 1 a 1 20 Percent 10.0 3& 0 & 0 5.0 is.(11 Missouri: a. 20. e e e Number 1 1 3 2 1 8 Percent 12. 5 12. 37 5 2& North Carolina: Number_ _ -I 29 104 109 12 si 17 4 14 Pert_ 8. 8 31. 33. 2 o 3. 7 2.1 li. 2 1. 2 4. 3 5. Number 1 1 7 2 1 16 Percent 6. 7 & 7 4&7' 133; South Carolina: 20. 0
Number *a. 1 6 3 1 41P 4M, MibMD OP VP GO Alb 12 Percent & 3 50.0 25.0 Tennessee: Numbeirset..... _ _ 12 49 4 4 105 Percent 21.7 11. 3 46. 2 9 b. 7 3. 8 Texas: 3. 8 Nam 31 T 25 3 1 10 3 5 97 Percent ' 31 T. 2 21 8 4. 1 L I o10. 3 3. 1 & 2 8. V 1 mb"ealibet______24 56 6 15 19 3 11 F 176 cent 12. 13. 6 31. 8 3. 4 8 b10. 8 1. 7 & 3 . west Virginia: Number 1 4 1 Percent 100. 0-r Total: Numbee___ 1 252 379 36 40 51 79 21 56 831 152 Percent 13 21 32.9 3. 1 4. 4 6. 9 1. 8 & 0 7 2 ia140 . OP . % Anotherillustrationof thenecessityofinterpretingthepereezitais , 'Ofnewteachers intermsof the mobilityrátioisseenbycomputing 'Louisiana andTennessee in thepercentageofnew'teachas,de-
% V manded becausethe predecessorentered anotherprofession.The .9 I e a Go -0
1 . !t .; e.. L . 4 P . . , " - - vel; e,,;2, t_4L s.e...... J. _f; cEDUCATION OF NEGRO TEACHERS 27
respective perciintagesfor these 2 Statesare'5.1and 5.7; but when thesefiguresaremultiplied by the mobilityratios for these 2States, respectively,it is found that OA() percentof the totalnumber of Negro teachersin Louisianáentered other positions aicompared with 0.77 percentfor Tennessee. Sources ofsupply.The section oftable 15 giving the sourcesof supply ofnevi teachers raisesmanyqüestions in the mindofone who isinterested inknowing thecausesof the widedivergences revealed betweencertain States.Columns 15, 16, 18,and 9 present facts whichhave importantbearihgsonthe developmentand main- tenanceofaStateprogramof teachereducation. in . ABmany as65 percentof thenewteachers in lentucky were school the previousyear;the corresponding percentagesfOr Arkansas
a;u1Mississippi weré 20 and 25,respec,tively. . In thepreviousyear only 7 percentof the 97newteachers inTexas attendedateacher- training class, normalschool,orcollege in Texas(présumably the State school); 32 percent'of them attended collegesoruniversities in that State(presumably privatécolleges).Thecorresponding per-. centagesfor Tennesseewere11for State teacherscollegeand22 for other colleges in thesameState.In NorthCarolina 32 percehtof the newteachersattended the Statenormal schoolsand teachers colleges, and only 9 percentattended collegesand universitiesin the
State. s Of thenewteachers whoweresupplied by schpQlsand colleges fromaState other thantheone'in which theywiire employed, the largest percentageswerein Maryland andMissouri, Ieing,respec- tively, 22.7 and 2,5.Inix;othercasewbrethereas many as10per- centof thenewteachers whoweresupplied byout-of-State, institu, tions.Attention should becalled in thisconnection, however, tothe fact that' 68rvercentof all thenewteachers inMaryland ivere in school the previousyear,and that 46 percent wereattending institu- tions in that State. Ina. comp nof the differentStates with respect tothe percentage of teachers whocamefrom varioussources,the mime kind of interpretation in rel: : to pilemobility ratioshould bemade'in the) - caseof demand fot ewteachers.North Carolinaand qouth Carolina offeracasein point.. InNortJarolina 31.7 percentof the newteacherswpresupplied byteachers collegesin that State; the corresponding percentagefor SouthCarolinawas50.When these s. percentagesaremultiplied by themobilityratios, it is found thatdie proportion of thetotal number ofNegro elementaryteachers whowere supplied by tqacherscolleges'IIthe Statewas.5 percentfor North Carolinaascomp withacbrrespon.dinttoercentage of 2.7 for élouthCarolida.
Alb 28 VATIONALSURVEYOF THEEDUCATrONOFTEACHERS Arkansasreceivedarelaiivelylarger from numberof itsnew teachers anotherteachingliositiQninanotherState State;Texas thandidany other C. received relativelyfewer froMoutsidetheState. fr Size_ofcam'munity.-Table 16 showsthesupplyanddemand Negroelementaryteachers of4, classifiedaccoilingto thesizeof munity.Interestingaspects porn- are revealedhereintIRrelativeeffect ofdifferentsizesofcommunitiesin the- supply operationofthefactorsof anddemand.It isnoticeablethata new teachers largerpercentageofthe inthe'opencountrywere calledto these . becausetheir positions predecessorslefttoenteranotherpccupation true ofcommu4itiespf any' thanwas othersize.Alargerpercentageof new teachersintheopen country the alsoleftpositionsotherthap edvçationalworkto¡hiketheir presentpositions.Whetherthishigh piwcentageoftransferbeaeenrural god teachingandsonie otheroccupa- iscloselyconnected.withflit; low salary levelofpreparation-andlow of theteachersin theopen coruntryis arises. a questionwhichnaturally -a TABLE 16.-Demandforanctsupplyofteachersin 1929-30, elementaryschoolsforegfoo, accordingto size ofCommunity,1930-31
. 1.
sw. Reasons & fordemand . . . . o 1
She dcommunity
sp - 0
,
_ 1 z. 1 I s I I 7 8 19,4 11. 12 13 14 a Opencountry: Number.... a. f (11. 81 1-5, 9 8 47 Percent 22 45 779- 73 1.3 7,6 69 31 52 43 Villageoffewer & 7.345.1 3.711.1 tban2,500: 5.0 8. 6.9 4 , Number...._____1,281 221 1-8. 7 Percent 8 13 8 16 107 12 9 8b 28 City2,500 to9,999: 1 8 5. 9 3. 6 7 48. 4 15 . 5: 4. 1 3.1}% 12. 76. 8 Numb& 701 7 1-9.1 2 5 , 2 Percent 2 29 7 8 8 2.!.4. & 15 4 City10,000 1,61 1 6! '4 to 99,999: 38. 9 3.910. 519.7 .Number.. ,3.9 ______.1 1-11 8 2 6 c, Percent 1 9 19 5 5 1 0 & 1 1Y0 11 31IlU, morethan 9. 1 49./ & 1 & 1. 11. 1 31. 000: .. 310. 1 . . umber_,. 1 9 , 1745. 1 . 5 2 2. Percent. 19 .18 , 4. 0 i i 8, 33 40 1. 6j1. 6 15. 1 11.9 Total: l 6..1.1..:16:311.12 Number 1, 141 22 73. 35 Peroejj 4 91 449 48 d. I 1. 9 8. 4 87106 150 111 .,. 3.4 & 89. 4 4. _ 7.6i 5. 8 1& 919. 7 s 1 a 4 I. 4141
s -r 4
. agigasze.k- -
O. EDUCATION OF,-NEGRO =APHIDES 29
V
TABLE16.-Demand for andiupply of teachers in ryschools for Negroes, 1929-80, according to sizeof community,93041-Continued
.* rcespof suppl
.
se
s5
Size of community 101C° sor co 03 los
40. z 92 2 iS o
CL
1 11 ls 17 18 19 It
Open country: Number. 79 133 193- 19 25 28 51 33 49 Percent 12. 8 21. 531. 2 3. 1 4.1 4. 5. 3 7. 9 Village of fewer than 2,500: Are Number, 22 52 65 8 6 11 17. 7 13 20 &O 7. 7 & 9.0 Percent 1. 10. 023. 529. 4 3.6 2.7 City 2,WO to 9,999: 43 t. Number 4 12 12 33 2 5 3 Percent 15 817 143 4 3 9 2.6 & 6 & 9 City 10,000 to 99,999: Number 20 '14 35 5 4 7 4 3 3 4 , 20. 2 14. 4 35.64 5. 1 4. 1 7. 1 4. 0 3. 3» C 0 Percent , City of more thanPv.-1 r- 1 4 5 _ Number___ _ ----- 19 35 48 4 8 2 .8 1.i\.-& 4. 0 Percent__ 15. 1 27. 838 1 3. 2____ 8. 3 Total: tia Number 152 247 374, 38 56 78 21 58 81 Percent.; 13. 3 21. 632. 8 & 2 3. 3 4. 9 6. 8 1. 8 5. 1 7. 1 go *0
This table should be read in the samemanner'astakile 151 . 4 V I. Votively fewnewpositioinwerepreated irr' theopencolitry,' demanding theservices ofnewteachers. Only 7.3iiercent of thenewteachers in theopencotintiy.entered positionscieatedtythe marriage oftheir predecessors,.asconmared with 0.1, percent ofthdnewteachersiii.cities .ofmorethan400,000 population.. Hówever, whenthesëpercentages areinterpreted in- E termsof the mobilityratios ofiherecipeilive Státes,the proportioh of N.vhomarryandleavé téaching to thelotal Negro elementaryteachers so numberofNegroelenientAry teacherswas1.2 percentfor theopen countryand1 percentfor cities ofmorethan 100,000.
,
01h 'I s Is ip f
01. 11
1
.
i; t.
aa
-f ed, r.
4
.se CHAPTER,III
MP. SECONDARYSCHOOLTEACHERS The .9. AmericanhighschoolreflectsnluchoT therealprogress oVthe Nation.The change;taking placeinecon9nOcand sdciallifeare reflectedin theexpandedp ogramostudies; thef;preadofmilters0 , freeeducationontheBacon $0, s. el andthe cosmopolitannature of . 4 thehigh-schoolpopulation,,
Someof the : . problems ?1.1from therapiddevelopmpitof iseSiind: aryeducationfor Negroeqiarethe resultof individualand'groupdiffer- encesin thebigh-ichaol pOpulatión,indthe varyingd :',-:of ability Statesand" ..cprwilunitie.i34 tpiovide. an ., ., adequateeducational 4i '4 . prs..-1-am. . s . ..- :....: . 1 . are8omi4theprobleni'styhicheveryStatefaces in akat- -temptto developanadequateprográmfor the.educationof high-chool .''', teachers.The preseittstatus of Negrohigh-schoolteachersshouldbe -. of distinct Adralue in theplanningofanysuchprogram. Thischlaptim Spresents"thefindings ofthe Surveyfor thisogroiipofteach*. In view of the.extensivepopularizlationotsecondaryeducation . amongNegroes problem ?fpreparing Negro' high-schoolteathers , is beck creasinglyimportant.Thereare, now approxsimately 1,200 publichighschoolsfor Negroesin theSou*ernStates;prae- ' tically allof themhavebeen begun since1915;the: high:schoor enrollment has increased.506percent &nice1920;Ovo Wide,of ail ihe'aoScreditedhighschools'forNegroe'shave tbeep kéreditedAnring.' thepast 5or , 6 yeirs,eipansionand increisédstandarclization,have
, takenkraceatan unprecedented rate.This 1 progre,eshas Codeso-. ,rapidlyand withsuch forcethat the institutionsfor 069-pieparftióna *ofNegroteachershave founditdifficult to 'pike thefieceditary i. ,tions i4their aditptal: programs. Moreover,alongwiththegrowthwhichhas taken piagein Negroseondaryeducation a 41 (p- therehas ; : :. 4: poncomi- taintmovement inthe *holefield of h teacherpreparation, 11-Iely,the demandforgreaterprofessionalization"of isicofidary sill'teac6, . I'...,:.':;4'.; ,&erneof the I 4 recencyof thismovemènt,thedependeinceof t444*. Statesonprivate . colles-for . Negroesfortheirsupplyof . 4., secondaryschoolteachers,the extint ii. ..4-I. 44. to whichtheseprivAte ....L have be6wedded fothe"classical)" I t- curriculum,and the .I:. A... ..`b- ... V; ' %I ", ICalvert41n.bran.,Ill000ndaryJnoatIongot Negroes. A 4 Washington,Goveninent pri 'Om . (U.S.OMNI 4 Educatio9Bulletin,#411,no. 17. National laz _ z survey ofiftwatuibyedwatios,Numograpa No. 7.) / ip i , %.t -1 . 4 80 .. 8 I. 0 if Itt
" J.
I .7. ti EDUCATION OF NEGRO TEACHERS . 31
limitedscopeand =certainty of the aims of the prögrams oftile Negro land-grantcolleges,the specializedproblemof preparing N secondary school teachers has been slow to enierge,' with the:t ahataconcerted and coordinated appfoach- to its solution has been greatly delayed. 1)110FESalON?kL°PREPARATION t .1
Highest level of edueation.From figure 2 it will bseeik that in 1 930-3 btherewereless marked differences in the amount of educa- tional preparation between the Negro -high-school teachersand. the white high-school teachers thanwasfound in theca:seofelementary
II
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;# asiorner. w t4M Illx wildtJxto Maw to b g sr man V . atwo 4h:7v pan. 'k 70alleet . .ZP.* mars ,. . ' -ir for s' of ogls* lgt? oft f". P 4 :' ..11 OAll 1.0 AL _& 211 ligt r. OAS , . _.. 1 , / . ., . .I . .
, and. tiachersIn 17 willohadattaIne4 limil2.--1»ment4gs. of Negro whits Boutbernlits* , . . . TariOus. levels,1930-81. . k . I . . . . - :r..- V t . v . , L ,... A . fit .. teichei%The npicentage of Negri.)highlehoO1teachers who hadliot* . gonobeyond, higif schoolwas3:6; thepercentagetif white teaelierswas4..: (.i e1.2!A Urger_ :percentage of the Negro teachers' had hadfrom16 .
Iraket to 4ye.arsof gal work, bu.t.a saaller percentage of them 6. so' n n e 1 oh NATION'AL SURVEYpFTHEEDUCATION _3 - OPTEACHERS hadhad4 yearsofcollegework,the acCeptAd school standardforhigh- teachers,27.5percent oftheNegroes standiirdas against failedto Wail?this only21percent ofthewhites. Li (Notshownin lure.) 9. . Inthe ye proportionwhohadhadgrvluateworkthe farsurpassed whiteteachers theNegroteachers,theirrespective 25.3 and1Q.6.In percéntagesbeing thenumberofyears ofeducation schoolgraduationthe beyondhigh- mediamforwhitehigh-schoolteachers forNegroes4.36. was 4.53;! Mere attendancetiponcollege,howeer,isnot tion.An evidenceofqualifies. individualmay attendcollegefor for 4yearsormore, andyet, any number ofreasons, failto gradtiate. requirement of Onsiadvantageinthe collegegraduation(or theM.A.degree forhigh-school insomeplàces) teachingisthat itattemptstoassurea tionbasedon .a 'well-planned., generalprepara- coordinated,andcontinued Otherthingsbeingequal, program. tkierefore,aperson 'witha degreeshould 'Avereceivedbetterpreparation thanone whomay havespentthe same amountofameincollege,but whost tion, Rrogramlickedcoordina- adefinitehess,andcontiiiuity..141 Iftheseassumptionsare correct thedataoftable17 showNegro high-schoolteacherswere ata greater &Advantage bythedata thanwas indicated offigure2.ForexanIple,10.6 .tefachershad percent oftheNegro hadone ,9rmoreyears ofgraduate hadreettived ihe workbutonly4.3 master'sdegree.Althoughsome of the. rermesentedbythe teachers differencesinthesetwopercentages iindergraduate probablyhad 'defipiencieswhiéhlengthenedthetime récaivethedegree, requiredio , it isbelievedthattmanydid planned notpursuea definitely coupe leadinztoahigherdegre9. s. . . ; TABLE17.Numberdndpercentage ofNegrohigh-schoolteachers degreesfromvarioussources, 100-31 who riceived
_ , 4' 1 , So Bachelor'sdegree . \ Master'sdegreeo . Doctor'sdegree Sourceof degree _ _ 1 ...... c, . . NumberPitcent , - Numb"'Percent . Number k t. karma . r 1 3 i 3 AV . , . .t1 . , 6 7 I ' Stateor city tesoberi - college 41 t Privateteacherscollege- ----...,:-...- t 0 2 3. 0 Stakecollegefor ,\- 10 1 0 Id. women_ :, . 2 & 0 e citycollegeor university ----% State .43 4. 0 1 *. udiversityor land ,2,4 t college a 7. 0 3 Other . 204 .21. 0 17 410. 0 State-supportedinstition 27. 0 . 1 Pfivate 24 2. 4 20. 0 . wile.or =trend! 672 se Mk 0 s .. e27 . v , 59 0 -.-..., Total #, . . 904 . II 3 . . _ . 63 , . . t 3 . . 8 . . . .8 . , - . Sourceofear:net/degree.Theneed'ofa for'the unified&operativepriogram preparationofifigh-sehoolteachersis oftable17, evidentfromthedata .showingthetypes ofcollegesinwhich -. theNovo high- resi .1 a 14' -tr
0 t 4), . +IA1, , . ; $.1A. , , .1. - 4:4 'S.' `14-:64% )4IYIP45)te_LN.: , 1 o
EDUCATIONOK NEGROTEACHERS 33 , schoolteacherseatn0 theirdegrees.The obligationof the State toconsiderthework of the privatecolleges, whidh,aresupplyingmore thantwo*thirdsof theNegrohigh-school teachers', isnoless thanis that ofthe privatecolleges toadapt theirprogramstothe needsof the-public high'schools. ProportioAofmenandwomen.Althoughthe educationofmen teachersin termsof themediannumbser o'fyearsof collegeworkwas only slightly,greaterthan thatof-thewomenteachers, theirrespective considerable variation wasfound inthe .mediansbeing 4.5and' 4.2, proportion of menteachers andwomenteachersonthe various educationallevels.For 'example,only I percentof themenhad not gone yon school,ascompared with,5 percept o ttWomen. Theproportion of wómenwho had lessthan the accepteds dard of 4yearsof collegepreparationwasfour timesasgreat asthtfor the mefi, the percentages wererespectively, 48 and 12. The respectivepercentagesófNegromenandwomenbig-school teachers *hohadattainedthe stindardof 4yearsof collegework were`71And 56; 16 percentof themenand only 7 percentof the womenhad hadgraduate work. 'teachers, thit a Size ofcommunity.:As'in thecaseof elementary Negrohigh-schoolteachers in fiferural sectionshad far less"propane. tion thanteachers invillages andcities.From table 18itWill be seenthat theproportion ofhigh-school teacherswho hid Rothad moréthanhigh-schooledutationwas morethan sixtimesasgreatin theopencountry asin!myother type ofcommunity.One fifth of the Negrohigh-schoolteachers in, the opencountryhad themselves a4-yearhighlschooleducaiion, and'afew hadhad nothadmorethap t, evenless.. to
with vprious p. TABLE18.Numberand pefceníageof Negro.high-school teachers amoun4of education,by size ofcommunity, 1930-31
.5 84eofcommunity 1 5 Total City 2,500City 10,000City of-1 .1 Jdpen Village Educationallevel country to 9,999 to 990999 than 100,0001
Num- Per-NuMPer- Num Per-Num-Per- tunPer-NII Per- bercotbetventbercentbercent. bercenthercent 0,1
1 3 8 10 13
3. 1 12 3. 0 4 O. 7 51 3. 6 4 years of high school or _ '2220. 2 a 8 3. 9 8 weeice to 2 yearsof college. 3531 1 2817.6 4522. 401 12. 7 18 10. 6 217 15. 8 4944. 9 118 74.2 13967. 8 30776. 8 38670. 8 990 70. ." 8 to 4 years ofcollege__ _ _ 1 year or moreof graduate 17. 8 ¡AI 10. work_ a 2. 8 8 85. 0 13 & 3 3ti 7. 5 97 4 Total 109 150 205 400 545 1 418 Median number of . yelbraotcollege 36. 4.41 4. 36 4.49 4.38 , workJ.... 2.8 t 27 1111.14r. Modiste sesaputad am awiderdistributiontbsnb rePorted intbe table-
. . .. , 1 .. 1f1 .. iel:' ..- . :..4 in V . II :442 :1V2 /1, ,11 . . i . toe : ;.__ 2 ,i,,,i,,,a5.1 -:-...-at._.--,-id- .-=t-- , .!-;.- -- ..,....., _....,..: r.G 4",
34 NATIdNAL BURVITOF THKZDUCATIONOFThACIIZEIS Fewerthanone f oftheopen-countrytetchers years had had3or4 of cállege comparedwithfromtwo thirdsto three fourthsof fife sere in theotherfr,-.1119°unities.In general, differencesin the preparationbetweentheteachersinthe* villagesand theteachersin cities of varioussizeswen not greatexcept in thecase of theteachers in citiesof100,000population.A smallerpercentage of thisgrbup had had6 weeksto 2ydars of collegew06:1utthisfact wasin theirfavor,I sinceriearly18 percent of the grou0had liad1year ormoreofgraduatework.. Preparation inprincipalfieldofteaching.Inviewof thedepart- mentalizationof high-schoolworkand thegrowixtendencyto have teachers teich,oecializedfieldsof in the subj13Ertaatter,specialtraining subject lebe taughtisincreasinglybeczomingadesirable prerequisite tocertificationforhigh-schoolteaching.In accrediting fact, agenciesare demaRcling,aiaconditionforaccreditment, thathigh-school teachersteach'Oltheirmajororminor fieldsofcon- centration.2 That is,teachersmaymiti,beassignedto teáchsubjects I for whicfitheyhavenot had specialpreparatioii. Twenty-six semeet*loursis theaverage amount ofwork thatthe colleges)concernedin thisstudycirdinarilyrequireto be done students inthe by majorfieldof conCentration,and14semester hoursin the firstminorfield. 4 TheNegrcihigh-echoolteacherswereasked,inthis report the investigation,to numberof tiemesterhourstheyearnedat collegein the a subject-matterfieldinwhiphtheywere teac 'ngprincipally. of A total 780 tialersresponded'to thisguesti',n.Table19 shows resulte the of thurinquiry.Mediansan.CO *ntageswere computed onlyihose for subjectshavingasufficientnumberof teachprsto yield, reliableresults. - . In themedian numberofsemesterfhoursearnes1 intleirprincipal fieldspf,teaching, teachersof theclassical 1:°1Iages were lowest, with tjmedianof 21; teachersof themodernLi1')ages were highest, withamediandf31. Ananalysisof tiledatashowi3that45percent of alltheteachers hadhadfewer than25semester hours9fpreparationin theirprin- cipalfield of teaching;17percent hadhad12orfewer.Onefourth of theteachers of theclassicallanguagesh4de hadonly12or semester hows fewer in theirspecialAeld,as contrastedwithslightly thanone more sixteenthof theteachersiofthephysicalsciences. I.Thaiso a latenumberof Negrohigh-schooltetichers hadhadso littlepreparationsin theirprincipalfieldoftams shown b by furtheranalysis .u of thedata inthe tible,presentsaproblemof serious itroportions,Sandindicatesthatalarge 'number, of Negroaololesaints ir %utmost! assontlarystain&in tinUnitedstate?Washington, 'MILOfIloso(Education Govornmant Printing*lie%¡WI Bulletin, . WO, No.24PP. 1114 110-) I
. . . . ' - . o . OA . 4 .1 4 ..0 . . a. . ,.. f; *i. , 4--'3/4Visn--kitAST,i1.4kIL ti-1-tt 1:-..*Lt.% . F..-
IMUCATION OFNIGRO4ACELZII8 85 o arebeing deniedadequate°bigh-ochool instruction underthoroughbv to. competent teachers.This topic willbe discussed further in chapter V.
TAPIA 19.-Number andpercent of Negro high-school teachers who reportedarims number ofsemester noun, in their principakfieldof teaching, 1930-$1
Semester bows Total .1MM1111111110.% I numb Field al teaching Medianber 1-6 7-1213-1819-2425-3031-404140 Over MO. 514061-*70 ID
e 6 7 19 11 13
4
Aviculture. -- 1 3 Art .. 1 1 1 1 1 ...... a .1. 131111Lber 4 10 7 6 13 9 7 6 4 5 X 9 71 Percent...... & 6 IC I 9. 9 & 6 1&3 12.6 9 9 aS & 6 7. 0 Businass administration. 1 1 Education 1 1 1 4 2...... 411...... 0 Euebile Number 14 17 4 64 44 41 19 13 1 10 3 2S7 Percent & 9 7. 2 10. 1 2181d 6 17. 3 & 0 & 5 .4 42 ClassicalianSustell: Number 2 9 10 3 6 6 3 3 1 1 21. 0 44 Percent LA 0. 3 227 & 8 13.6 12. 6 6. 8 6. 8 2. 3 1 3 Modern languages: Number 1 2 1 3 9 7 6 1 2 31. 0 32 Percent S. 1 6. 3 S. 1 9. 3 28. 1 21. 8 18. 8 & 1 & H1.e and physical tion lb I 2 2
Home economics.. M. OD .111, e 1 1 1 2 4.W. Physical science,: Number 1 3 7 13 12 12 11 I 1 4 20. 25 ea Percent 1. 6 4. 6 10. a a o18.5l&bl& 9 1 5 1. 5 & 2 Mathematics: Number 7 27 37 z 76 20 13 7 1 4 22. 0 102 Percent. C3 16, 6 218 12 4 ld 1 12. 4 & 0 4. 3 .6 1 6 le e ef ..... Music 1 I o Social mimeos: Number ...... 9 15 9 21 i 27 12 4 4 B 28. 1 In Percent & 8 11 4 &8&1&9 17. 4 20. 6 9 1 & 0 3. 0 6. 1 Others r 1 1 2 1 - -O. 6
I Total: Number 41 88 98 123 138 130 71. 41 14 36 2& 7, 780 Percent 1 & 2 11 3 11 6 l& 8 17 74"16. 7 9 1 & 2 1.8 4. 6
s.
-4 r- " Education" credit.A minimumamount of professionalpritpqra- tion interms of credit in "education"coursesis almost universally demanded for certificationof all kinds ofteachers.Moreover,there is noticeableadefinite tendencyonthePartof certificationbodies a not only to specify the=punt of professional preparation,butto control the kindaswell, by namingtheexact "education ""courses thatmust be completed by theprospective teacher. The data of thisinvestigation donot show what specificcciursesiii "education"werestudied by theNegro highschoolteachers.4 -/The amounts, in twins ofsemester hours, reportedby*1,208 teachers who repliedto the question conperning "education" Courses,ranged fromnocredittomorethan50 semester hours,The mediannumber Nommommo $ I Badmen; Pisa P.Training and certifitationof high-school teachers. Tenn., Division of surveys and field studies, George Peabodycollege for teachers, IND. .4 Cook; Y. M. Statelaws and rapplatioos governingtaaohags° oartilkstas.Washington, Gammon& 011' i ,' . elating Most MI* (U.8. Meeet ilkineidei &OWN1927, No. 19.) 4lasproiniapsl , wok awed try stisNeu toseber-mpezing bititatiteswill be Mews : a II 0111411 V. j . 6 ,Y11 .. . 1 . 1 . .7. 4 i - _.* 471te 4' '. . t . :..:;,..z..4 6 r o . . - , . o, _. "--L.71:4Yr....t...it-14,,'41: 1v e ;I,,t11'. 1 ,: 4 - ...... 1. ....,... t '-::r,t4..' -:""'''7-gt."''-s';-%*- --! Ig-_-_...-i--..,ix,f:..-_-_,...... u4.4,k...,.--1.1.r.t.-- 3.._-.., .:--61:=N&Ik s. ,..._4%2Iii&-:$151:-.A,z..*,A.,. : ALLY 36 NATIONAL 0.4 SURVEYOF THEEDUCATIONOFTEACHERS of semester hourswas 26.8.'Seventeachershadhadnocredit in "education," while13percent hadhad.12 hoursorless.Several teachershad hadan apparentlyexcessiveamount of credit; for "education" example,18percent had badmorethin50semester hours, and16percent had hadbetween31 and40semeeter bows Credit. Practiceteaching.inthematter ofpracticeteaching, said in itmaybe generalthat QnlyabouthalftheNegro h-echool tAachers includedin° this studyhadadequatepracticeteahingcredit.Only pitanswered thequestionconcerningpracticeteaching.Ofthat number111, br13 perceht, reportedthattheyiud_,,c1hadnopractice teaching.If it isassumedthat thosewho didnot hadhad) nopracticeteiching, the totalbecomes677,or48pe tr..1,of thewhple group (1,418) whoweredeficientinthatphase oftheir preparation. 7 Themedian numberofsemester hours inpracticeteachingearned by thosewhorepliedwas 6.3. 4 EXPERIENCE - b. -4 , Theamount of teaching experience reportedby1,393 Negro14' '11- school %teachers isshown intable20.Thefact thattkemedian numberof.years ofexperienceof teachershavinghad3 to4'yews of. collegeworkwas much lowerthanthat ofteachersof theother educational levelsmaymeanthat theywereyoungcollegegraduates. Of the377 teachers whoh4d-had3years orless ofteachingexperience, 334,or89 peicent, belongedto thegroupwirohad had3 to4yearsof collegetraining. To what extent this lackofexperiencewas compensat4 forby practiceteaching isnot shown 4 by thedata.Iftheseinexperienced teachers werelocatedintheurbanschools wheretheywerelikely, to have received , goodsupervision,theproblemwould noibeso *acute; - but the chancesarethatmost of themwerein theopen country and smallvillages wheresupervisionwaseithèrnilor anegligiblefactor.5 TABUS N.Mediannumberof.yearsofexperienceof high-sch.00l teachersacorZit . ,to educationalteveli1930-31
Educationallevel ber ofNumbed years-of . owes experience.. , 4r..Fouryears of high schoolor leas # 8h weeksto twoyears of college \ & 83 51 Three to o ...... e Se S C a e e 10.313 fouryears of °allege o.- - 0 21.2 Owyour cc more ofgraduate work. -.079 54:9. 1.51 Tots1 *
a is ism ir 7.00 1,11011:,
pI °slimAmbrose.Secondaryeducatiosi . forNegras.Op. di. fl ki;0'
YIP 4i6)
o EDUCATION OF NEGRO TRACED= 37
TEACHING LOAD ANDSUBJECTS TAUGHT Teachingzoad.Many factors enter into theteachi4 lbid of high- schoolteachers, suchas,number of clock hours,pupil-teacher ratio, kind ofsubjecttaugheahd number of subjects taught, *earplacement of thesubfect, and experience of the teacherin teaching theparlicular work.The only phase of theteaching load investigatedin -this Surveywasthe pumber ofclock hoursperweek in relation to the field of 4aclaihg,the size ofcommunity,'alit'the educationallevels andsex of theteachers. ihevariation in the median numberof clock hours in thesecomparisonswasinno case morethan 3, and inmost cases itwasless than 1.In other words, therewas verytittle differencein teaching load,asmeasured by 'the numberof clock hoursperwéek, betweenteachers of diff 6rElp tsubjectsEnglisb, mathematics,biology; etc., orbetwen*hers locate'd in the communities of various sizes; t-, orbetween teachetsof different educationallévels;orbetweenmenI? andwomenteach'6rs.The median number ofclock hours taughtper week by allteachitrscombinfdwas29.Inastudy of small unselected high schools oft6countryitsawhole itwasfound that the white '..-.- teacherscarriedmedian teaching loado20clock hoursperwelek.f. Subje48 tqught:--rAsmentioned in thereceding section, thenum-
ber of subjedtfields in whichte'ac is,don9 isafact4r in deter- . '1111164teat load; The excessivepupil-teacher ratio of Negro b efilmeOtary teticjier§ isaniat4rofcommonknowledge,an4a.recent 2 stu:dyrtivealed .the facttha.t.,the pupil;:teaCher ratio of Negr6 high,- ,sChOol letichers is aIo higher- than tbe'.icceptedi3tandard,lbutidol*? 1,. na_widescl4econcerning thepuniberof subject fields taught. .
. ;.4y high-ochool teachers has not beenivailable until the preset:It , . . _ >, survey'. 0 re3 i3omparesate_Negro and white 8highapeciloolteachers ,,ac'ciordingtothepercentageof eachgroupteaching inagiven number of subjectfields., -.Dataon1,282Negro and 1,553 whitehigh-school teachersweregathered in this study:Neariytwiceas manywhite teachersasNegroes taught inonly oné subject field.Considerably moreNegroes thanwhiteátaughtin two subjectfields.Although the white teacherssurpassiA thecoloi;ed teachers in thepercentage teaching in three subjectfiOcts,afifthmoreNegro teachers than whites taught in fourormore-subject fields. t. Since the ,prevailingpractice isIwo subject fields' for high-school teachers,the fóregoing datadopotreveal serious divergencesbetween Negro andwbiteteitclieris,exceptin the teachingof fouror more subjects, what,the Negro teacherswereat adisadvantage.This I Ferris, army N.,°amanita, Walter R., and Bramwell;P.-R. The smaller secondary schools.Wadi- :intone Govetnnunt PrintingMoss 1110L(U.S. Office of Zduoat4onSonatina 1922, No. 17.Nittiood sawn7of secondary educationMonograph No.6.) . N I Caliver,Ambrose. Secondaryeducation for Negroes. ,Op.dt. . s him, 11441,4 Oenntnits, W. 11.9 and Drammen, P. R. rf .gap* . . 38 NATIONALSUICV1WyOFTHIDEDUCATIONOF TEACHERS
gitiationprevails*dominantlyin thesmall highschool,wherea moreambitiousprogramorhigh-echoolsubjects isofferedthancan be effectivelyhandled byalimited staff. Mckjor andminor fieldsofteaching.--Informationconcerniu the kind ofsubjectcombinationswhichprospectivehigh-schoolteachers maybe expectedorrequiredto teach is of vitalimportancein the planningof curriculafor thepreparationof secondaryteachers. More willbe saidonthis pointlater, butsuffice ittosayhere that those teachingcombinationswhichareactuallyoperative inhigt
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novas3.2Peroentageof Negro andwhtiehkh-eitooltesehera who teachina given number of sub- ' I. . Ject-miffwfields, 111041. A .,7 schoolsaretoo frequently ignoredby curticulunrand schedttlemakers, student advisers, andstudentsthemselves. Table21shoiwsthe firstttnd secohdTrincipal fieldof teaching9f 949 Negro high-schoolteachers.r Ifthedata presenttdheitewere representative,and thereis reasoiito believe that theYwere,main conditionsareindicatedwhich haiewidesignificance intheprepara- tion of Negro'high-school teachers. Byobservingthe &Atom.row . of figures itis-seen thatthe socialsciences ledasthe secona minor field ofteaching, with24 percent ofthe teachersniming it,and Englishwunextvfith14.2percent of the teachersnaming it.The W .
eir;: 1*IF . !b
.)...... 1:11-?"1: . k_11' EDUCATION OF NEGROTEACHERS . 39
socialscienceswasthe minor field of teaching mostfréquently mentioned for :6: hers whose mainfield of teachingwashealthand physical educaon,and Englishwasthe predominant secondsubject
in thecaseof : teachers. 4 The moststrildng feature in thistable is the large number of teachingcombinations ofunrelatedsubjectfields, for example, agri- cultureand English, modernlanguages and physicalticiences.This kind of combinationis rightfullyignóredby institutions for the preparation of teachers; to attempt to prepareteachers adequately in suchunrelated fieldsis, first of411,frequentlyto attemptthe impossible andsnext,operpetuateineffective schoolinanization.
TABLE21.-Percentage distributionsof major and minor teachingcombinations of teachers instructing tit two or morefields, 1930-31 Negro high-s l
A MP,
d Minor teaching field
KO, , t. 'Major teaching field - CI . o o 1.3 il I ts".911:13 11 1
4 I 7 8 le11 13 1s 1$17
Om. M4OmMOMMMEO -
Mr Ow41, 4. o4111 OD., IN s 33. Agriculture 1- _ _ :1&7____ ...2&0 8.3 4 % . Art \ ..e...... ,....4.. 40. 0 ..41111.10.0 10.1_'10.0130.'e_ea ...OP .74.: Biology ab MD Mio 12 2.210.04:41 26.7 4C9IL, 1.1
MO MOAN. NI AID o AID M. 411. _14. 3 Business ao 14.3 41 B.__ 14.GIO.S Il a,a. 7. 114. Educatiot_ °' ____7. 1 14. 3_ _ _ _ 44.37. 1 -7. 1 ____7. 114. 3 7.1...... English - 1110 .3 i .6i3.5..6 7.8__ 1 7. 1 10. 12.92. [42.018.NI41.... (LS Classics) immune& ____1. 7.1.7.__ 1.7218_ .17. 53.5 1. 14.0F& 8121 . .. Modern languages- -J...... e - e .1 42. 42. _ 34.111eeeM 9.8 ODAO AI Mr 7. 314.91---- 1 4_6.- an_J Halal andphysical education______11. 7...._ 4,9 69 al. 11.7&911.7. &°- L a! I I 4. OP .!16. -Home economics Mbar. MD el. MP l& NIL 3 16. _ __a.- Physical scienoes _ .11. 39.5 L3&62.6 &21 61 L 3 27.6 13, 1 dm.00Mb _ 4111. AND & Mathematics 04 1 2 .810.4 L 17. 1 14. °6. 9 4. 4p41 1. 1 L
M. 4» OD 414. M. WA P20. 0 20. 0 Music %--- 4, 2}v. Bocialleciences 411. 11.4 14.941 3 4.9 3. 26.5 8 8.8. L b Trades and industries' aloes es. I.e. MP GP MD OD .1H. - it 416 M. OD DO OD abM11. =1,01. 411.MP ow. me Other a e t aft. IND. INI ON=1. :rote .8 .6IL 61. 4& 7 14.25. & 54.6L2& 7 4, & 7124. 01 1.08
_a Tbe tableshould berelitthus: Of theUseful,. whose major teaching Geld is agriculture, and who are teaching in 2 or mop&Oda, 16.7 patuntarealso teactting biology;25 percent are teachingEnglish; 8.$ mesa areteaching health and physical education;andso on.
iAnother findingpreowned in thisiable which.sliould be helpful in guiclikg prospectiveteachers inselectinginajorsand minors is the A. fact that themajor and minorfields ofteaching did not usualbr bear thesamerelation when theirpositionswerereversed; that is, biology was .animportantmifior field for those whose mainfield Aof teaching wasagriculture,) but agriculture wasnotanimportant minor field for those whosemain field ofteachingwasbioloo.Similarly, business teacherswerelikely to becalledupontoteachmathematics-- in 42.8 percent-of the cases-butmathematicsteacbersweretieldom required to teachbusiness-inonly 1.1 percent of,thecases. 11711rw-111-0-4
k.; 40 NATIONAL SURVEYOF THEEDUCATION. OFTEACHERS
On the other hand,abiology teacherwas aslikelyto teach physicalt sciencesas wasthe physicalscience teacherto teach No logy;the same was-trueof mathematicsand physicalscience teachers. Data obtainedby thesurvey(vol. II)show thatalargepercentage of the whiteteachers in senior,high sChools,whose major fieldiwere English, alsotaught foreignlanguages.Another importantdifference between whiteteachers in seniorhigh schoolsand Negrohigh-school teacherswasfound in thecaseofart teachersonly7.6perceht of the former hadEnglishas aminor field ofteaching,ascompared with 40percent of the laiter.The figurefor the Negrohigh-school teacherswasin closeragreement with the *laiteteachers in juiiior highschools--41.8percent of the whiteart teachers in junidr high schools taughtEnglishasa.minor.In generiltherewas acloser correspondencebetween the teachingcombinatiops ofall Negro high- schoolteachers andwhite junior highschool teachersthan between Negrohigh-school'teachers and whitesenior highschool teachers. Fewerteachingcombinations ofunrelatedsubject fieldswerefound amongwhite seniorhigh-school teachersthanámong all Negro high-schoolteachers. High. -.schoolprogramsof study.Otherfactors whichshould be, taken intoconsideration in theselectión ofmajors andminors for prospective high-schoolteachersarethe offeringsof Negro high schools andthe trendof studentenrollments inthe varioussubject- matter fields.Theseareparticularly importantin light ofthe fact that frequentlyaprospective teachermajorsorminors inasubject that eitherisnot offered in the schools inwhich he is likelyto teach oris inprocessof gradualelimination. Accurate dataonthe subjectstaught in highschools inany area should beavailabletoall institutions whichprepareteachers in order that betteradvicemaybe givento prospective teachersin the slec- tion of theirfields of majorand minorspecialization.Such data for theyear1930-31areavailable in thestudyonsecondaryeducation for Negzoes, Thesedata showedthe nuinberof schoolswhich require coursesin differentsubjects for eachof the4yearsof the high- school period.For example, in'the field of English,100'percentof 291 schools requiredEnglish in thefirstyear,95.5percent in the secon0 year,82.1percent in the thirdyear,71.8percent in the fourthyeak. The dataalso showedthat the fourmóst frequently requiredfields wereEnglish,mathematics, socialscience, andscience inthat Corder. Incontrast to the requirementsin 'Englisharethose in'anumber 'of the specialthe subjects.For example,musicwasrequired inonly7.9 , . , Osliver, diabrea fis000daiiedadatioa ix Negros. Op,cit: 4. EDUCATION OF *NIGROTRACKERS 41
percentof the schoolsintilefirstyear,5.5 percentin thesecondyear, 5.1 percentin thethirdyear,and 4.8 percent in tbefourthyear. Asacheck againstconditionsRichasthose justrépòrted, data assembledinastudy of tlieanticipated majors of 1,175freshmen students in 35Negro institutionspreparing teachers,") itwasfound that 15.5 percent wereprepiring to majorih education, 11 percent in home economics,9.2 percentin Elig).-:-!), 8.5 percent inchemistry, 7.1 percentin biology.It is clear fromthese data that withthe possible exciiption of thenumber majoringin home economicsthe students 10 generalweremajoring in themorefrequently requiredsubjects. Further. evidenceis presentedonihesupply of prospectivehigh- school teachersin thecomparison between that., percentageof white and Negro studentsenrolled in .variouscurricula of highschools of different sizes."'These data showedadefinite tendency forstudents tioenroll in themorespecialiLed curricula,suchascommercial, manualtritining,home economics,and industrial arts,in the larger high EichoQls.Thismaybe accountedfor both by theincreased possi- bilities of havingsuchcoursesoffered ip the largerschools and also by the increasedopportunities forplacement in thelargercommunities in which thosehigh schoolsarefound.This study alsoshoweda slightly greater tendency on'the part of theNegro students to'take the academicand generalcurricula thanwastruefor the white students, particiOgrlyin the larger schools.A carefulstudy of such dataashave bpenassembledonhigh-school offeringsand the choices of major fields bycollege studentswill undoubtedlyresult inabetter adjuátment betSieenthe supply anddemand for secondaryteachers.
11, SALARIES OF NEGROHIGH-SCHOOL TEACHERS . Data relating tothe salaries ofNegro high-schoolteachersiin 1929-30aregiven intable 22.Of the 1,384 teacherswho suppliad the informationconcerning salary,morethan half receivedless thaii $1,000a year,and four fifthsreceived lesá than $1,500.The median salary for theentiregroup was$954.The amount ofsalary received appearstobe dpfinitelyrelated to the amountof educatio*prepa- ration. The salaries ofMegro high-school teachersaci,cordingtosex are shown in table 23.The fact thatthe total mediandiffers slightly from theonegiven iniáble22 isdue to thedifference in the numberof cases.Only 44 percentof themenreceived salariesbelow $1,000as
-;-= compared with 60 percentofthewomen.One third ofthewomen 1 received salariesbetween $1,000 and $2,000, ascompared with nearly
*Calivar, Antbotes. A backgroundstudy °Moveoolleenctudenta. Washington,GemmedPrinting Ofikae, HISS..(U.S. Oface ot EducationBulletin, 1933, No. &) Sioondary educationkw 'Negroes. Op.alL
a 42 NATIONAL SURVEYOF THEEDUCATIONOFTEACHERS pnehalf ofthemen. Sevenpercent of thewomen received$2,000 or moreet;compared'withlOspercent for themen. Becauseof thearrangement ofthe data,directcomparisoncanna be made With thesalariesof whitehigh-schoolteachers.However, the followingfactsonsalariesof whitehigh-schoolteachersin the SoutherriStates "aresuggestiveof thedivergenceswhichmight be expected ifthe data weri3more comparable.
O 1. TABLE 22.Salaries of Negrojunior andseniorhigh-schoolteachersaccordingto educationallevels,1989-30 e.
IN a Number andpercent receivinggivessalary
Educational level 1:1§111 IL liazdsid s 3 ktk § § a dst
a 4 S 7 11" 9 I. 11 14
4yam of high schoolor lese 50 231 17 2 41. 6 make 3 eeMI 4. MII1 - - - -$480. 76 to 2 years of college . 21 2* 678441 11 4k e e Or41. 6. VI 4 1 721 21 3to4yoanoiA e 909 978 11493 1 212115 16 1 yew or more ot graduate work_ ..... 151 1414 964. 50 1 SO 4111 2825 14 -1,MO. 00 Totai 41. 1, 418 1 121124Wr15662 31 1 1 4 1 Percentreceiving given Waxy 100 3964. 32 9.045.026. 511. 34. 2. 20. 70. 310. 011a 1
111111611146.=111, 7 TAtBui 23.Number arid percentage of Negromenatiltwomen high, teachers receivingagiven salary,19 31
, Men Women * . Total # Barmy , . .4 » .t Nam- . puriont Muni- . Num- bor bear Percent .1 bor . , . 4 . 1 I 3 , , 4 5 6 7
es OtoS i . ,1 to swig ZIO & 9 101 11 2 127 i Ore 210 9. 1 40.6 , 419 47. 8 .000 to 1,409 .1 106 as 4 4502 I 32. 1 204 21 $ 6Dkiln 370 21 6 s 70 ' 13. 5 86 9. 5 - , i - 155 11.1 toSO . . 13 . '.,to.4000 , 4. 5 4 4. 6 17 a 415 rs 14 I, 1. 6 111 1.1 to 480 e 2. 2 9 # 1. 7 2 . 300to - 2 11 .8 999 . 1 4 2 . tor 0299 . ; 2 4 .3 1 !, , I.p .1 1 to 4...... _ _ _ ...... se ee Abe ...... 1 .1 ,0 ., more . i. . 1_ _ _ .. _. .... e... 1 ' 1 ,. , . 1 . Total 517 Median 876 1, 1911 J., U.085.84- Nit91.1...... Le $961 70 4 7. -
Salaries qf tailsteachers in omit;rhigh'Wields.---The iangeof median salaries ofwhitemen teachers in seniorhighschoolsin the&Wimps Stateswasfrom$1,342 forMissouri'andVirgiaiato $1,988for Wist u Chant)* OilyC. Thetooling poraomad In the UnitedStates.NationalNorm el the odlittatiornof twines, vol. IL-Wailketor,GemmedPttntlog Moo, Ink . nil No I0.) (17.8. Mooof Itissatisa f
e. .1 s a.; . 1. . r : 4' . t, I A* ',F.,*P.31de I. ; .1 t il N '4'!' ". ." ' v'" * ,ÌLL. Its_2...CZ Vt. 1442- 17I o- ZDUCATION OF NZGRO TIACHIRS
. .: . Forwomentherange wasfrom $1,057 forAlabama to $1,814for WestVirginia.These mediansarebased'on9montlis' employment.Therangesof median salaries ;of thoseemployed 10 monthswere:Men, $1,963 inDelaware to $2,943 in Missouri;women, $1,707 inAlabama to $2,808in the District of Columbia. Salaries of whiteteachers in junior highschool 8.The lowestmedian salary forwhitementeitcherson a9-month basis in theSouthern Stateswas$1,120 inAlabama, and fotwomenin the,same State, $921; ,the highestmedian salary formen on a4-monthbasis wtis $1,975 in Georgia, and $1,400forwomenin Virginia.Men- employed for 10 d
.
e Wary SwoplaValarel lbw, lbw Isar Voila, bar *bolls baret WaryI ea llry at (lit ..) awes abg"aft Cb ) II ;1/11111#111111111
in lit . i t awes 10 110er lass L1 54-0 MI 1 I 1516.00 to ka-715 ok.kt alum 11 13si.00 rt-150 Tri. 10 14 al MilIsmel 1hor.bo sal 151- ro 905. a Millinnieldill gym-soo IS koT6.00 . 16t1.00 60 . p InIll $01 sal Over no 13*U
kraal . swigs, 10A 091. 90 NE get.tx km IN MI01 IliMil 59t lesigind.soil ,%I 1.115.T3 kW. 00 . Psi W/ 4MIMI pstat 1.593 1114.19 =oriromigu *moo Woof/
-0-elo atlastor %gram --0,-----119114as tor llbites bp. 1/ yxmil oar tor Illdlies. VMS* IN Pants,&V., Viassitt, V. L. sal burn,P. 116 * OM . .. Piouraz 4.Medianandrangeql Wads e ot Negrohigh-school teachers kr 1221)-80 and tor whitehigh- . school' for 198041 by ails and type ofschool. mojiths received salariesranging from $1,563 inDelaware to $2,300 in the District ofColumbia.The mediansalaries, forwomenranged from $1,475 inOklahoma to $2;422in the District ofCólumbia. Fromtle foregoing data it isseenthat the median salary ofwhite senior high schoolteachers in the Stateshaving the lowest median exçeeded the mediansalary of all Negrohigh-school teachers bymore than $100. Figure 4 showsa corn "Lnof the salaries ofNegro and White high schoolteachers according tothe size and type ofschool.
It
..**1 4 CHAPTERIV ta. THECOLLEGESTAFF Thestatus of Negro elementaryandhigh-schodteacherswaspre- s6nted inchapters IIand IiI.It isappropriatehere that tión be some atten- givento the teacherswhoarelargelyresponsiblefor their educationtheNegrocollegeteachers. Aswas stated intheintroduction,it isonlyrecentlythat.theStates have assumedany responsibilityforpreparingteachers forthepub- liclysupported schoolsforNegroes.In the tieginningthis taskwas leftalmost whollyto the privateNegrocolleges,whichwereunder manydifferentdenominationalboards andwere consequently nated by domi- varyingmotives.Obviously,suchasituationwaslikely result in to considerableheterogeneityin tilt"educationalprogramsof theseinstitutions. With the adventof theNegroland-grantcollegesand publiclysup- ported normal schoolsandcolleges,a more unified and'coordiliated educationalprogramwasmadepossible.If thispossibilityhasnot beenrealized, the failuremaybeattributableto several.causes,chief , amongthem being:Continuedcofiservatismin theattitudeofsome leaders in the out,,11toward eaucatingtheNegro,lack offunds for the employmentof qualifiedteachers;too fewstudentsthoroughly grounded in thefundamentalsandpreparedto continuetheireduca- tionon thecollegelevel;lack ofvisionontilepart ofsome hiving persons charge oftheseinstitutions;inadequatepreparationand "subject-mindedness"onthepart ofniany of 'theteachers; agidthe short timewhichthesecollegeshavebeenoperating. Many 6f thesesamefactorshave operatedin theolderprivate collegesborNegroes.But ingeneralthereare in the sufficientdifferences backgroundand inmanyotherfeaturesof thetwotypes of institutions to suggestthéimportanci3anddesirabilityof treatingthe college teachersonthe basisof thetype ofinstituttonin whichthey areemployed.Therefore,frequentlyin thisreport, institutions will beclassifiedaspublicorprivateschools. EDUCATIONALLEVEL Data intable24 leadto the conclusiodthatconsiderable of upgrading teachers isrequired'in theaierageNegrocollege,as was found betrue in the to elementaryschool andhighschool.The*Wannum- ber Cfyears of collegework fortheteachers inthecollegesincluded 44 SD. EDUCATION OF NEGROTEACHERS 45 in this studywas5.28.The'rtr%inks adiff6rence of almost:a year between the education of teachersin public, collegesand those in private colleges, in favorof the latter. The teachers of thepublic institutionsalso compared unfavorably with those of the private,colleges in thepercentage who had not had anyadvance4 work beyond4yearsof gollege.One half of the public college and normal schoolteachersascompared with slightlymorethan onefourth of the private collegeteachenshadnothad advanced work.
TABLE 24.Number andpermntage of Negro college teachers with givenamounts of education distributed acwrdingto kind of institution, 1931 -SS
-. Private infant). Public Ina Wi- Total llow Lions , , Educationallevel . . Num- Num- Num erne ot 'Percent Percent ber . ber ber
-.1 . 1 . I 3 6 1 I 7
gik , Elighimbool graduate. 3- 1. 09 3 1, a132 lAes than 1year ol collage work...... 2 0 97 4 1. 46 6 1. 36
. 1 year mates or normal school ...... 1 4 . 48 2 .73 3 .a 2 years' ookliegaornormal school_ .... ._...... 2 .97 9 3. 29 11 a III 3 years' collegeornormalschool . 2 .97 11 4. 02 , 1$ 271 . 4 years'oo: orDOMIL1 school_...... 49 78 110 40. N 169 3a 19 1 year of a wits work 61 e M. 61 94 34. 43 166 SI 35 2 yeks0:graduate work..... _ .... _ . 43 20. 87 30 10. 98 73 I& SG 3or more yearsof graduatework.... _ _ 46 n33 10 &66 66 11. 09 Il Total. . 306 _ _ 773 .... 479 _ Median . . & 77 . 4. 97 & 38...... - I _ Although the public collegeand normal-schoolteachers surpassed those of the private college inthe percentage of their numbershaving 1yearof graduate work, theywereataconsiderable disadvantage in thepercentage having 2or more yearsof graduate work. Tw9 fifths of the former had/master's degrees,meomparison with nearly twothirds of the latter. ls Source of degrees.--Table25 showo that of the 196 teachers in ,pri.vatecolleges who heldbachelor's detrees, 84percentreceived their degrees from private colleges, universities,and teacliers colleges, ascompared with54 percent of the 241 teachers in public colleges who received theirbachelor's degrees from private colleges, univer- sities, and teachers collegei.Of the 128 teachers in private colleges who held master'sdegrees, 77percentreceived their degrees from private colleges, universities,and teachers colleges,ascompared with 57 percent of the 110 teachers in, public colleges. Thesourcesof the degrees of764 faculty members in 32 Negro colleg.esrated by the Southern Association of Colleges and SeC,ondary Schools in1932areshown in table 26.'
MoCuistion, Fred. Blew education atNegroes.Southern association ot colleges and secondary schools,193S.
0
*Ma&
. . ..11
I . . 4.: , ... 1- 49. 46 NATIONAL 1 SUBVILTorTIM IIDUCATIOÌOW f. TILAOIXIIS Taeut U.Numberandpermitter ofNegrocease teediers sash:vs/waswhoearned in pnesteendplate Oietsdepressfrostdismalsources, 1931-SS Bachelor$dame Wagesdopes i Deesmesdemo t- 1 Hans &lam of bleI . ,. . demos Private Privies Public I Nant-4, Per- a Per-'asNa-,Per-N Per 'Nowt her; esini bur coni ber Psi-Nam-iPar- oesi cum tmr omit torrest 1 2 3 . i 7 aa Stab ...17=111111=IMIM °strawyarlend- I % 1 n 11."131 96 a 41, 94( It 7/g 41. Btrairttorcinvilsge.. a 10 r 4 n tos Munhallial 4 11 711 collegeor ma- ¿
minty.. . . . 21 I 4 1 41 1Ill 1 14.= .10He-s-rier's Willie - - --1.._ 1 US oolispor noirersity 1r, 11 ?massnoodososninatioral NI "sani 1 Mimear university.. 415i31 I 74 n Private 77' ID1 Ili 14771 loathers . crew L 9 31 I NI Foreignmawar mirror- ii:1 la sit y J. 31 fq Othertype... _ ... 1, 114 31 SI . 'Total _ i 1 I ME , L. ., 114 1 .1 n The tableebasid beread thasOf theI dryer.11. seschoninprivateinstitutions grimboys at 11 72waist, metrethaw fromStaleunivenitire wardasebiores arse nedvedthen MomMate instil:rest ooliegiutend G,or LOSper- areharscall Of Oa111saselierste patine beekeiresdegrees,Ilksr 1112 41percent, mooed inetitssiseswt. 4.14 Oslo&sr StaletriversillesOf puffers, ressivedthous OhmsMaw ardor,eolleges. ised-graidasikager TAIL!'26. 1 *dilutions%Awe(teocAers ofNerowasteswere fromcaves(Wed by adtwatit(Report , SoutAeritAssociation,193101
Ter lors I Maw , a lnstitastAan Dort- °Um 1 Ithem Ices, Other Total toes toes I grade*having. &gmdirgedoom dome.dime evert atsendol 4 1 f 3 4 7 CeingebseUniteruty , .1 15 , ChimeUniversity.. 4 1 0 M. 121'. o 4 1 . 4 4 Howard I:scramy .. zi3 6.1 lowsrailsersrty o s 1 . I 19 61 MicisiirmUniversity. . O1 O ...... 1 11 03 I i . risk 1 - bo 4$ , University o :. , , Mortis Cabot. s 4 , s o 44 comeUniversity . o I o 41 a 2 1 Bawl=lastitale...... 4 a 1 3i rt IlarvudUniversity O 0 e i 1 3 a 17 0 3 G Virginia Calm_ o s o, I AtiariaVa/varsity 2 I 0 a Domes o 1 esiversity . 0 35 7 4; NertforriersUniversity 1 7 2 25 II 1 Ohio litreUniversity. . 3 3 25 14 ri 1 i 4 WiserrinUniversity i. 25 1 4 r, Ci..i.p.___ 7 I bilarshasee . I. 11 1 - -- . . 21' so EmirUnimsity. ,:-. 4 2 0 1 0 a ), 1 Mira . . . ; 1 L1:11,17614 IA & I . & rt1 I 1' 1 0 K. Tart J1 110 .... University_ ! 1 Trinesinitialise 6 1 ...... 1. hairsUntversitY O o 4, 1 /I I is =knobrnivwsity of -1 4 7 3 i U IliesseotsUutvonity...... e .. . 2 14 3 t abuterstiUniveniti 4 1 14 e TalindsgaCasey/ ... 0n e o 1 13 WadersKrems __. 0 o L University . 40 4 0 11 UesZei e O T. a. . e...... 4 3 2 1' . 1 12 Usiversity_. _ _ OW eo 01,eleee est o 4 o 1 12 o 1 ass& CarcassEitele6. _ 10 e e o o saw rapeN O es. ma ear e. a e ea e e 1 4 es e 1 Total. al ss 3111 f ea! 364 V 71I as, sent I MoCaistissis Fist a stiondiosdNegress. am*.um Smotrintswaddleselmiaowwedssessikry
;Or
, tr. If_ _41.=_:-. 111:DUCAllIONOF ,NZGRO =ACHIM 47- six avid maritalstair. Ting thegroup as a.whole, themen teachers surpassed thewomeninamount of educatidn. Themedian number ofywsòf collegework formen was 5.48;forwomenitwas 4.97..Marr&teachers hadkhearlyafifth ofa yearmoie workthan. siniiertearbers,tberetipectivemedians being5.38 and 5.19. 1 mlaumb.
t., !kw ofahrst tan le s . lbw tatgb bar Ituotroottaa at . Item area
Itooftw-Gortrias s. N. Mods rz Pv Aptowitoro Ptroimal Illsootios Sao IllemmlarbosabolAArto bistano-Oommo
llotbortue 29 r leatab 54 e
astaarkivios 311
Plunitos s
UNIONWPINi. Cl000lad 9
V ioussogos.lids. r5 Shostata =MN 1111olaglial Sclorre Sloratlas Itosoolgo Socialsta io a IftuasOP-alms
Sit:A kir 5. a
A WM.&Small* °breads, %whoreat art,aseparke,armstaimstrial apts, imrdistair, Wirers setamos. arl eitiors,10110 essialawdtoo tootawes to 71.4411 tillable &elms. 46 Playas ILRangesod medium usaabsrofyews ti adoration abovebagboactb'solisthaLâal)1art asi- bop tamasbos, bydspartmasstis which tasssuctiaoems, 1 -82.
. Departmerdof'instruction.Figure5 shows the medianamount of educationaccordingto the department in whichinstnictionwas given.It will benoted that ingeneral teachersof the social' saences had thelighest ranking.
V.
I
p. /I
. I.,.48 N'ATIONALSURVEYOF MEEDUCATIONOFTEACHERS EXPERIENCEAND TENURE
Experientee.Themedian¡nil-mber ofyearsofeducationalexperi- enceof allteacherscombinedwas 7.71,asshown intable27. This not greatly is differttnt"from themedian'amount bf experienceshtown for Negroelementaryandhigh-school-teachers. Tenure in preseiiin4itidion.Thetypical teaCherin Negro colleges remainedthroughonlyonecollegegenefation,accordingto theAata in table28. Morethanonethird leftafteraperiodofior 4/ 2 iòars' service. 4) The highturnover of theteachingpersonnelinmost of the Negro collegespresentsaseriousproblem.Nocontinuityof effort,interests, orideals canbe sustainedwherealargepercentage Of dieteachers arene47eachyear.Lack ofcoordinationin thecurriculaand 6part- mental arrangementsmayoften bedirectlytraceabletoahighteacher turnover. Noprogramof studentcounselingthat involvesmembers of the teaching staffcapbe builtupon ashiftingteachingpersonnel. -)Until ihisdefect inthe Negrocolleges isremedied,there.canbe little hopefor effectiaeattacksupontheproblemsinvolvedin theeduca- tionOheachers.
TABLE 27.Numberandpercentage of Negrocollegeteachershavingagivennumber ofyearsof experience,1931-32
Totalyears of edtiCationafexperience . Teachers 3 to6 to11 to16 to31 to41or ttti 10 15 30 40 moreTotalMedian
2 4 5 7 le
Number _ ...... 34 27 Percent 138 121 70 70 17 4 481 7.1 5 628 725 214 5 14. 5 3. 5 0. 8 ark- TABLE28.Numberand percentdgeof Nerocolle0e teachersemployedagiven r number ofyearsby theinstitutionsSr winch theyare now working, a 1931-32
Number ofyears employed inpresent institution Teachers
6 to 11 to 116 4. 2e3 to 5 to 31or ...1 10 15 30 more Total
3 4 7
Number 88 Peewit. 142 s3 40 37 3 481 181 18 29 29 52 17 25 8. 31 7 69 O. 62
Mediannumber ofyears employed,4.36.
we "to fa
s
" . dii;7" .e '. EDUCATION OF NEGROTEACHERS 49 v. TEACHING DUTIES cis4 ^Departments of instructi9n.Aserious problem teachers in
manyNegro colleges is the'numberof departmentsa .which they mustgive instruction.Theextent of this problemmaybe inferred fromthe data of .table 29. In chapter III itwassuggt;stedthat it isnot too much to expect high-school teacherstogive Instruction intwo subject-matter fields, and that teacher-preparationprogramsmightbsejconstructedonthat basis.This isnotgenerally considered desirable; howev'er,in college teachi4whereahigher degree of specialization is demAnded thinfor high-school teachers.To find, therefore, thatmorethanafourth of the teachers in Negro collegeswereteaching in'twoor moredepart- mehta of instruction raisesquestions concerning the adequacy of their preparation intwdtor morefields and also concerning their abilityto keepupwith the advances in thöse fields.
a . 1 TABLE 29.NuMber añdpercentage of teachers,in Notro colleges giving instruition inagiven number of departments, 19311-32
. I Number of departments Teachers 1 2 3 4 Total ...... i....1.
I 2 3 4 ^' 5 6
A - , 41 Number 341 100 20 4 e 4k5 Percent 73 33 2150 4. 30 Q 88 N _ .
:? Distribution y teachers by departments.Table30 skows thepropor-
tion of teachers intgevarious subject-matter departments according . to typeof college.Of the 17 teachers ofagriculttirereporting, 16 Werein public institutiops.All the teachers of philosophy were' in private colleges.The teachers of economics and mathematicswere equally divided between public and private institutions.Foralarge number of the subject Oeldis, thepercentagedistribution shown here a mat be taken to represent currentpraclice, but for certain fields, bes- causeof limited ntadbers, the picture probably is inadequate,as,for example, in thecaseof psychology,ingdustrialarts, geography, library science, andphilosoity. , Distinct differences in emphasisareshown by thetwo typesof
. schools in the pi;ventageof-teachers who taught agriculture, business andcommerce,education, home economics, and trades and industries. ,The smallpercentage ofteachers in public colleges who taughtleduca- 'tionprobably doesnot arisefrom f9wer departmenté of education. but rather from fewer teachers in.eacki department
re. 9
e.
o .. 50 NATIONALSURVEYOF THE ElitICATION OFTEACHERS.
TABU'W.-Number ; a,Ipercentage of kiiroteachers inpublicamid.*private institutionsgiving instructionin various 6 departments,1931-82
!blJc Private tions institutions Total Department inwhichinstructionis given Num- Num- Num- ber ber Merl ber Percent
r . 1 . 3 4 1 5 6 7
Aviculture tql" 16 Art and drawing &33 1 0. 64 171 4.89 a 1. 56 1 Biologicalsciences \. .64 4 1.15 8 4. 16 11 7. 09 19 Business andcommerce 3 6.47 Chemistry 1. 56 8 6. 16 11 3.17 10 & 20 Economics 12 7. 74 22, & 34 8 1. 56 3 Education 9 1. 93 6 1.72 4.68 25 16 12 34 9. 79 English 24 12. 49 t iI by 22 14. 19 46 13. 25 1 H th 52 1 .28 History-Civics t 2 1. Ot 1 .64 3 .86 18 9. 37 14 9. 03 32 Homegeonomics-Householdarts 24 9. 72 Industrial 24.'49 6 &22 29 & 35 arts 4 2. 08 .°1. classical 4 1. 15 2 1. 04 5 322 -.Pen,modern 9 7 2.01 Libraryscience 4.88 10 6.45 19 5.47 3 1.96 3 Mathematics SI .... . - 1 .P6 11 5. 72 11 7.09 Zi Music 9 6. 34 LI=hy-Ethics 4. 68 3 1.93 12 3. 46 Physicaleducation 6 3.87 6 1. 72 Physics 8 4. 16 6 & 22 13 & 74 Psychology 5 1 60 2 1.29 7 101 2 1. 04 Sociology 2 .57 3 1. 56 5 . Industries 3.22 8 2.30 Other 17 & 85 ...... 17 4.86 1 .52 2 1. 29 3 .86 Total 192 155 347 1 The tableshould beread thus:Of the192 teachersemployed in were giving instructionin agriculture, publicinstitutions,16,or 8.33 percent, while ofily1,or 0.64 percont, ofthe 156employed in tionswas giving instructionin thisdepartment,andso on. private institu- Teachingtoad..Acco:0:Atotables31 and32 the typicalteacher in Negro collegesdidnotcarry an excessiveteachingload interms of clock-hoursperweekor "student-programunits."However;these ate onlytwomeasuresof theteachingload.Thenumberof depart- menta in whichinstructionis carriedOt and thenumberand of other extent dutiesrequiredof teachershavean important bearingonthe teachingload.Alth9ughthe data'presentedhere indicatethat Negro teachersdid-not,r: :hanexcessivenumberof hours'per week, it is shownthata1;161 enumber didteach intwoor more departments. In this(discussiontheclock-hourrepresent4aperiod offrom50 to 60 minutes:The--student-programunitrepresents thesumof the ,1roducta of thenumberofstudentsenrolledin eachsectiontaught esthenumber ofcredits carriedby thesection. . 'the teachingload inclock-hoursforteachersin thepubliclysup- ported institutionswasslightlyinwellsof theacceptedstandard of 16 hours perweek.Theteachingload ofteachersconcerned inthe present studywas not greatly differentfromthat foundby in his McCuistion studyof thefacultiesof26 Negro 'collegesapplyingto the SouthernAssociationofCollegesandSecondarySchoolsfor accredit,- ment. , A 1 Ibid. '4 a
; I J. I , 44 e t A.41.1 !' .1 EDUCATION OF NEGROTilACHERS 51 s t TABLE31.-Number and percentage of Negro cake teachers teachingagiven . number of hours 'per week by kind of institution, 1951-42 4 .
Private in-Public Judi- Private 1 Public last, . ., .4iii; stitutions tutions Jo. , tutions Clock-hours of teaching ,Clock-bours of teaching perweek perweek . Numfler-NunPer Num-Per-Num.-Per- ber cent cent cent bercent ber ..
4 1 s 3 4 5 1 3 3 4
o 1 36 25 to 29 ...... 12 & 82 25 9. 09 1 to 9 20 9 70 16 & 81 30-34 4 1. 94 14 & 09 10 to 14 34 16. 51 43 1& 63 35 and more_ ...... _ 3 1. 45 10 & 63 15_ 61 29. 61 45 16. 36 16. 10 4 85 27 9 81 Total 206 275 17 to 19 35 1& 99 40 14. 54 Median number 20 to 24 27 13 10 54 19 63 of clock-lrurs 15. 8 17 45
TABLE 32.-Number and percentage of Negro college teachers havingagiven student- . -programunit, according to kind of institution, 1931-32
Public institu- Private institu- Total AP tions . tions Student-program unit 1 NumberPercentNumberPercent NumberPercent
AL:
1 a 4 6 7
10 to 59 .. ... 4110-411... Om...... 27 11. 6 17 10. 6 44 11. 2 60 to 109 36 1& 5 17 10. 6 63 13.3 110 to 150 33 14. 2 26 1& 1 59 15. 0 160 to 200 ao 12.9 17 10. 6 47 11. 9 210 to 269 21 9. 1 23 14. 3 44 11. 2 260 to 199 21 r 9. 1 19 11. 8 40 10. 2 310 to sw 15 & 5 20 12. 4 35 8.9 300 to 400 18 7. 8 13 & 1 31 7. 91,41 410 to 4f. la & 5 2 1. 2 17 4. 3 ir 400 to 509 4 1. 7 3 1. 9 7 L S 510 to 559 4 Li 4 L0 500 to 600 * 1 ..4 2 - 1. 2 3 .8 610 to 650 , 3 1. 3 1 .6 4 1. 0 NO and more 4 1. 7 1 .6 5 1.3
. . Total 232 161 393 Median 193. 33 217 60 Z13. 29
I The student- 4 I unit represents thesum of the products of the number of studentsenrolled in each section t times tile number of credits carried by the section. COMMUNITY CONTACIS One index of thé influence ofacollege is the connection of faculty members with frofmaional and civic organizations and the offices
held and honorswon.Table 33 furnishes dataonthese items.. 0
It is worthy ofnote that approximately twothirds of the teachers 4,7 of bothtypes of institutions failed to participate inanyof the activities
mentioned. Many of thepresent unreasonabledemands for retrench- . _ ment in the educational work of colleges arise from the lack of under- standing,onthepart of thepublic, of the a;ims lind methods of the college.There isnobetterwayto interpret the college to itsiupport- ing public than through participation of its faculty members in the life of the community.
..
. 1., 1.cribn, ".. . . , ' -1'0 ., , I ??. a, ...A 1-4- ...i.--;e111-17.f'A. 444d-S.11..11ilaLiiigidiatittLaZ.2,,..41, 443; ,0.11%174k-vi I
52 NATIONALSURVEY OFTHEEDUCATIONOF41CAC1ERS
Furthermore,the collegecaimot renderthe largesteducational serviceexceptasit 'understandsthd needsof thecommunity. again the Here- facultymembersmay actasinterpreters.Certainly,there isyet much to be' desired inthewiy of adaptingthe collegeprogram to the practical andoulturalnecessitiesofcontemporary life.Any- thing, therefore,whichcanbe doneto facilitatetheinterchangeof ideasbetweencollege andcommunityshould be welconied. PUBLICATIONS te One of the most imkortantmeasuresof intellectualadvancementin a C011egefaculty isthe numberand qualityofcontributionswhichits membersmake,to thestore of humanknowledge. Milan 33.Number and percentage ofNegro collegeteachers whohaveengagedin extracoaegeactivities betweenJuly1916 and May1932 (4,
s Privatein-Publicinsti- stitut ions tutions Eztracollegeactivities sinceJuly 1926 Total Num-Per-Num-Per- bercentbercent
3
Elected memberof honoraryprofessionalassociation AParticipated inStateor city survey 31 15 Of 24 & 72 55 17 & 25 19 ' Member ofNationalor State committee(professional) & 90 36 Member of Nationalor State committee 9 4. 36 16 & 81 25 (civic,fraternal, social)_ ._ _ Moe in State,civic, etc.,organization 10 4. 85 22 & 00 32 Office in Stateprofessionalorganization 4 1. 94 3 L 09 7 Mice in Nationalcivic, etc.,organization 4 1. 94 8 1 90 12 Office inNationalprofessional 1 .48 2 .72 3 organization 7 & 39 2 .72 Won honorarycitationor recognition froma GovernmAntorganization 9 or fromft professionalor civic organization Editor ofmaguineor journal 8 & 88 6 2. 18 14 Other 6 2. 42 4 L 45 Did notparticipate inabove activities 10 4. 86 4 1.45 14 12862. 13 191M. 45 319 Total numberof activities Total numberof participants 110 ..... 216 44 4 Total numberofcases is - - 84 MOP 162 206 275..... e e 481
01. Thepercentage ofteachers ineachtype of institutionwho dulling the5 yearspreceding1932 publishedanybooksorarticles isshown in table 34.It isrealizedthat there arémanyexcellentteacherswho never wroteabookor anarticle, andalso thattherearethose whoiare prolific writersbutpoorteachers.Fortunate isthestudentwhohas the advantageofateacherwho isproficientin both. A Among thefictorepresent lEimanyof theNegrocollegeswhich tendto restrict schotarlyproductiononthepart of facultymembers weri: (1) Toomany extra dutiesfrequentlycoupledwith fullteaching loads;(2)irregularityofprogram;(3)poor administrative organiza- o. tion; (4)lack offunds andlowsalaries;(5) lack ofencouragement and incentives;and (6) ladedlibraryfacilities.
.1 ZIYUCATION OFNTAROTRACES= 53' Theseconditionsare not peculiar"toNegrocollegesbutto theextent that theycanbe improvedinanycollege,theprobabilityof improved teachingiserviceandgreater scholasticproductivi0is increased. tunas 34.Numberandpercentage of Negrocollegeteachers whohavepublished booksor maganne art between July1906 and May1932
Public institu- Privateinstitu- tions tions Publications p. Num-PercentNum- o ber ber Percent
3 3 4 1
Books 0 1 266 98. 71 189 91. 74 2or 3 4. 5 . & 18 13 6.31 4 ormore ,2 .72 . 4 1. 91 1 36 1 Total number of teachersreplying 274 MMI..1. . Magazine 0 Wes o 8& 00 1 to3 (.212.. 108 81 03 4 to 9 28 9. 45 n 14. 07 10 to 19 5 1. 81 6 2. 42 20or more 2 . 72 2 .97 - ...... 1 .48 Total numberof teachersreplying Median numberof magazine 275______. 208_ _ _ ...... articles published...... 2. 9 2. 9
SALARY
-,In theprecedingsectionone reason given for*thelack ofscholarly productioilsonthepart of teachers inNegro 6ollegeswaslowsalaries. Certainlyectmomic-worriesanda senseof insecurityare not conducive to research andproductivescholarship. In1931-32 themeLiapsalary óf allNegro collegeteacherscombined was $1,733.Formenitwas.$1,854, and forwomen, $1,537. Table35 shows for1930-31 and1931-32 the mediansalariesand thepercentage ofteacheisrecei salaries within%rivenranges according to type ofinstitution.Tsefact thatthe salariesof teachers of thepubliccollegescompareunfavorablywith thoseof privatecolb loges isnot whollydueto the large salariesreceived inafbw schools. This isshown bythe differencesbetween p-ublicand privateinstitu- tions inthepercentage ofteachers receivingsalaries ofless than $2,600,theirrespectivepercentages being75 and 49. Not onlyarethe salariesof teachers inprivate collegesgreater than those ofteachers inpubliccolleges, but thelatter ireemployeda greater numberof months,asshown by table3.In1931-32 nearly two thirds ofthe publiccollege andnormalscgoolteacherswere employedfar12 months, whilemorethantwo thirds- of theprivate collegeteachersweriiemployedfor 9 monthsonly. 54 NATIONALBURY= OFTHEIIDUCATIONOF=ACHIM TABLE -Number andpercentage qf Negrocoltteachersreceivingsalaries within givenranges, according to numbero months employed
. $500 to $1,000 to $145100 to MOOto I.$2400 to $11.(00 and On $1,490 $1,999 $2,499 $2.909 Periodof IDOM C. I employment . tal Num-Per-Num-Per-Nam,Per-Num- is ber Per-No Per-Num-Per- centberoentbercentbercent beroentbercent
1 t s i 7 I I 8 19 U 12 13 14 11
1 930- 4 1 9 months: Public 5 l& 2 14 414 6l& 2 8 9.1 4 111 1 &O13i $75.00 Private_. _ 13 io. 7 2924. 0 32Z. 4 22Is. 2 10 months: 18 14. 9 7 & 8121 1, 801. 56 Public4.. 1446.7 11 36.6 310.0 2 6. 7 _ . __ _30 Private._ _ _ 2 &O 4 16.0 6 LSO&00 11 months: 24.0 4 16.0 936:025%MOO
Public VP a, M. 10 2260 337.5 Private 225.0 1 11 5 ___-__81,900.00 12 months: _ _ ...... Public.. .- .7 41 -. 6243. 0 28 Private 19. 4 7 4. 9 5 & 514411, 861. 11 1 4. 3 834. 8 521,7 9al23%MOO Total: a Public._ 6 2. 8 71 33. 823& 1 36 16. 7 14 6. 5 6 63& 96 Private__ 13 7. 7 31 l& 5 3772.0 2.85 3621. 4 27 16. 1 3614.3 1682,030.00 1 *II -St 9 months: Public . 614. 0 17I39. 5 10 2a.3 5 11. 6 4 9.3 1 1343 Private__ 18 12 9 3021. 6 29X 1 27 1,391.6f 10 months: 19. 4 17 11 2 8 5. 8139 1, 750. 00 Public _ - - 1025. 6 17 43. 6 10 25. 6 2 5. 1 ....._ _29 1, 675. OC Private.. _ _ 1 & 3 620.0 8 11 impala: 264 7 4 l& 3 11 3& 730 2, BO&
Public__ . _ _ . 411. ______5 O.5 225. 0 1 12. 5 ...... 8 Private__ ...... 1, $50. OX 12months: Public 3 1. 8 4727. 8 784& 2 27 l& 0 7 4. 1 7 4. 1160 1, 664. 11 Private__ 1 & 7 1 3.7 829.6 6212 11 40.7272, Mk . Total: , Public_ 9 1. 5 79XL 5 10741. 3 43 16. 6 13 & 0 8 3. 1259 Private_ _ 18 9. 2 32 16. 3 462I. 5 1, 602. S 4321. 9 27 l& 8 30l& 3196 %owls
I Medians computedon distribution in classintervalsof $100. TABLE 36.-Number andpercentage ofNegro collegeteachersemployedagiven number ofmonths during1930-41 and1931-32
193041 1931-32
Public insti- Private insti- Period at Public insti- Privateinsti- employment tutions tutions tutions tattoos
Num- Num- Num-, Num- ber 4-.t. eventberpima
1 7
Not el=in presentInstitution 41 16. 04 27 13. 30 1 to6 a 1. 14 7 months. 1 L 1 a 1 Il months_ 3 L 14 9 montbs.. .91 3 L 12 .3 33 11 119 so. so 4s i mestiss. ea, 30 1L 4S la al mg It lksposktas. 3 14.111 80 ismonths. &OS 1. 47 3 2.7 4 144 54.911 1L 31 169 WS II Total- 262 203 ID e OW OP ,10, IV OW 9X111411
1 ,r,;.
" ..,;°4:11:::I'.14..; t,f 4.41.4 VL**-1°-Atitiafittlet.4.Pli It- 44 egi .1"1 EDUCATION OFNEGROTKACHIRS 55
Figure 6 gives the median salary of teachersacòordingtothe depart- mentin which instruction is given.Although certain exceptions,are tobe noted, inacomparison of figure 6 and figure5, there is evident ageneral tendency for the higher salariestobe found in those departs.-
a ,
, SalarybogsisDollar. Des-. Dapartemir at ter Mint lastreottes et Wary . i Oases 1 1.4t1Eftfi 4 iggill#11
. ¡ U50.00
Eris 22 1303.00 a 1.1IM bads, and Isentris 31 11162.50 MI Dins Deasamice-lbseobolli ArtsI 39 1562.50 f aktbseatios 29 1562.50 MI Wetter-Wi' . 3 156k. a MI6 Iirgoops. imam 25 1630.00 ii Isisotrtal Arts 4 Mo. 00 3 Mallow 32 1750. 00 MIN bald, 56 1100. 00 a- Pintas I 1,50.00 Pter$ioal Disastioe 14 050.00 3 'MN Biological Selene 30 1160.00 Mill Dinettes 113 1950-00 . Art and areartsg 5 2025- 00 3 . Wiles ii 200.00 I En Dsslasso asi Omens 15 2050.00 111 1 Agricaltsms 21 2100.03 1111 stogy 1,0 2350.00 MI al Pookeloy is 2430.00 . Eli_ ansaidas lo 2500.00
toast S2 1730-00
, Salim , e ...... , noun6.Range and wadi= Works at teachers in Negro colleges,accordingto department of instruction, -1913. menta where thé educationallevels of the teachersarehigher.(See p.47.)The salaries of 695 teachers according to professorial rank in 20 -earNegro colleges rated by the'Southern Associationof 56 NATIONiLBURVITOFTHEEDUCATIONOFTIACHIle Colleges andSecondarySchoolsin1932,'showedmedian-salary 262 professors for toVe$2,150,100 associateprofesiors,11,880;78 assist- ant professors, $1,900; and268 ifistructors,$1,455.Thevariation. betweendifferentacademicranks inagivencollegewas not as as great itwasbetween thesameranks indifferentcolleges.For the example, mediansalary forprofessorsinonecollegewas $1,560, while anotherit in was $4,000.Inonecollegethemediansalaryofinstructors was $675, and inanother itwas $2,400. 41.
ADMINISTRATIVEOFFICERS Thedatapresentedin table37 showthatalarger staff percentage of membersin publiccollegeshadadministrativeresponsibilities their chief as functionthanwas true of those inprivatecolleges. both For types of colleges,however,thepercentage ofpersons whose chiefduty is teachingwassmall.Thetwogroupshadrelatively thesame numberof collegedeans,directorsofathletics,anddirectors ofextension.
TABLE)37.Numberand percentage of stAffmembers inNegro°olives,withgiven chief(Nacho'',198?
, , Public instiPrivate insti- Ultimo tutions Total
Chieffunction A , , 4 Num- N Iv berParmaum Nam- PercentbarPercent
1 . I I 4 , . i 6 7
I Bodnarmanager bow . 4 Bursar 0.'. 1 0. 37 5 0.418 5 Dean of thecollege L 04 8 2. 96 13 1. 74 Dean ofmum 9 1. 88 8 2.96 17 2.V 5 1. 04 Dean women 2 .74 7 .N a 8 1. 67 Director ofathletics_ 2 .74 10 1. 311 Director ofextension 7. 1.46 2. 12 13 1. 74 2 ..41 2, . Directorciboriaservice-_ 74 4 .so 5 1. 04 1 Dkestor ofinstruction _ .37 6 .SO Director oftraining @phobia 7 1. 46 2 .74 9 1. X 3 .82 Inerdantaryschool principal, praptioèschool 3 .* 8 1. 67.... _ Head of0 '- 4.0 .1 8 1. 07 . sa 17. 40 81 : .. , principal,prao4los school l& 81 134 17. II 1 3 .62 . ,..... 2 .74 6 _ 12 .* 2. 51 3 L 11 16 11. OO 0.I'0 7 1. 46 6 ...i . L 85 12 L SO *II ._ 13 172 3 L 11 *-- t of buildingsandrounds_ 16 & 14 3 .82 1 . v:. _t staff (caw 37 4 .N ar uni 194 4067 181 Tosingi staffd Woo;school I& 02 366 47. N visor, critic, (super- or roomteacher) . 83 13.20 Vkispresident_ _ 7 2. 89 70 9. 17 others. . ..._ .. 1 .37 1 .13 .as r. ii 4 . L 48 40 I. sa Total r 477I 270 : 1 747_...... , . I Includesadministrativsallows andteachers.
a Pdvectignandteachingload.---Table38 showstheamount of educe,- don of , 92 administrativeofficers.In general'the dataindicatethat , they hadslightly lesseducationthan thecollegeteachers.Onethird ., (ails ,,, percent) ofthem hadhad4yearsof collegeornormalschool a .Th ?... b-'r;: .r" ' -le;.4'r". P'i.F(.4 ":% , J...... 4. .0 1" '.7:A . cti' .1,.;c:. ft . : :- I,Jr 4,. d' 4,,, kM.Z.: I. 4 ; - S.f.2,1 ; ititifiga I. .,, 0.-Fyih..4.7.4ft-0:140.tAL.15.1.:4 lidggilkLINtl4M 13.1ii ..!JrzettiltAS 4 IDUCATION07NIGRO MAOISM 57 e
work, whilemorethan half(56.41 percent)had had1or moreyearsof graduate work.Forty-sevenpercent held master'sdegrees.While only 5 officers haddoctor's degrees,8 had had3or more years of graduate work.: 1 Fortypercent of the administrativeofficers hadnoteaching duties. Practicallyathird (30percent) taughtfrom1 to 9 clock-hoursa*eek. The median numberof hoursperweekdevotedto teaching by admin- istrative officersin Negrocollegeswere asfollows:17 deans of colleges, 8 hours; 10 deans ofwomen, 8.9 hours; 13 directorsof athletics, 18 hours; 9 directorsofiestruction,14.5 hours;15 librarians,7.8 hours; 12 presidents,7 hours; and16 registrars,6.3 hours.The median for the 92 officerswas10 hours ofteAching. ,
er. TABLE' Mgmberandpercentage of.administrative officersin Negro conga havingvarious levelsof education,1931-311 . _ _ ,
Educational level NumberPercent rsers . -.. -Ay-
High -whoagraduate_ ...... _ 1 1. 011 Less than1_t of college work _ 1 1. OB f. 1 year of ool .or normal work _ 2 1 17 2 years of collegeor normal work ...... 1 3 i all years of oollegeor.. Ii k wort...... _ 2 1 17 4 years* collageor i''' i work ...... 33v id 88 1 year of gadmUwork ...... ,... .. __ 7) 31. 62 2years of graduate work _ 16 11 30 3yore or more of graduate work 8 119 , Total number ofstaff members 92 _ Median (inyears above high scamp. _ .__ _ _ & 2
, .
MILD 39.Numberandperm=ofadministrativeofficers inNegrocalves t. receiving rise withingivenranges
Title of staffmember 9 Salary Dean of DirectorDirector/ Num.Per- II f the ool-Dean ofot ath- libra- Pred- Role-% ber cent f women of in- kie ladesstructionrian dent trar 1
4 a a 7 6 -, I. No a 1 _ . _ _ ... 1 _ _ ...... _ . _ . rrtirisee 3 1 1 1 & OS 1,41111...... ___ 1 - ... oh . - o.t. 2 4 or a 9 / yaw to .1, Me a a a a.n 4 .,. A 21 22* 21 to ,499,.... 3 2 45j . I ...t*..... 1os. an Is OD -- 3$ 1 1 il a .....1lb.. 1 g4 VO & g 409- 3 1 , 1 to ,- , i...--.--...... OWIMPe 1 5 ..... i 1 ,Ih...., 3 1 to ,-,490.- . tie ,...... e 3 . $ I. SS ,500 to -409_ e 11.1. 1 ...... 4 ....1 mom & 55 ...... _ _ _ 3 v 4- &U. Toga 00-41.-10. 17 10 13 9 1.: 13 1. MedianI s $2, 150. 0041,BOO. 0041, BOO.0042,251 001$1 41100$4,400. OM 0041,661'.' ; A I Medians computedon a distribution havingohs intervakof$104. :.--The mediansalaries forthesesame groups of administiso. five ofOcers,asshown by table39,were:Deans of 4-"I"$2,150; deans sofwomen, $1,800, director ofathletics,111,111; directorof instruction,$2,250; librarian,$1,416.66; president,$4,400, and roes- trar $1,4300.The median saliryfor thistotalgroupwas $1,866.55. 58 NATIONALSURVEY OFTIMEDUCATION OFTEACHERS
Publ...-.1 The datashow that3 presidents,2 college deans, and1 registrar had written1or morebooks betweenJuly1926 and May 1932.Fourteen officers,includingone or more from each classexcept that of librarian andregistrar, hadwrittenone ormore articles. SUMMARY ' In summationof the findings conCerningthe teachingpersonnelit has seemedvaluabletocomparethe threekindscteacherson as many'itejnsasposOble.Thesecomparisonsarepresented intable 40.A differenceof nearly2Y4yearsof preparationis foundibetween the elementaryteachers andsecondary teachers,in favpipoft1e lattei; the collegeteacherssurpassthe secondaryteachers byapproxitnately 1year.Greater differfincesin thepreparation of theteachersare shown byacomparison ofthe proportionof teachep ineachgroup who hold thebachelor's, themaster's, and thedoctor's degiees. Thereare veryslight variationsin theamount of experiencepos- sessed by thethreegroupsbf teachers.In thematter of salaries, however, wide differencesarefound.
TABLE 40.Summarycomparisonof Negroelementary, secondary,and college teachers,1930-31
% Klemm-Scondcake. I tem tAry ant , teachersteachers teachers
. plí-
I . I it 4 N.r .
Mdian educations& level (years above higbikthoolgraduation)__ _ ...... _ . 2. 17 4. 36 & IN [3:,,,mtViii* bachelor's degrees e & 7 fle. 3 in 0 1--alLitt with master's dames , .2 4. 4 411 8 Poona with dootor's degrees. .3 4. 8 Median semester hours in education 2& 6 Z. 6 Median semester bouts in practice teettabg 10. 6 & 3v_ _ .... Medianyearsot experience a 17 7. 0 7. Ti . Median ep 29 13 31. 84 Median salary . . , $648 SIM . , 1111111112. 4., Under riormal conditions thenumber of availablepositionsmaybe acceptedas a mepsureof demand.This isnotareliable indexasfar asthe Negro is concerned: Aneven moreimportant factor is the number of positions that would beavailable if educationaloppor- tunities for 'N wereincreased until wheywerecomparableto
those provided for othergroups.Among,.e. conditionsuponwhich suchanequalization (pends thefollowing threehaveaprominent. place: (1) Making schools availabletoall Negro childrenof school
. age;(2) increasing school enrollment andattendance through enfokce- ment of compulsory attendance laws; and (3)reduction of pupil- teacher ratio.If these improvements shouldtake place the demand for Negro teachers would be considerablymorethan is shown by the mobility ratiò in table15. 44thp.
CHAPTER V CURRICULUM OFFERINGS AND PRACTICES IN THE PREPARATION OF NEGRO TEACHERS
A curriculum should reflect the aims ofaschool and its effortsto provideaneducationalprogramtosuit the demands of societyo'n the onehand and the needs and desires of the studentsonthe other.It shouldassureto6the students educationalprogresswith unity and sequence,which willeventuate in the development ofahealthful kind happy citizen, functioning efficiently in the occupution for whichtbe school helped himtoprepare. Thepurposeof chapter V istoascertainto what extent the curricula of Negro teacher-preparation institutions achievethese objectives. SEMESTER CREDITS! The number andamount of subject offerings in colleges whosepre- dominant function is the education of Negroteachersareshown in
table 41. .The total number of semester creditsoffered by the20 institutions included in thispart of the study is given in column2, and theamountof work offered in the various subject-matterfields is given in columns3 to 11.The widerangeof offerings is particu- larlytobe noted.In total offerings by the public institutions(with the exception oftwoinstitutions furnishing inadequateinformation), the college which offered thegreatest amotint offered three timesas manysemesterhours of creditasthe college which offered the sinallest amount.Yet they had practically thesame'fihrollmentand ingen- I» ,eral the game objectives.Among the private institutions the college whichofferedihegreat4;atamount offered four timesas manysemester creditsasthe college which offéred the smallestamount. Coiisiderablevariationwásalso foundbetweenthe different col- legep in theamount of work offered in the various subject-matter folds.In agriculture, homeeconomics,and industrialart4 therange
IIn OW motion both ammeter hours andquarter hours are considered.In the beginning itwas pro- palledto analyse the Merin. of the colleges simply for the purpose of disarming representativecourses. The esmeetilr hourwailusedasthe unit of computation in ardor that the data might becomparable with the action al the Survey conducted by Bugg and Pdk (vol. III).Itwasland to bemore fordble to urnstilt wirier how In the analysis of regnireinents of mirk= curriculaforprospectiveteachersinviewof tbe ladthat post of the Wools studiedwereorganisedonthe quarter system. Seawater boarsmaybe amniainto (garter boars by multiplying by 04, end quarter boommay beconvertedintosemester him by multiplying by two thirds. 44. 89
tkr 'I,. I rl ft.il .. * ==41,:y I. a of= 'one of offering in offetings, id agriculture, trial which likewise that State, percent, ofthe publicly each of centage distribution 4)aft , Privets: Public TAILS public chology, agreement, the 60 was . 6.7 inanother Itidorisatioo Variations No. & No. 7 No. 6. No. 4 No. No. IL No Na I No. IL No. IL No. No. No. 9. No 7 No. 6 No. No. 4 No. No. No. 1 land-grant Total. Total, public Total, Ai.% la arts amounted tattoos time times from 0 4. I t 11 10 3 2 Institution , = , 41.Nufnber the colleges, . NATIONAL SeRVIT . - supported i private WU- 1 en , subjects in Inooinpieta foreign r English anti ,* the offerings 41 20 colleges. home Waite- leeittu- are morevividly-shownin to 265 oollegi is the total land-grant 26 range *as,forprivate 41. _, 4.1 language economics, 14, 32& of .,I 7, atlit L1I own 1, college Mired credits to 122. truster-. 11 1 m 1 Total of to only24 senrster hours WI SU. I no 646 641. 1101. 406 664 332 _I 179. of the en 451 WS $tI WI 017 smuts? hours I offerings, while only publicly - . ma- which as a .. T e literature k . , . %SOIL 31 in agriculture, 1, 666.7 cal . c. compered bombs,. In lodes- r Negro bane _ . Vs, 641. 7 . trial arts no. 4 goo- . 234 1110 so let 301 a 143 164 1011 81. iii 14 7 1 . 26 52 for Negroes s college. 1. I was 15.6perceidofthe offerings in OF TRZ one I one . 7 !' 1.;,.f.' and industrialaria 1, SI&7 cation loachwa, obol- Edo Mt 7 771 pgy- op and )11$ la dt 104 10& 7 percent ofthe 122 la. 1 W. 7 Mk 7 M 06. 7 land-grant 4 61 U 0 44 54 es es 94 57. $ would ordlarily' offered in showed 1, IN supported with . mom of credit. NS 710 ui tr "al' e,, and ZDUCATION VS 701 a U V 07 77. 7&I 40 as U /4 42 0 Is a V IA 41 1 k in another. 1931-50 : table collegii, home in the 4. 1, 487.7 the various a paw 67&11 611. :Ira 1U 102 tO institutiovía Far- .. wide variations Ian' 6:1 1U 80 914 91. 80 46 W 54 24 16 & 3 41 IS n 64 ao 1 &s corresponding college, 3 7 1. 1, l& 1: 42, whichgives e Mask 127 economics, III 117 college for IS. J so and ;I art 40 97. 14 10 19 26 State, a 47 t. i M 14 M7 19 12 7 total b., In 6 hI 50.7 OF MACHIAS .:, land-grant I 1, 44&11,60 1, SRIWI, , ; i'r amotinted" amt. expect, the educittion Dual"' OT9. Iflk *Li 166 163 140 at" 106 Loa r 154 la 1 1U which is 117 270 la and 111 lag 110 116 108 8al- ios . ei 96. a 88 8 total offering subject offerinp. to 243.3,and . . for the the °eating I , d , , ; '1 1 I. ; 1/2 IONS Social 1 027 , 474 -a 102 116 130 W. IS& 171 1 l& 117. 118 117 1114 Doi- . ai V 40 64 0 79 n 9 percentage and indus- Negroes also. I e*gt- . ; education . _ ...... the oily fields in *mi US. o la Eke the roll- ()olive, = and *1 to 411 SO U SD u.i lb I 21 10 21 ta greatest 8 6 6 & & 'The , '4 The . . per- Other 4:tgai 211 1 111101 147.0 psy I.) r:1:: ...... in
ID oi? in 10 W. 8 11 16 l& ? in 14 29 u 0 3 11. 3 16 115 12 14.7 L 3 for 4 6 of 4 . , .. IDUCATION OF ?MORO TBIACHIZEB 61- 4 a. Tamsa-Percentage distrait/ionaftotal oferinpinW 01861 *for, tie 4 educationofNegro teacher., 1931-81
TotalMACS,Edam- 8c1- Dumberboass . lion For.1.,14o- onceSocial Moo- ofse- 1 linen= Soo sop- and and iitzr and ad :bog Other men*nonilos. aan- andma** PIT- Item- MOW creditsIndus- Tráto Grt MAW rail- .1_It tun adored trial. ice 000 arts
WARM 3 4 e 6 9 SO ..., pubbc: No. 1 1, 017 17. 9 9.3 & 4 11 3 4. 7 30.9 121. 0 1 0 . No.1_... . 84& I 31. 3 11 3 6. 7.5 i 4. 3 7 15 s .7 4.11
I No. 1 000 688 39. 2 9. 9 , & 1 7.1 .& 9 30.4 144 1 6 CI No. ... ball 7 X. 0 9 7 7. 3 ft. 7 0 2& 9 19. 11 1.1 111 No.e 088 21. 14. 1 6. 3 4. 6 1 8 II 1 It 4 1 4 No. 6...... 658 iv.4 , & 7. 3 & 1 9 17. 6 17. 8 .9 L S No. 7.. 433 _ 11. 5 9. 7 9.3 15 9 i & 2 94.5 17. 4 3.6 N .....to. a 309 i 1I. § I& 8 12. 3 11 6 4. 6 21.3 l&b 4.3 No...... ** 564 41. I IL 7 HI 6 4. 3 6. 9 19 5 L I ... 4-1 s No. 10 41. II ..... O. I 332 M. 3 11. 4 17 0 2. 3 I& b 11. 4 g L I Na. 11 I NO M. 7 11. 2 7.8 29. 3 . OP.- r go ... No. IL ...... 4. GO 406 15 0i l& 7 I& 3 & 4 31.0 14. 0 1. 4 1." Private: o. No. I 1, 179. 3 n.3 & 7 'I 66 19 4 11.1 St .5 LI' No. l.aee e . e r e ...... W OO MI 3 1 11 4 10. 218 15 7 7.3 .6
No. VP 041. 3 IL R. II It. 6 21.6 30. 6 7.1 ILO No. _ 146 I& 4 10.0 I& 4 & 19.4 n o T t. No 5 692 .9 9. 9 7.7 & 8 21.6 39. 3 IL L T No 6 ..... 631 3 1 7 9. 1 11. 3 7 216 39. 9 4.8 im
No 7_ 2, 125. 3 & 9 1 11. 4 9. 6 1& 8 116 I& 7.9 No. & 730 11. 4 & 9 io. 1. 9 21.4 16. 2 .6 17 3 .1p -+ g ! Total, Uinsti tu- Riots 14, IX 8 16.1 11. 3 9. I 10. 4 21.6 17.9 1. 1 1.6 Total, publicinsU- tutions 6,995. 3 X1.7 11 1 & 5 &. 7 2L 3 14. 7 L3 LO Total, ;Ovals Insti- tutions 7, 330. 5 &st 10. 5I' 9. 7 12. 0 11. 4 19. 7 31. 1 10
IInformal* issoomplsta. s tags Would be read thus: 'MinutiaeDo. 1oftenatotal °MOST semester boon. 17.9 percentat waled) arein agrivalterso Imms mammies, and Industrial arts;93 percent are to education and psychology, eta A limongthe private bollegessimilárvariationswerefound.Oftwo colleges of practically thesamesize and doing thesamegeneraltype of work, the offering in music andartinonecomprised 10.7 percent of the jotal offerings; in the other only 2.7.In these two colleges the offering in social science inone was15.7 percent ofthe total and in the other 29.9 percent. f. Variation and overtapansion.--The variation betweenthetwo types
- of institutions in the emphasis placedondifferent subjept-matter fields is revealed in table43. The dataseemto point tooverexpansion insomedirections and to limited offerings in others.For example, the private college*ap pealed to be offeringanexcessive amount of. work in lAtin, while the public oolligis offend little in social and biological sciences, and music andArt.In view of the tendency in- tomesections of the country to= keep theamount:of professional preparationduring the undergraduate period ataminimums' the offering Inediication and . : _ , . I 116111.114 Irsa* P. 'radish* sad eliM..sidhigis4ebool teachers. Nashville,Tam, Dividos dagirgs and SW steam peons Peabody ~attamobariklap.
. ' it7
if 11-.110114f14:1) ;6' ":".'T 1'.1 " " . : ..',V4'14. 6."4. 2.4.14104.v"46-Fi c ',- ,... :164: 4-015' , 1 , ika:.441AL4 1 'ea I.
a NATIONALSURVEYOTII EDUCATIONOF TEACHERS /-a mythology isprobablyoverexpandedin bothrpet;of institutions. Ofcourse,thestudentdonot tike all that isoffered, but theoffering reflects the -emphasiswhich theinstitution placesonthesubject, which inturn influences the studentsin schedulingtheir electiveand prescribedprograms.The medianrequirement ineducationand. psychology isshown in table47, to havebeen 34.1quarter credits. This requirementis considerablyhigher thancertification.require- menta in most States:
; TABLic 43.-I-Number,percentage, and medianof semester hoursoffered invarious subject-matter in 12 publicinstitutions and8 private institutionsfor the education of Negro teachersI qt
Public institutions Private institutions Total 1P . 1 Number Me-Number Me- Number Me- Subject-matter field of per_dian of Per-dian of Per-dian BMW 1113M85-semes- some& semee- semes- I. -cent cent ter ter ter ter ter cent ter hours hourshours hourshours hours
3 5 9 le
Agricukure, home economics,in- dustrial arts --- 1, 650. 723. 7 185. 0 643. 7 8. 8 7152,308.3 M. 1 1 162 5 -41 Agriculture 747 0 10. 7 n 6 199 3 2. 7 946. 3 6. 6 80. 6 Home economics 4Atio_ 470. 7 6. 7 48.0 265.0 3. 6 55. 0 735. 7 5. 1 51. 0 Industrial arts 442. 0 6. 3 62. 7 179 3 2. 4 , 621. 3 L a 60.0 0- ,. Education and psychology-- .. 844. 7 12. 1 66 0 M. 0 10. 5 6& 7 1, 615. 7 1L3 67.7 ...... ,... a. Elementary education 92. 7 1. 3 8. 0 n. 7 1. 1 6. 3 170. 3 1. 2 7. 5 General educaVon 140. 7 2..0 13,2 132. 3 1. 8 l& 0 273. 0 L 9 12. 5 General survey, education -19. 0 .2 2. 8 19. 3 .3 3. 5 38. 3 .3 3. 1 Higher education 3. 3 & 3 Professions Used education__ 40 267. 3 8. 8 16. 0 243. 3 3. 3 27. 7 510. 7 3. 6 21. 0 BMW logy, applied 24. 0 .3 70. 0 1 0 94. 0 .6 13. 3 __ _ Psychology, educational_ , 164. 0 2. 8 14. 5 102. 0 1. 4 13. 7 . 206. 0 1. 9 14. 1 Psychology, general ------Xi 7 .4 3. 4 24. 7 .3 3. 5 58. 3 .4 3. 5 Research 8. 0 1 4. 7 12. 7 Rural education 1 21 0 a 11 8 .2 ea ..... 82. 3 .2 3.6 Secondary education.- 79. 3 1. 1 6. 7 82. 3 1. I 9. 0 161. 7 L I 7. 6 .- n 9 English 59& 0 8. 5 '4I 0 710 9. 7 76.01,303.0 9. 1 56. 0
Composition andgrammar..._ 121. 7 1. 7 10. 5 120. 0 1. 6 15400 xi. 7 1. 6 12 0 Debate 14. 3 .2 3. 4 19. 7 .3 3. 8 34. 0 .2,/1.6.. _ _ _ MD IMP 1M1 Dramatics, general_ 10. 0 .1..... - 24. 7 .3..... ME. 84. 7 .2 4. 5 Generalsurvey,English ao & 3 .1 5. 3 . Journalism ...... 27. 7 4 3. 6 28. 7 .4 .11 M. ND IIIdiD .4 . & 7 Language_ 10 0 1 32. 3 4 I33 .3 3. 6 Literature 303. 8 4. 3 23. 8 416. 3 5. 7 719. 7 6. 0 2& 5 1..6C...1h .87. 7 .5 3. 5 43. 3 .6 81. 0 .6 3. 6 21101S ti ekii . 63. 0 . 9 6. 0 25. 0 .8 88. 0 .6 . 4. 6
Foreignhilltuars .611.3 8.7 52. 5 876. 31L 9 96.01, 4fR. 7 10.4 65.0 4- u 28& 3 4. 1 24. 0 313. 7 4 3 38. 0 802 0 L 2 30.0 German 168. 0 2. 4 20 201 7 2. 8 2L 0 370. 7 2. 6 20.5 Latin 7 202. 7 2. 8 252. 7 1. 8 _ ..... Spanish 2kg L3 134. 0 1. 8 L 6 Oiaor II. I :" I F:. . 8. 0 1 23. 3 3 31. 3 .2I I
.1 116 Palusionalised language 8. 0 I. & 0 ormo .s wo or
Muds and art 325.2 4.7 27.5 837.011.4 I 0I, 162. 2 8. I 35. 8
Musk) 273. 8 3,9 74. 2 623. 3 8. 5 50. 0 WT. 2 6. 3 2& 0 . Art 51.3 .7 12.6 213.7 2.9 26.0 256.0 1.8 14. 0 de 11 I 12 institutions, withan enrollment of 4,972, are publicly supported;8, withan enrollment of VIA are private volleys.
1.*
, .4r 1SPUCATION OP MORO TIACRERS P 1 TABLE43.-Number, percentage, and median qfsemester hours offeredin various subjed-matter .;- in 12 public institutions and 8 private institutions for the a. education ofegroteacher\ ontinued
Public institutions Private institutions Total 3 a
Num Me- Number Me-Number Me- Subieotowstter field- of dian of dian of dian Per- Per- 4 Per- semes-cents e m c 4- ,semes- en 3611:108- semes-centsemen- ter ter-ter ct ter4 ter ter hours hourshours hours hours hours 1 3 4 s 7 6 99I.
Science andmathematics 1,632.823.4 171a01,446.3 19. 7:156. 6 3, 079. 221.5 BiologicalIclences 324. 7 4. 6 2& 5 379. 3 & 2 3& 0 7ott 4.9 29. 8 Phycal sciences 837 112 67.3 628. 3 8. 5 74. 0 1 481 010. 3 70. 0 General slid other sciences _ 10&O 1.5 &O 47. 0 .6 7.0 $6 0 1.1 7. 5 Mathematics 346.5 49 31.0 891. 7 & 3 44. 0 -138.2 & I 35.0
Social sciences. I er e..... 1, 027. 0 14. 7 125. 0 1, 54& 02r. 1 162. 5 2, 575. 017. 9 150. 0
History ..... 371. 0 & 3 36.6 444. 0 6. 0 51. 0 815. 0 5. 7 39. 1. Ì Sociology 137. 3 1. 9 10.3 280. 0 3. 8 32. 0 417.3 2. 9 l&
Political science 109. 3 1. 6 6.4 152. 0 2. 1 19. 0 1.; 261. 3 1. 8 6. 8 Business administration and economics 276. 3 & 9 1&3 540. 7 7. 4 50.0 817. 0 5.7 37. 0 129 7 1 9 131 3 1 8 261. 0 ; 1 8 Secretarial training . 8_6 Philosophy and religion 89. 3 1. 3 10.0 35073 4.8 25. 0 439. 7 3 1 17. 5 Ilmormar, Philosophy 83. 3 1.2 II. 0 143. 0 1. 9 19. 0 226. 3 1. 6 11 0 Religion 6. 0 1 207 3 2. 8 213. 3 1 5 O. Other subject); 211 3 3. 0 15. 3 147. 8 2. 0 17. 8 360. 2 1 5 17. 0
Library science 10. 0 1 50. 0 7 tia 0 4
' Physical education 2013 2. 9 1&3 97.8 1.8 01 41111, 300.2 2.1 I&O Grand total 6, 995. 3 100. 0551. 07, 330. 5100.4 734. 314, 32& 8 100. 0 641. 0
The table should be read thus: All publiclysupported institutions offered a total of 1,650.7 semester of credit in agriculture, home economics,and industrial arts, which is 23.7 percent of the totalnumber of semester hours (6,995.3)offtsred in all subject fields by these 12 institutions.The median number Ofsuns- ter hours offered inaviculture, home economics and industrial arts was185. The private institutions offered 643.7 sanest* hours in thesefields,wilichis 8.8percent of their total offerings(7,830.5 sanest& hours); the modian for all institutions was72. Another indicatign of extremevariations in anql possibleoverex- pansion of curricular offeringsis shown in the number ofcourses offered in various fields by allinstitutions combined.Table 44 gives the education and puchologycourseslisted in the 1930 cata- logs of 20 institutions,with frequencies of. mention. . It is obvious that suchoverexpansionasis represented in these 20institutions by 70 'distinctcoursetitles, whicharementioned 601 times, 6innot butresult in small classes,uneconomical educa- tional organization and operation, toolargeoroverloadid faculties, shallqwness rather than depthof training°,orcatalog padding. Table 45 shows theiikrticularsituation regiirding English. The colleges should adoptapolicyof gradual curriculumrecon-, struction and avoid if possibleanyhurried and =plannedrevision in .the reorganization whichmay soonbe forceduponthem by economicpressure. rIVAIOLLV/41 ARMEN 1110 aiLL NOUN-JIM 410 11111113VILL
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_ 66 NATIONALSURVEY OF THE EDUCATION OPTEACHERS
Moms45. Number andpercentate of institutions whichoffered certaincourses in English, andnumber of semesterhoursoffered in each course-Continued
Wit Institutions pre. Title ofcourse quencySemester Num- ofmen-credits ber Percent tion
1 3 4
Journalism 12 ea o 23 M. 3 0.4 Linguae 9 45. 0 15 42. 3
lAnguage"(a') 6 30. 0 7 21. 3 41. History -se 6 30. 0 6 14. 3 Philology. 2 10. 0 2 6. 7 16 n 7- ¡iterative 20 100. 0 267 719. 7
American 5 2&0 70 15. 0 Survey 14 70. 0 18 49. 7 Bibleas literature 2 10. 0 2 6. 3 Contemporary (general), alltypes 4 20. 0 5 12. 0 Comparative, all types combined 6 W. 0 10 '20. 7 English . 3 1/5.0 6 15. 0 14 70. 0 so 8& 3 gue= 10 50. 0 31 94. 3 Authors 10 50. 0 24 60. 7
M. Types (poetry,proee)- - - ...... MD MPMi. 41. O.Obi at 9 46. 0 17 48. 0. Shakespeare...... nt nti .... 15 76. 0 20 50. 0 Generalurvsy 4 20. 0 7 17. 3 Literarywftkicm 5 25. 0 7 21. 7 types undifferentiated 3 15. 0 5 5. 0 **grin, essay 6 30. 6 13. 3 Novel- 17 86. 0 27 71. 0 Short story 8 40. 0 8 23. 3 t Drama_ 16 80. 0 25 76. 0 Biography 2 10. 0 2 6. 3 Poetry 5 25. 0 5 15. 0 Research 2 10. 0 2 6. 7 s. Speech (excluding debatingand dramatics) 19 95. 0 34 81. 0
o a 4 20. 0 4 9. 3 Oral read 4 20. 0 7 18. 3 , Publics 15 76. 0 22 55. 0 Vgice training and speechcorrection 1 5. 0 1 3. 3
Miscellaneous 16 80. 0 45 88. 0
Children's literature 9 4&0 12 28. 0 English fundamentals 9 45. 0 10 2. 0 Negro literature 5. 2& 0 5 13. Professionalised English 8 40. 0 18 44. 7
Silent reading 2 10. 0 I 2 nan'ne.- 1. .Orand total 20 100. 0 W7 1, 303
Reorganization should take thedirection of limiting the -kindof specialized curriculaoffered: For example, curriculaormajors for supervisors, superintendents,deans, and counselors, andmanyothers listed in table46. Ofcourse,where certain special curriculaareof- fered, suchasrural educationormusic, all thelourses essentialto the preparation of teachersin those particular subjectsmust, be provided but the smallenrollments inmost Negro colleges, together with insuffi- dent fundsand facilities,suggests the wisdom of eliminating&any 1P. of the curriculaand specializedcourses nowbeing offered and of emphasizing those whichareessentialto.theneeds of thegreatest number of prospective teachers.
. .
, . . ) 1113YUCATION 07 MGM 'MCKIM ' 1 67 THE CURRICULA Length ofcurricula.- The differént curriculate öffered bythe 33 Negro colleges which supplied dataonthe staff inquiry,varyin length fromPyear of undergraduate work to 2yearsof graduate work. Only1 institution offereda1-year undergraduate curriqulum, 5offered2-year curricula,1offereda3-year curriculum, and 23 of-- fered4-year undergraduate curiicula. Two institutions offered1-year graduate curricula andoneinstitution dffered2-yetirgraduatecur- ricula.Themost frequently offered currigulaare4yearsin length; and the secondmost frequently offeredare2yearsin length. Kinds of curricula.---Table46 shows for 18 colleges which answered inquiryno.12, (administrative policies and practices) thé distribution of 291 curricula inthree main-groups asfollows: Academic subjects, 160; special subjects,52; and education,79. One especiallyencouraging featureto be noted about the academic, curricula is the prevalenceof general science andgeneral social sci- encecurricula.This wouldseemto incatethat the teacher-prepa- ration institutionsaregivingsome guidonto the teachingcom- binations found in thehigh schools. he curriculum in generaisocial science is offeredmore uentl anthe curriculum inanyof the specialized socialsciences.These colleges, inresponse" to the de- mands in the teachingfield,maybe expectedsoonto introducea general languagecurriculum.
c TAMA46.----Distributiow of curriculaof varying lengths ardinqto subject- Notify fields in 33 colleges for theeducation° of Negro -.a le -. . Lees Nuns- Einbieet ber ot . than 1 year2 years3 yean4yeas .years 1 year 1ounio. , Ida J
1 3 3 4 2 6 7 s
.o , , .sows: .. . r e. 1 i 12,1 1 11 1.4o knitualle aaeees 1 a 6 . 8 , I . I 1 ...... de*a 10 t . t. , a a i 3 4 , Greek.. I C.0 MP 1 e e e ..... e e 1 lAtin .. .t. MD ea. 1 i ..... 2 4 :. .I 1 1 iP 3 4 e. p . . 2 A a ...... 2.....- - - 4 M4.1140;...... al 2 1 1 11 1 is ,II s P- . I 1 1 y % ., * p , MP M...... 1 I 2e a...... 4 . 10. 11, , 1 1 Belem, .11 1 1 ...... 5 ab 7 ;;; 1 1__ _ - --- 9 1 is lideseetbotany - a 1 2 3 to go- edible, I ' t 1 li------1 9 1 is SeismalNNW, ..... Mlo 3..e.... 3 &Sea* 11 1 141111,111,j . Memo No 4. 7 ,0 8001111 . . .. a . 1 9 . 11 . 1 I , ` i . 14.4.... ow fai 411 CC OP 411. 2 3 0 :_ ...... 1 i 1 s 1 Is 3..w+.T m 4 3 1 4 . i . I , 1 1 7id A4 450Totd. 7 13 6 12 113 . __. . . .71/:- -11 7tWW4-1- 7797. A %IT"... .. 111.119W .
68 NATIONAL 131711VZY OP TIMEDUCATION OFTEACHERS
Muss 46.Distribution of curriculaof varying lengthsacpordinctoeuirjectED matter *kb in 33 colleges forthe education ofNegrotontinued
i . Thu*. Les I Subject than 1year2 yews 3years 4 yews I yearscameoher of 1 year . . . uk
. 1 I s 6 I . I 7 II
Specialsu.,41.and supervision: , a ..., i I i'111 . . . 1 7 7 Azt...... _N....e a aa a a .... 3 3 Commsrcial education_ . . 2 _ _ 6 8 HOMO economies_ s_ _ .. 3 Industrial arts. , . 2 i Trades and industries O 1 i 6 7 Music ...... 6 _ e 1_ _ Physical education Mell) . _ . _ _ ...... _...... ,_ 6 ..... I Ph-,education ..il) ' 6 I . r -.. # 0111-._'metdeansand _ a a `a a a a a...... 1 I School H1WI&m _a ...... _ ...... i I s . 3 TotaL 1 r . __
c, _6- tion:. a _ , Ganeral . _ __ ...... 1a ..... __ 1 5 1 ,8
1 1 Educational _ - -. . . 2 . 1 2..... 'W MP 5 , s ,'.) Elementary 2 6alPO...O. 4 11 - - Intannediate44.) . 3 a a 1 4.I s i ICIndergertim,a ...... ,..,...... ,.... a 1 . 4 a, a O to
army Nu C -.49'94-99' ... 40 a ,M O O 1 MOO 1 & V I P1111401, Momentary a 1WOOMOO . . 7 8 Itirmigaisosoombc, _a__ - __...... 1 ... '7 2 XI Rural _ 1 2 . .._...... i e e -'. 3 i -, (gem» ...... 5 e. e ". v"Itendenti-. , ...... 3 3 Upper grades (74) 1 ... 2 li.----- .. - 8 Total ._ .. _a aa a a 4 4 Grand total 7 . 17f-ml201 14...... _
The small number ofcurricula inspecial/subjectswasin marked contrast to the prevalence of othercurricula,especiallyin the academic subjects. thedataonthe educationdurricula revealtwosignificantfindings. rust is the infrequencywith *hichrural educationcurriculawere offered.More than half (56.03 percent)of the elemeitaryteachers included in this.studywerefkom I. small villagesand ruralareas. Two thirds of the Negropopulation ofthe Southstill live-in the country.At present theresponsibility ofpreparingNegroteacherò for the rural schools'islargely assumedby high schools.In1930-31 morethanathird (35.8percent) of theteachers in theopen coontry and nearlyafourth (22.5Percent) of the teachers a in mall villageshad not advanced beyonda4-year high-school education.Thesefacts should be recognizedby the institutionsfor the education ófNegro teachers, andmoreattention shouldbe givento theequatepreparw- I tion of Negro rdralteachers. . getiond finding revealedby the educationurriculawasthe noticeablé emphasis placedonthe preparation of;-.1 trativearid ,supervisory officers.Asarule suCh officersare Atom the ranks of experienced teachers andnot from 1111. n It walla,therefore,seemto. be uneoonomicAl tool:04mnd We eurricula these fields fortheyoungand inexpert/snoodstudents. 1. q,a . & t. 4-7 r-
EDUfTIONOP NINGBOTZACHiRS 69 .
Intime therewillsbeanincreased demand forpoisonswithspecial preparation inthese fields but at presentit is not enough tojustify the number ofcurricula whichareoffered.. Majors.--Asummaryof the majorrequirements in 4-yearcurricula offered in 22representative institutionsfor the education ofNegro teachers is preòentedin table 47.The length of thetypical inajor for all 4-yearcurriculawas39.3quarteithours.The variationsbetween institutions in the majorrequirements of the 14curricula, and the differen6esbetween majorrequirements within thesameinstitutions areshown in table 48. The mediannumber-of quarterlours required inihevarious fields ofconcentrationasshown intale48 rangedfrom 36.3 in English to 78.8in industrialarts.The proportionof the majorrequirement to. the totalgraduation requirementforanygiven major rangedfrom 10.6 percentfor science to 66.6peicent for music.As will be noted least requirementin the from thetable, the institutionwhich had the f stience inajorrequired only 21. quarterhours, while theone'which . had the highestrequirement in thatparticular major required 55. In musictherangeof majorrequirementsior thedifferent institutions wasfrom 27 to1211 quarterhours, and inindustrial arta, from 42 to 160 quarterhours. TABLE 47.---igumnary ofmajor-and other requirements in 4-yearcurricula offered e. inOS representativeinstitutions for thepreparation of Negroteachers
=1 Median amberNumber Requirements number oflot of curds Iluisfut4r es Ws I hours _ 4
I. 4
I. Quarter hoursrequired: Par Ill'I 4114 iss. 9-27. 6 190. 0 14 In Add. 36. 3-78.11 39.3 1 11. Ifltcrminor Geld 19. 1- 25. 0 21.7 1& b- 22.-6 17.6 7 sIn. .miner Geld - r - Ineduoation and gayabology...... a a. a .... . X. 7- 61.3 it 1 14 In model education 47" 4...... 4 ,4M 10. 0- 72. 11 7 14 01. 1 6- 27. 6 °9. 8 13 . Inrestrieled elective& hours Mated in tree electives 12.6- 3&0 n 1 12 : mired'outsets outside najjorAdd: ti,00ill,fII 4WD 9 e. 16.0- 26.3 17.8 14 Fine arts b- 13. 1 8. 1 12 I - l& 20. 6 19. 1 13 K 7.5- 17.2 & 4 14 II'1 1. I. .4., 7.6 &3 7.3 9 "I adoration & 0- 12. 6 7.7 12 i=rgy (general) 1 b- 4. 6 Is 7. 6- L 0 7. 6 11 ... 9.4- 36. 0 13. 1 14 =studies. 15. 0- 21 8 16. 7 11 aZgifablecta.. p4.4110 Mee. 414.4044 44:444 2. 6- 21 64 4, 4 14 p O 3. 3-6. 1 6. 7 14 MEN loof .1111111111 molar 'Itiurricials,withe detailedawarded regimentstherein,aregiven in table 411. I UOU OMMOUIII make aomajor. The table should be rod thawThe mew of quartsr.boure et aunt required kr mftsatm U Mhos la 14diihreat outdo& was witharowel la,to IOTA The medium *Unitof hounqesuiredie the saider for 10 wow a rawof $1.3 to MIL A nut adaor h I1.¡M.; "a _ seassiude, with e=Ora ei 21.1 Ian* sada s, at 10.4 to U. In 14 -_:-.11.-j4-14. median requhumest in additionto towheiseste4 thef was 171 oodles quarter hook with raw III too 1141, simirminuat1 s ar ùriiswasLl queria booms
WO g000dsis. . W. e . *rt 4.., ss i 7* A 7 "as-), fj 1374.!5.- .i.4:20,0L+ t4. "- I 14.3 4.°4 irif I 1;4 '; I 1, 1.14"47,N %.4 . , . 1.1r .4',""` 4.110 . 1-- .);.`f rNii'; :.74412'14; 4. I Pft. 7a* ri 7 1,1/4 '',-k6j Arikt 4. Jr,.ieLi . **'-get-i A .4'11;!3%._ IX/'?9.'i;; 6, 41111L._ :57-s!IR.Ii17. 177:$711:Y7r k s: r . 6, 0,11 6 * a f ti . VIIt -6 'Or I '9 '91-9 T II-6 '1 ' or I., wow.. ow ..10* '91 e ...... --iinsad seas I'M-LI ti I '9941 '6V1-9 '9 I 44111110411111 4 .111 r 1-01 'LI 46 -smog solatib O I 6 Tht *61 '1P-9 ...... e -smog "AM VZ I 1111 It I le se.OS, IV oIS. e Ole o L -GP MI e $ " 6. eo o 6 ref o 66 I I e 66664 ..6. e 6.6 1 1 :III@Pest1:::IA " fl P0:6611 o . es .0 I F see s 0 OL smog assail.-lain awe* --pissad-sumat OWNalma P ;. P P;r11-et908p Pp omme;104...96 '0C-9 1 smog-smog:mum amellI pas sop= iseand-mead warmMr*Ong mom ems sa10L e- 9111 idtillqqa! 4:13 Q menpan CinaftebP0.01 PPPC O Ot_ 01 -smog AP,--gankad_reaufeevimand .", VT smog ;P miMa O e dm ;;dw P P;04 ; 1P TIP ILte-e121-CP g1 72 lert-v viz asmailliglelPt gasew IT gr"P P LIP ir4 I ¡Po smog asamb sontest -adulate ash1.2.1 p ;OP Z-s;P ors frin -cuouooe 1101 arm gamut 4...rdammil PPPP r 7 r firms7 P Tannin A lama/ OCUSCCI pav `-fria.laV -etnirpg "normPrPoS 401199100 0.1 -moo - qIu 1 I Pop .d J. I' P ¡splintI`r $1,4P ay; ; . . 801POPI 64.4 a 10 PP ;6 . ...I.." OrOP P 41 1 F6701 u p 91 to, *pry avo pup `coups " 8714.16.4q..4 VIM& , ,-.ftAft_rinuIPT:4 s = 1 1 0 idakitaparts m ;pm#¡ s s V 0 diIo T s s . i s zpif 00 0.4 0, s e a8 P 74OPwag,4 p P *0P IS fossOs110el.. es of, 60.. P .... .IsIt o If I? I Is :11 e ¡PSI, PS P P ;. %-fP i ; no' 4:14 itpi ;;pi s Ptirs 0 P I ta 0418a40. 1.6 on' : : - 0.100;Ins =alum wrarP efts._ Is Aro Nouraaax KILL .110 rITNOLLV141 l& 16. 27 1 17. 17.0 TotalAsapMaul periont-quarter bourn. quarter boars - 4-20. 2- 4-2& 4. aL1- & 1-2& l& 7.0-20.*16. 12 6-1 . & -7. 3. 11. 4.6-21 9 11 & 11-21. 12.96-47 T1-91 1 Ilsay porosat quertsr bows_ bows IX'OP-1161-9 16- 19 '219C1 I 7 19w 10.0-21 . &1 $-119-la 16-21 l& & 1 2 7-4.1 7.7-14T 5-1 e. & 0-11 9-23 7. "nob41111INId24-1& same INPRoPi inn10.11-41& 4 1.11 ~sit 7 6-1L 4.1-& OM 21eeeaea am a bows...... - 17 7 ...... w- 3-72. .. & M 41D MI . - ...... pima L 6 quarter quitier bows_ M. M M 7 ...... 1 & -smog s_t 1. ' 2-9& 1 mamapotossit. hours 1 6-11 44. 2 6-6. & 2 6-11 2. 4.1-6. , .. - 1.4-13" 13.1 4.6-6. 12. Vinall G. 1 6-10.0 10.7 wine hiatus_quwini 3- I. . _ ...... 1 1-10. 5.5-21 & 9-9. 4- 2. . 1 4-16 5.2 1,6-6. 1 7-1 6-3.1 & 6-11 7 m tZ11tpleriiir MINA- Quarter boars bours. 2. smog 1 e 0. Roar psrosat. by.= 2.7-6. 7 2.0-4.. 7 1 1 0-4. 7 6-1 5. 1 4-4. unoq luseald=IC*lassad -7--wikagumer mesa_pstesst.qualsr bows 2. 7-6. 2. 6-6. 2. 6-6. 4. 1 1 6-6. &1. 2. 1. smog apsablierzionweal ellam"amb - FrewArms gannet__ quaint hours__ e...... -bours Mr 1.6-2. 4. 1 44. 4. 2. 4-1 4. 2.4-6. t 1 3.6-4.1.4-2 24-4. 2.5-4 2.1-4. 2 6-1 rea smog-sang "nob JambIowa 4 bows 7. 1 6-1 3-1 & ' 3-1 . 1101111a ..... iissirlotsd dsotivso: _Ism prang quirt* hours. _ _ _ 4 s & 0-7 6-1 & 1-7 6- a. & 7-1 72. & 1-7 3 1 4-6. 12. 2. 1 6-1 5-6.., 19 2.1 1 6-6. 2. 2.34. 6-Zr 3 1 b-& - a 3-1 ...... 7 smog iuniq *iamb swablumina Mow- tasp=Mean (porter bows_ .... _ _ .. 1 4. 6- 7 7 0-1 1. 7 9 5, diD 2. --smog 4. mama 4. 9. =NMopme L I ) Rams psressL. & 0-& & 0-16. 4-21 ins sisetives: MelbaMops pima. quarter grasitsr hours_ boars1Z-16 It -1, Z1sOi-0 '1 VI 2.644. 10. & 3-10. 6-19. 16. v . a-s. 115. 7 ...... L 7-37. 87-47 34. 4. 6-19. 7A.10. I 6-27. 17. a. "nob-mama=Idgib 4.1-10.0 L =s g I 1 ti unoq Milnesmog own awe)-woad wan(pp& . 48.-4kiserai - , mitsiremenge is ingfors, minors, and oilier fields in 15 curricula of SS representative institutions the education _ for of Negro . , teadwroContinued , , &boos potaiga bio- Maths- maresCoin- Hoene Indus- 1 Um. don, doe,Unto- 4% Uncap Mow tioo, a s _ Inglisb 0101 sad am- trial time L . ; .4. 1 Ai=d- 7 its \tusk bus= tary sort zseosir tam 1 t e 5 9 11 13 al= 13 14 15 15 I I I I Ill .. 4. trt boars.... di. il & 5 --. & li - 5. 11 14 1-at 3-11, 7. 5 41 . I-25 $-10 3.1 0-13 9112itite *°$.1 )`&1 & 7 & & 4, 9 I inhimmia. Mi goat :A.* _ _ _ 1.5-1 11114/i7 WA 1.441. 111,4V Wit i Val 11141.6 1119. 1 1.4-1LSISD-107 la 4 Li41.11 134&O 2071 16-&111110-3011al.i 1649.5 1111-21151121-$32. L1-16.71 3010 11 IF 1.441.1,110-104 & 3 17.41 &180 6 - 14-7.11183-211 191.1 1 4 110-101,L6-7.1 L 3 14-11.11 1116-410 4. a L4-I&7 911-111 10464 A. 7 tis ThsIMOlivemEL. lells itsuld 41arter bows.Ina Mai 21 to 15 quarter boors. 1* read tboa: Beginning1 with du Deimos 11 IWO/ maior sad reeding down Use =Men this .. uwier intrequirement is of the total iso-no lits Citillrier graduation MS boors required rowthemoatsin tbe =Oar by ix stockistsall info inotautkos MO was 37%2, 11* tat la MaoZilla911111111114. lostwiriar 111011111111119 ail Imilltutions ot 10.4 wen required to bars 111.3 topireamt'median at 111.3 is at the total to MU Dermot. Tbirecrnswielob quarter'WWI= mainmast (IWA mull= bans at week mos balm Ingilsb,bad witb a first minor, wariera Isom) farrange id' edam requiring a median at WO ot 10 to 45 quarter boors lor We dilleraot majors ins WA witbquarter boars sod =Mows rants Themalorbig of 9 to St to Eloisooerums adobes lar si oaken at iks to 21.7 was 19.7, *kb a which Wema*, inraw 1 =MATTn 0111 MICRO TEAM= 73
tit The orrequirements in the special subjectswereconsiderably higher than those in * regular academic subjects; thiswasalso truewith reference to the proportion of the total graduation require- mantacomprising the special majors.Thepropórtionof the academic majors tothe total requirements ranged from 17.6 percent for mathe- matics to 20.1 percent forsocial scienoe.The correspondingrangefor the specialsubjects showed greater variation-27.2 percent incom- merceand economics to 37.6 percent inindusirialarts. Afinors.The typical first minorwas21.7 quarter hours witha con- siderablynarrower rangethanwasfound in the major-19.1to 25 (table 47).Table 48 shows that the requirements in the first minor for allmajor fields ranged&mil4.5 percent to 20 percent of the total req ;Y:il.entsfor graduation.The correspondingpercentages for the secondminorwere5 to 9.6.The proportion of the second minor tothe totalgra.duationrequirements in each of the majors for all schools combinedwasmuch lees than that of the first minor.First and second minorswere moreprovalent in the academic subjects than in the special subjects.This is probablyaresult of thegreater amountof major work required in these specializedfields. When the majors and minorsarecombined, the requirementsmore nearly approximate the requirements in the specialsubjects, both in median number of quarter credits and in theirratiotothe total graduation requirements. Education courais.The educationcoursescomprise work in educa- tion,psychology, practice teaching, observation, and special methods. The median number of quarter hoursrequired in these fields ranged from 26.7 to 51.3.Theextreme rangesindicateanuncertaintyamong the colleges regarding the optimum amountof work in education and specialised subject-mattercouisesthat should be required of proem' pective *chars.If the variation existed only between thedifferent majors, the problem, thoughsigiificant, wouldnotbesoserious, but when great variationsarefound between the different inSitutions in the educationcoursesrequired foranygiven major, then the matter demands serious consideration.For example, table 48 shows that the requirement in educationcoursesfor science majors in'the 22 col- legs; included in this phase ofdiestudy ranged from 13.5 to 63 quarter, credits.More agreementwasfoundamongthe different institutions in the requirements for the agricultureindcommercemajors than in anyothers; therangein the former fieldwasfrom 12 to 30 quarter hours and in the latter 9 to 36. The agriculture major appeared to require the least amountof work in education, the median requirement being 26.7,asshown by table 48. The sciencemajorhad the panwowestrangeintermsof the, palmtopwhich the education requirement_ wig of the total gradual- don requirement (2.6 percent to 1482 percent).Tin greatest amount
40 'ki¡v . ik 74 NATIONALSURF= OFTEEMIMICATIONOF TRACHZES ofprofessionaleducationoutside thestrictlyeducationmajom,tru required inmusic, themedianbeing36.7quarter hours, witha ring. of 16 to 72.5.Among themusicmajors therangein theproportion of therequirementsineducationto the totalgraduationrequirements wasfrom8.8percent to 40.2percent. A considerationof thedatapresentedhere raisesthequestionof whyoneinstitutionshouldhaverequire& itssciencemajomto have professionalworkamounting,aonly2:5percent of the totalquarter hours requiredforgraduationwhileanotherreq., that18.3per- cent of the totalunits 'requiredfor thesciencemajor bein'education. Again,why shouldthere havebeenadifferenceof7.5percéntto 33.3 percent in the educationrequirementsfor theforeignlanguage,social studies,andmathematicsmajors? TAMS 49.Rapiressen1sin educationcourses in16 'ow:4ovcurriculain SOinstals- . holm for tAeeducationof NegrotelaiIters,19311 4
4 (b) Obser-(e) PracticeOanibtne- Combine- 4 4=r,e " 'atlas tombine Uon of (0) tiocol(6) Toil (b) (e) and (0 , -=1 Mutest 1
1 4111 17e Cr 1 a eti
;II ItSit al IS i 15 al Si 4 1 ! .t; .3 ' III . g 45 zs : i; 4=M I1 1'1 A is...... ______1. I ' 6 6 6 I ./ 8 to 11 U 13 fl - L
Winos 11 $ -18-1 1 -1347 4 13 I alb e 7 1 -12 14 4 ,2111016 10$ -111 2 1 1 8 - 4 13 .... 8t-12 16 4 - . 3-18 1 1 a CZnitabteirr - 9 4 13 . 43-12 14 4 stadies...... 103 -0 1 1 1 - 4 10 ...... 8$-12 173 -18 Matbssiatios .. 93 -18 $ 1 -6 84 13 8$ -12 16 Apiculture 10 11 6.13 4%46 Oommeta andmown- 44 -4 I 104)644-11 119 -21 iss a t 3 4 16 1)42 44...... 43-13 63 -18 Homeeconomist 12 3 2 11 11 4 3 -9 _ ._ 63 14 Istitistaielarts. 644 4 ..... $ '; 7% 4 3 -19ii Mimic . -0 ....I 63-11 103-21 4.5 -10 O._ _ ..e OD s e _ 5 &bastion,siministre- 6-12 2104-16 1 9 7104-11 tion gb 1 11 . 1 . cf. a oaDa. 1 _ ,elementary, 6 26 -II 44ear 81 4 1, 6 7 idematios, pnwel 4 Ii 6 89 -25i1 4114-1$ 34)4-18 1 26 -14 3 ikinceties,m000dery 4 1 . 10448 9 -II 1 -6 46 _ bisostios,elealestory, -18.. _ _...... 1 3 66 48 arris.. 10 4 )4-111 3 14- 9 10 3 -11 1 4444441 143 48 1 The tableshould be readtime: 11 lastitutionssetaglobate majoringis gismosto takeaipeoiel methodscomes esapert ot theirprollsseiosel . rimed from11 to 'D bows.Contimingarrow itisfound thatImages Wear dim Therequirement ranged recpikod7==a84to Wecourierant from 1to 1)4°otter bouts. 4 Is modesteaching rangedknot -, e WO observation co= andatiopeNarbequiredinie _ _ teson= and viatica'3 I 7.ofthisWWI Tbe totalcolumn slimethat 14 adagios mood from 3to ells=bours. tits required theosies=tatitestsess mint is 'doss** raw tar tbe totalrequirementbeingkom 4)1to is quarsokhours. swum The numberof schoolswhichrequired . work hispecialprofessional :7. e Isducationcomesb thevariousmajors andtherangeinquark, hours requiredareshowi intable49.Variatimsthnilarto thoseof were fmnd inotherrequirementsexist hemFor' specialmOodithe th:%1 A av.,.,* 44. 1 . ,4- *.tb.!'..iv tt ';1 , ZDUCATION OP MORO TIACE11111 75
req ;..firfintin all schools and all majors combined ranged from 3to 18 quarterhours; for observation therange wasfrom 1 to 11 quarter hours;and for practice teaching therange ,/ftsfrom 3 to 21 quarter' hours.Very few schools hadacombination requirement of all three specialmourses,butaoombination requirement in observation and practice teachingwasquite prevalent.The total requirement in all special educationcoursesby all colleges combined ranged froth 3 to 36 quarterhours. General requirements.Inanendeavortoassuretoeach teacheran adequate cultural background and to widenhis interest and intellec- tual horizon most colleges riquireadefiniteamountof.cony et with variousi s s'esorhuman knowledge outside the major and minor fields.
Table 47 sdicates theextent of contactrequired with12 fields of knowledge, and table 48 shows the amount of variation between different institutions and within thesameinstitution. According to table 47, the subjects most generallyre' quilioedairire the *languages, science, English, and tbe social studies.Thenarrow rangein media!) number of credits required in the languages (18.1 to20.6) indicatesauniform emphasisuporithis field ofaprk.It is arequirement in 13 of the 15 curricula stuclied.There,islsocon- sistency in requiring English in the different majors, but thereis less agreementasto the emphasis*which it should receive,asevidenced by the widerrangein the median number of credits required. Tevariations.in requirements of and emphasisonthese extramajor andsi orsubjectsare moreapparentin table 48.For example, the m; number ofquarterhours of English required in the various majors ranged fromj4.5 in the agriculture major to 26.3 in the 4-year elementary education major.The number of quarter hours required ranted from 3 to 45, and the proportiofi of the requirement inEnglish tothe total gralluation requirement ranged from 1.4 percentin thé commerceand economics majorto 26 percentiii *the-yearcurriculum for elemenitaary ttachers.It is noted that the proportioñal require- ment inEnglishwasgreater in the 2-yearelementary education major (17.8 percent) than in the 4-year elementary educationcurriculum (12.7 percent). a Althoughdiemweregreatdifferences .inthesocial,economic, and culturcil backgrounds of the individuals who entered institutions for Um preparation of teachers, and in Ale educationalprogramofthe preparatoryschools from which theyCame,the variations foundwere probablynot the result ofendeavorstoaditist the prescriptions to the individual needs of #udents., but ratherweredue toalack of constzuctivr Omni* of Imieula. Greater unanimity ought tobe manifested in emphasizingsofundamentalamatterasthe gineral cultural background with whichateachershouldenteruponhis duties.
at I. o'd
- .4%1 O..:" . . 1.4 - I VOItip A 4.: V ,.s;! mra; L' ' 1. vt. _ r st v zrk,- , di76 1 NATIONALSURVEYOF, THEEDue,A.noNOP TRACKERS--I
Met:gymFurtheranalysis oftables47 and48 showsthatin restrictbdelectives for-all majorscombined,the medianrequirement was9.79 median quarterhours; therange was from 2.5 medispguar- ter hours in themathematicsmajorto 27.5 in thesecondaryeducation major. Thesocial-science majors showedthe widest.variationsin restrictedelectives; therange was from 4.5to 50quarter hours.The least variationis foundin theEnglishmajor wheretherangewasfrdm 1to 15quarter hours.Only0.9percent of the totalgraduation requirementsin theEnglishmajorwascomprisedof restrictedelec- . . tives. . . e. Among theacademic stibjects, thesocial-sciencemajor offeredthe4" greatest opportunityfor freeelectives-28.8quarter hours.Among the specialsubjectmajors, the,commerceand economicsmajorled with35quarter hours.
PROBLEMSAND ISSUES P.
1 . The datadiscussedaboveonthe totalofferings, thetypes ofcur- ricula,majors andminors, otherrequirementsandelectives,revealthe mazeof opportunities'indpossibilitiesconfrontingtheaverage.student. In orderto help him orienthimself andto direct hisdevelopmentso as - to producea'satisfaetorilypreparedteachet, thecolleges shosuldpro.- videapeffectiveguidanceprggram.Innootherway can thepro- ta, 4pectiveteacher hopeto tike the majorfor whichhe is bestsuited, study the .-;Fff courses req _ in theproperproportion andsequence, o .and«1ethat combinationof majoisand minorswhich will , prepare . . him forexisting teaching . ./ positions. . , Creditsrequired.--Oneof the issueswhich arisesfromastudy of the major,and'minorprescriptionsconcernsthe numberof credits' which shouldbe requiredAtpresent there isno agreementamong tileinstitutionsasto what 1. shouldconstitute theaveragenoNthe ininc:1 mum or.the maximumrequirement.This witsshow? bythe wide -8 .. variations inpractices.Certainly allwillagreethat thestudents ,should studyasubjectsufficiently longtoassureproficiency inteach-. ing it,but ifonecollege claimsto accomplishthe task viith21quarter hours while Another institutiondemaiids55 quarter hours, aeriduivs.. , doubt iscast eitheruponthe standardsofproficiencyor uponthe !,.:. efficiency ofthe educationalorganization. , -: Thesame types ofdivergence_ in praificewerefoundconcerning minors ; : o,the kindandamount ofcontact with generalfields-, Itotkno .I' outside themajor, andelectives._ v
6.A.. more . L us .;.; :.- i problem thanthe.divergences justmentioned,how- . --,i...:.;:' ever,is the ft thatsto many ieachersarecertifiel4oteachsubjects . , .... , 4 _..-:- forwhich 4 hay listevenhad the ,,,!! minimum majorrequirements. There is usuallygreater danger thatateacher willhavetoo liptie preparationthan that he will.havetoo much.
r t
0.0
.04 a
i 1, ifj,A : .1¡J. LI_ Zr; , t. I 4. ,4 fly -in which specific combs jeCt they or culture, work Among some after mention. expressed byadministrators of Negro extent teachers, wrongor certificates. ina certification agencies requirement, is included inthisstudy perform, were agreed withreservations: teach inthose teaching. the the responsibility facingthe growing outof high-school teachers. and permitting teachers concerns Mirk thanthree the 13causes advise Odprospective for thespecializedwork binations with the partof binations willbeavailable Mg- teaching combinations are * Ebb,A.J.Bermof In What One expects Concestning Subject combinations minor subjectshould stindpoint ofquantityintermsthesemester quality ofpreparation : Wipes EducationBulletin, ,;^ gtiduation.' a 4 ; inadequately prepare& elds ofavbjectmatter of theiragnement recent each certificate does students majored were high-school teachers, the teaching If thefactthat45percent This indict)** Thepresent Cri of it The college takin inhighschool,quantity survey of failures fields. teaching, and that theamount certification-, it any assurance indicative, as.isbelieved, mean a die taken, presidents infavor_ IDUCATION OrMORO Wadi:rant teasesanduniversities. fourths expressed consideration ofthemajor improper placement factors which .to teachallsubjec is to of land-grantcolleges had lesstAkan If thishypqthesis combinations andthe cl(41.r teachers cannot sequence survey should, be qualifiedtoteach and teaching with the be a- O are: teacher-preparation administrators These votesshow they mustteach. while lack ofcorrelation MN, found üi graduates ofthosecolleges in highschools. thit an and impelling. that theteacher for thetasksthey in regardtothe that teaching approached theproblem as No: 9.) Thii generalbackground9f is interestingtonotethe of creditearnedin on approximate indexof nearly of these should beconsidered m shown bytable19inchapter statemal absolute agreementandtheothèrs the olther a college andthesubjects of major combinations.--Another more select majorandminor ranked fifthinfrequency giyen school a of thehigh-schoolteachers =LOWS of general-practice,thenthe : is AroebIngtott, fifth hadlessthan or were courses, acceptid, of worktakenin D. Kleinfoundthatof posifions forthose and minorrequirements ._:4! reqUirement inthesub- a preparation ofteachers hancf,)specify specific certifipationof is equippedto a Even wheredesirable high-school specialty? betwein thesubjects 'Blanket' certificates, institutións andthe The collegescannot,o strong issue asked tostatethe were Government PrintingOffice, es a hours. and methodsof studeni's should beelim- a one ypar, on attempting to. as his ability large number saitiment who became merely from influencing , "blanket" acideml the level attitude a College, teach.'' taught major minor com- corte'w issue theY III, on of to nommmiimmommumiummoommummdammummisommimmomMIMMINIMUNIMMONINEilMEIMMINIMINEEMINIIENNIMINIMIUMI ,
78 NATIONALSURVEY OFTHEEDUCATIONOF TEACHERS
maychangeentirely inanotheryearbecause ofchange ofpersonnel, orother factors.This continualshifting isparticularlyto be noted in the smallerNegro highschools. :Teacher-preparationprograms cannot be baseduponthe End,and functions ofthe teachingpositionsthatmaybe available,especially withrespect to thecombinationsof subjects,untilthere ismorereg. ularity of practicein thehigh schools.Allowing forthenecessary changes andrevisionsorreorganizationsbroughtabout in theordinary courseofprogress,prospectiveteachers shouldbe ableto anticipate the continuanceof suchteachingpositionsorcombinationswitha degree ofconfidence.It is, of \fasonable course,assumed thatthe aleforesaidpositionsshall bedecideduponthe basisof scientificinves- tigation andcarefullong-rangeplanning. Overexpansion.Anotherdifficultywichteacher-prepatingin4 tutions facecomes from the til-ndency E expandcurricularofferihgs beyond theirabilityto administerthemeconomically.Among the variousreasonswhy aillegestendto overexpandtIleircurriculathe followingareworthy ofmention:(1) To imita&othercolleges; (2)to hold studentsby satisfyingtheir personalinterests insubjects; (3) andto gratify personaldesires ofteachers, headsof departments, directprs, deans,and others. Because of limitedstudent bodies,manyof thehighlytechnical coursgsoffered bycolleges eitherare notelectedat allortheenroll- ments in themareextremelysmall(see ch. VII).Themultiplication of suchcourseswhenactually offeredtendstoóverloadteachers with manydifferentsubjects andwithsmall classes.Suchcoursesare, therefore, usuallyexpensive. One solutionof thisproblemwould befor certaincollegesto form acooperativearrangement wherebydifferentspecialtieswouldbe mphasized indifferentinstitutions.Thus, ifastudent p. attending X college wished,to specialize incertain phasesofasubject hewould be advised totransferto Y college, wherefacilitiesfor suchspecialization exist.Reciprocally,Y collegewould sendto X collegethe students whowishedto specialize intechnicalcoursesprovidedby X college.' It isassumed,ofcourse,that eachcoll:.:wouldhavea common centralcoreof subjectstoserve asafotmdationfor suchmajorspe- cializations,which probablyinmostcaseswouldnot begin beforethe junioryear.This 'wouldnaturallyrequiregreater unanimityin aims, generalcurficula,methods,andprescriptionsin thatperiod prepiratoryto specialization.Everyteacher-preparationinstitution would-thusbe enabledto maintainits individualityandat thesame time'helpeliminateoverexpansion,duplication,extreme variations, andpromotea more unified, integrated,andeconomicaleducation forprospectiveteachers. ,4M es , .4 lidsplea is ¡greedyin114 coatinnedsods ina tawpions, and is belnicontemplated inother& 11DUCATION OF NEGRO TEACHERS 79 Authorities responsible for public-school curriculumorganization andadministration, the officers having charge of certification require- mentsand administration, aitidpersonswho formulate and direct the teacher-preparationprogramsmust cooperatebeforeanyreal improve- mentin the education of Negro teachersmaybe expected.
SUM MAR Y The institutions in general appeared to have overexpandedcur- ricula.The differences between the public and private colleges iu the pumber of semesterhours offeredperstudentwere yeryslight,
being, respectively, "1.4 and 1.2. . A typical illustration of overexpansionwasthe offering ofatotal of 70coursesin education and psychology by 20 institutions,com- prisingatotal of 1,615.7 semester hours of credit,an averageofmore than 80 hoursperinstitution. The predominant length of curricula offeredwas4yelps.The curriculaareprincipally in academic subjects. e The most noteworthy feature about thecurrfculaof Negrocolleges wastheextremevariationsamonginstitutions in the work offered. In education and psychology, forexample, the number of semester credits offered ranged from 26 to 250. English and literature the range wasfrom 18 to 203.3.Therangein median quarter hours required for graduationwasfrom 183.9 to 207.6; therangefor the typical major subjectwasfrom 35.8 to 78.8.Restricted electives rangedfiim2.5 to 27.5 %lazier hours; for freeelectives therange wasfrom 12.5 to 35. Itmaysafely be inferred that thecauseof much of the variation and overexpansion in curricula discussed in this chapterwasduetoex- tremedepartmen -m.Thi4, ofcourse,has also beenafault of institutions for whi but this fact doesnoiexcusethe Negri) colleges. Sources ofrevenuefor these institutionsaretooscarceand the need of retrenchment too pressing for these schools to overlookorignore thepóssibilityof-aecting economies through eliminating duplication and restricting t.heir educationalprogramto theesseAtial and fundá-., 011 mentalcoresubjects andafew speciAlties. Evidence is alsoseenin the data here presented ofatendency tto. accept the regular liberal arts college curriculumas anadequatepro- gramfor the foreparation of teachers.Assuigestedand inferred frequently throughout this clapter, teaching is becominganincreas- inglyhighlyspecialized task, and consequently requires .highly r specialized 'preparation.Tsvoyearsof general college work andeven 4years arenotsufficient preparation for effective teaching today and will beevenlesssoin the future. The need of adjustmenttopresent-day demandswasevident from the low educational level ofmany the data. For example, in view of ,* i
rt. 7r"1217 woof `1'.1r7"7"-71tfrcg
80 NATIONAL SURVETOF TIM EDUCATIONOF MOMS 4/ Negro elementaryteachers,more'2-year imified curricula shouldbe offered.In chapter IImentionwasmade of the needforagradual upgrading of Negroelementary teachersuntil all haveattainedtilie minimum standardof 2yoarsof college work.But it shouldbe emphasizedhere that simply2yearsof general collegework willnot suffice.What is needed is2yearsof preparation inaunifiedcur- riculum,plannedto attain certain definite goals indtopreptre prospective teachersto teach in particular situations. Another needthatmaybe inferred fromthe data presentedin this chapterand in chapterIII is that ofcoordination and integra- tion withinsecondary education.This refersnot only to teaching Combinations foundin high schools butalsoto theseconikryschool work takenbythèprospective teacher.Attentionto the latter will preventunnepessaryduplication of work andwill permitthepro- . spectiveteacherto do advanced workonthe basis of hishigh-school
preparation. a lb Other studies5 have found thatwhen studentsaregiven freedom to elect college subjects,unless theyareproperly guided,there istoo frequentlyatendencyto take in, college thesamesubjecisthey hadin high school,andto neglect such subjectsasart, music, political scienc/e, and sociology. 4 Negro institutionsshpuldnot hesitate to take their placesin -the vanguard.ofthe modern educationalmovements.Tlieyneednot indcannot afford to. lag behind inadopting modempractices inthe preparation of teachers.Althouihto *effect sucha-progressivepro- gram ashere suggestediequires the approval;support, andencourage- ment ofmanyoutgide_ forces,inthe main the majorpart ottherespon- sibility lies withinthe institutiânsthemselves.Much of thetask is aninternalone.Unless there isanawakening,a newpoint of view, andanaggressive andcourageousdeterminationonthepart of ad- ministzators andteachers in Negro institutionswithrespect to this wfiolematter of the professional preparationof Negro teachersfora new-social andeconomic order, additionalsupport, howevergenerousit ,maybe, will beineffectual. 1M11.!!, IPalk, W. Z.andRugg, Earle U.Teacher-education curricula.Nationalsurvey oi the education ot teachers.Waskingbon, GovernmentPrinting Mice, 1933.(U.S. Moe of Education BuDth,1NS, no.10, vol. 111). .*
.P
v
or
. . CHAPTER VI CONTENT OF AND METHODS OFTEAÇHING REPRESENTATIVE COURSES In oider-to determine whatcourses werethe most representative in the education of Negroteachers, theprogramsof studiesasoutlined. in thecatalogs of 20 representative institutionswereinatp,ed.The basis used in ascertainingrepresentativecourses wasthe following: In each field the 8courseswith the highest frequfincy, if that fre- 00 quency was morethan 7;werechosenasrepresentative of. that field.gomeexceptionsweremade in certain Aepartments of instruc- tion because of thefinial numberof schools offeringcomes orbecause of the sitall number ofcoursed;offered;The list of representative course§thufiselected, ranked according to the- mediannumber of semestérhouis of credit offered in thecourse,is /given in table 50. Inquiry formsweresent tothe in,structors of theserepresentitive emirs& for thepurposeof ascertaining facts concerning the content and methods of teaching used in thecourses. As stated in the introduétion,itwashoped that information could be secured fromasufficient iiumber ofinstruciorstoyield significtat li findings concerning the extent of variationoragreementin thecon- tentof certaincoursesand themeihdelsof teachingthem.The major partof this important section of theinábrais of curricula for the edu- cation of Negro teachers hadiobe omittedbébause ihe instructors .r of these tepresentativecourssesfailed to cooperate insupplying the 1 datti requested.Table 50waufd indicate that,anumber of the courseswere-offered in all 20 of theinstitutions and thatmanyothers wereoffered in 15or moreof them.It would have beenpoisible, then, to have receivedas many as20 analysesofsomeoftlieiie(*urns. Unfortunately,nomorò than fotr instrudtorsofanyrepresentative coursereturned the data blanks.(Fouraiiswerswerereceived in only tvp cisesboth ineducation.)For most of thecourses,only onereblywasreceived and formanyothersno answers.Moreas a record of the informationwhichwasrequested -and _.of the kind of treatmentwhich could have been givenif there had been betterco- operation the4replies from teachersof educational psychology and the 3 from 'teachers ofgeneral botany will bedisc in this chapter.The reader must becautioned thit:t thematerial presented must notbe takenasrepresentatfireevenof the! 2 conit.ses., 81
..." 11 I ". A;;.;1?'' 4-4; ! ri t rf ` 4rta, _114:t 7 r
t 82 NATIONAL 'SURVEYOF THEEDUCATIONOF TIACHKR8
TABLE50.-Midiannumber andrangeofsemester-hourcredits offered sentativecourses in 111repro, in 20institutionsfor theeducationof Negroteachers,*1982
Median Num- number ofRangein Course semester ber of semester credits institu- credits tions
1 4
Latin literature Buildingconstruction 29.33 3.3-43.3 8 English literature 19.33 9-52 0 7 French literature 16.50 4-70.0 19 12 00 3-43.3 16 Organio chemistry _ _ _ . _ Harmony ...... 1o. 71 2-2& 3 19 Animal husbandry 10. 50 0-20.0 13 General physke 50 $-2& 11 General chemistry 10.41 6-73.0 20 Composition andrhetoric 10.87 6.7-16.7 20 Public schoolmusic 9.76 4-16.7 20 Principles of accounting 9.50 2.7-60.0 11 Invertebrste toology 50 3-2& 0 12 Crop* andcrop management & 33 2-10.0 Shorthand 10 3-26. 0 11 & 00 2. 5-11 0 Elementary Latin.. 9 Ear training andsight singing & 00 0-10.0' 9 & 00 2-2D. 0 8 Principles of eoonomics 7.83 Art appreciation,history, and criticism. 8-13.3 16 Design (art) 7.66 1-39.3 6 Farm mechanics 7.66 1-39. IS 6 7.50 4-16.0 9 8pectallzed physics:Heat, light, sound,mechanics, _ electricity 7.33 7-19.0 12 biology ..t. 7.28 Poultry_____.., 3-10.0 12 Elementary Frdnch 7.00 1.3-17.3 10 Mechanical drawing 6.80 2-10.0 20 Elementary German 6.75 2- & 0 7 Horticulture 6.70 6-10.0 16 Generalsurvey, woodworking 6.67 847.6 11 Calculus, differentialand integral 6.66 6-1o. Int&medlate French 16.6366 640. 0 9 Elementary Spanish* 2-1& Q Theoretical industrialarts 58 4-10. 0 9 Automotive mechanics 4-11.0 8 Electricit andcommunicative engideering 646.2 2-24.0 7 In Us German 6.60 2-2/ 0 6 History of must& 6.45 & 0 14 Advanoed French 6.37 9, 7 6.35 2-10.0 14 General American history 6.33 Special institutions(sociology) 3-1& S 16 6.33 2-1& 0 12 a I titative aniklysis & 38 16 a tative analysis 6.25 he family (homeeconomke) 3-10.0 17 English history 1 12 2-1& 0 13 Freehand techniques(art) 6. 08 2-10.0 14 Comparativeanatomy and physiology 6.00 1-40.0 6.00 8-10.0 10 ArWtectural drawing 6.00 2-12 0 Advanced German sr, 7 Banking 6.50 2-1& 0 9 5.40 3-10.0 11 Modern Europeanblatory 5.28 Dairy husbandryan my; 3-21.0 Vertebrate zoology 5.00 2-17.3 10 Drama & 00 2-10.0 5.00 2-13.3 16 Physiology and hygiene 4.85 Clothing constructon and dressmaking 1-16.0 17 Rural education 4.83 2-1& 3 13 tins 4.78 2-96.7 14 4.66 2-12.0 9 L 00 2- 8.0 11 4.00 3-16.7 10 L 50 3- 9.0 10 4.50 2-11 7 9 =leamanagement 4.50 Educational choiogy 2- & 0 13 General 4.44 $- & 0 19 Nutrition and diete 4.42 8.0 General 4.87 2-1& 3 16 4.25 2-12.0 11 algebra- 4.12 3-10.0 is . en=ifY r The amid 4.00 2- & 0 11 Iludnis and commerciallaw 4.00 2-1& 3 17 & 83 12 frtrn.000king (geDeml) & 83 togs andmeasurements 0- & 7 10 lownalion 3.75 1.3-10. 14 Survey, secondaryeducation & TO 2-1& ; 12 11-11.0 15' EDUCATION OF N110110 TIMM= 83
TAMS50.---Malion number andraspsofseinester-hour credits offered in 110 /%- sentativecoursesin SO institutions fortheeducation of Negro teachers, 1939- Continued
Median Num- ofI Rini* in ber ot Course semester almnsstar institu- Dumbercredits credits tions
3 4 4,
botany 3. 66 2- 6. 7 12 special types_ & 06 2-la 0 10 literature_ fr 3. 65 3-6.0 19 & 64 2- 1 7 15 3. 63 2-1& 3 19 & 63 3-10. 0 7 Rural ,. , & 00 2- IL 0 13 General 3..50 2- & 0 20 Shakespeare 3. 58 2- & 0 15 and debate, & 57 2- & 0 11 Theory maims 3. 56 2- 6. 7 12- Comparative government 3. M 3- 1 0 11 Plane analytical try 3. 56 2- 6. 0 14 Eduoatkmal 1 50 2- &7 12 of education 3. 50 2- &7 8 S. 50 1. S-10. 0 12 .410 3150 3-11. 3 13 la=1114rderential I. 50 . 3- & 0 9 Clothing and textiles a. 37 0- I. 0 10 Diihrential equations 3. 25 3-3 8 Food& planning and serving & 25 1. I- 4. 0 12 Solid geometry a. n 0-3.3 9 rI 3. 18 2-13. 3 I13 History of a 9 Adolescent 6 J- .61. 3. 16 7 Iv Caimans, integral. & 16 2-r 9 . General psychology S. 15 1- 6. 7 )47.,/ Genetics.. , a , ....r.. 3. 00 2- 3. 3 7 Busitesshy=isatiok & 00 9- 3. 3 8 & 00 7-8.7 9 Schoolh ,7 A Generalsurveyd education ¶ 1 88 .2- 4. 0 14 Children's literature- . 2. 75 2-10. 0 9 Plane trigonometry 2. 70 1.5- 4.0 18 Gomel gymnastics 1 41 7- 4. 0 10 Fundamental activity 1. 00 7=16.0 11 Corrective 1 00 1- 1 7 6 Health and hygiene . 1. la 7-&0 10 Plays andlames 1. 66 7- S. 0 9 English 'rundown OL 1. 0 9
AimsoftheMIMEO.--;Theitems by which instructorswererequested tocheck the aims of theircourses are ufollows: 1. .To have studentsacquire factsormeanings concerning the sub- ject through textbooks, lectures by theinstructor, classroom discus- sion, and labotatory activities. 2. To givestudentsaknowledge of the principles td the. subject. 3. To make studentsfamiliar with the aims and the problems of the subject. 4. To make studentsfamiliar with themethoRig4teaching the e ar subject. O 5. To supply studentswith thenecessarybackground of subject matter for teaching purposes. 6. To give.areview of the subject'butter previously studied. 7. To give practice indesirable habits basic to teaching thissubject.-. 8. To attainaceertain standard ofskillin subjects where skill is demanded. P *1
alb 84 NATIONALIn WRYOP TUBimucAsnomOP r =ACHIM
rah 9.To trainin rightmethodsof study,inclidiigtaaining .location and inthe useofreferenceandsource materialrelatingto the ,subject. 14. s.,
I 10; To train lii researchmethods(thisincludestrainingin themore sOecializedtechniques'ofdiscoveringnewtruth inthe field). 11. To give practiceinteachingincludinglessonplanningandother types of teachingactivities. .4 A v 12. To discipline , eL the mind.;to dev :-ter mentalcapacity; tc; P 4 0 7 develop OaD perspective,judgment,an . 13. To provide:forvaiiations, 'in theinteristsandabilitiesof dents._ stu- 14. To give sp4cializea attentionto uncoveringanddirecting special41ent'andinterestsofindividualstudents. 15. To provide studentswithmany oppqrtunitiesto'expressorally .. the concepts, principles,andrelationshipsinvolvedin thefield.' . 16. To givi studentsmidiwrittenpractice(e.g.,papers, exercises; theses) indiscussingthebmicimplicationsof thefield. 17. To developproper appreciations(valuations)ofthe of the significance subject foritsownsakeitsplace inthe socialheritage. 18. To develop proper appreciations(valuations) òfthesignificance of thesubject for 1 itscontributionsto present-dayliving. 19. Topromote civic-socialresponsibility; 4 to teachstudentsto ad- justthemselves,to civic-sociallife. a ,..r 20. Tp supply s¡iiiemaptery ofthis field . u part of thecultural , ' e '1 eduiatIonfor all. . . . .- .... . ' 0 . , . . . .4, ..4 21. _To givemoral trainingin thedevelopment of -Worthycharacter o .' , traits, suchas i cooperation,courtesy, honest: 1%41inchistry. 22..To trainsocialleaders, motivatinrf toassume%measure i of responsibilitY for theprogressof hums;v 4 e ',. 23. To inculcate interestswhichwillinsurecontinuousstudy ofthe ii, field., throughoutlife,particularly intherecreativecontributionsof the subjectmatter. ,,..- 24. Tocontributeto the wisechoice ofvocationor a major field of interestwithinavocation. '.. .25. To supplyPrevocationaltraining i:. for thole,whoneedthis sub- ... Pict . for latervocational*aiong- . otherthan twain.- la i 26. To givedirectvocationaltrainingotherthanteacbing. r , I 27. To-arouse theemotionallife ofthe studentsandhencepromote richerand deeperinsight , into theexperiencesof therace. ; 28. To prepare students forsubsequentneeds inthecourses- for whichthis isa th to prerequisite. 29. Topromo?. the health ofthestudent. 80. To t prompts theworthya homemanbeeshipof thestudent. 31. Topromote theleisure aotivitiisof thestudent. $2.--Topromote theraglanlife ofgm)student. : aPp.c. . 3,.`.y a 5.4 t .1 . fl , ' ;A: . . sf. t. . . .L ;op 1,. . t' ti ,,Ne ..).'Ile.1 446 . lre,. te. /..,4 . rb4!.' v Zsl.;/efi I" , ./04,:,.../11 -it.14 3 - -' A._-1:01t11ii;,.-0<46"*4q1' :11;2:1k7:141/WIIII L 4thil,L ,PAP:h4s- u *ilri-r-10' zrext_tstAst; 1RZA441151;'0..J "7.
. . ..v.,
RMAtialiOF =MO. 2111A0111111111 ; ; 33. Topromote the breadth of view of thestudent. 34. To promot4ascientific attitudetoward life. . 35. Other aims of thecoursenot mentioned above. In i institution thecoursein educationalpsychologywasrequired of all freshman students; in2 institutions jtwasrequiredofstudenta majoring in educstionat the junior college level(freeluni'mand sopho- mores); and in the fourth institutiönitwasreqírired of all education students but!vas openonlyto juniors and senion.In three ofthe institutions general psychology is a.prerequisite for; thiscourse. Of the 35 possible aimsoneinstructor ofeducational psychology checked19, two 16r andone7.Completeagreementamongthe4 instructorswasfoundononly 1%aim, nimely,to have' students acquire facts and meaningsconcerning the subjectthrough textbooks, lectures by the instructor, classroomdiscussiiin, aridlaboratory activi- ties.Three bof theinstructors agreedon9 aims; two agreedon4;and 14aims hadafrequency of mention ofonly one: . One wouldexpectsomedegree of unanimityof aims andobjectives inasubjectas*ell establishedasbotany; but ofthree instructors -. of¡moralbotany,onenamqd 10,aims,one25, andone28.One said that the aim of hiscourseidgeneralbotanywuto "givempriatrain- ing in thedevefopmeirtof worthy charactertraits," andanother . instructor aimedto "arouse the emotional life of thestudents." :.--Textbooks,, references,andtermpapers werethe bases,upon which work wakaisignedbytwo instructois of educational It -, pii9itology.One used (inlyreferences andterm pabers; thé fodth , ..: did*'t mention the bases used.All four instiuctore I of educational psydchologygavedirections for reading'sin textbooksorreference books, apd requirednotebooks. Two usedsyllabi addmimeographed, mate;als andexercisesto be studi:G-., One dictatedexercisestobei done outside. c)' Teds.---Rathircomptigreementwasfoundamongthe educa-- tional-psychology teachersonthetypesoftest questions used,but agreementwasnotsocomplete in thenaming of principlesgoverning the selection oftest questions.Fo,example, of7 possible items,3 instructors agreedon3; 2 agreedonI item;on2 other items the frequency of meirtionwasonly1. In determiningastudent's grade the2 methods used byall4 instructors *ofeducational psychology weieclass participationin dis- cussion and finalexamination.Three instructors reportedtheussof oral quizzes,series of examinations,andtermpapers;2 used series of marks based on"recitation respopses",!ind. "general. impression of»' quality-of itudent'swork. ""Laboratory exercises","writtenpapers orprojects", and "regiduattendance"wereeach mentionedonce. Textbooks andrtiorenese.--Whileno2 of the 4 instructorsreporting used theismtextbook,someagreementwasfound in Merinosbooks- -
.4 vg ,
IV . 44'; I *I; ...J.%2 3 f.." ..01*I I P. . 11.0 . :41 se,av I , 9- eft.i0;.;.x. .1. if-, 1..."'SA41 ; 4 h./4 .ss , . . Ar. .+. ioar..s"?; ASA, 1.11/?,. A yf1 ...4'X;;;'11..alaXEILI"t"'44_ 11";1",41-1 j.Z; 4:17; Vs. `;i,i '.....el.lc.141.4,1'.";! ".:4!:11.-;,1;1041ki /Xd --10.-101.Art.Afitti.417$ 4,;'/L f%* "-Y*A-1' 86 NATIONAL SVIEMITOiTHUEDUriTIONOFt'llitAaallilt8
used. Two usedReadings inEducationalPsychology bySkinner, iL Gast, and Skinner;and 2 used Thorndike'sEducationalPsychology, Educational Psychologyby Trow,EducationalPsychologyby Sandi- ford, and Psychologyfor Studentsof Educationby Gateswere each usedasreferences bytwo instructors.One initructorusedtwo text- books in socialpsychology andThorndike'sOriginal Natureof Man asreferences. The followingcourseoutlines givesomeindication (ifvariations found in 'tile maj.ortopics coveredby threetinstnictors ofgeneral botany: I I III The plantkingdom Introduction The plant defined Livingmatter-protoplasmCell Kinds of plants 11. The plantcell Stem Structureof plants The root Leaf One-oelledplants The stem Root Complexplants Leaves Flower theleaf es Aysiology ofthe vegeta-Fruit The Rower tive system Seed The stem Algae and fungi Seed germination The root Blue-green sags Summary The fruit **. -Bacteria (Schizomy-Economics ofeach,How plantsbreathe oetes) topic studied Methods ofsecuring food Green albs (Chloro- Methòds ofutilising food Phyoese) Climate andplants Brown sign(Plus- w. _ Soli andplants ophycete) . Moisture andplants - ,,Red ire (Rhodo- Diseases ofplants Phyoede) Insect enemiesof plants Fungi Other enemiesot plants Parasitic andsapro- Relationsbetireenanimals OYU() and plants Truemosses Distributionof_ plants The ferns Habits of plants a
4 8PernSorthYtte Desert plants Angiosperms Water plants Mountain plants Developmentof plants -; Botanical samosa - 4 Care of plaid& ,Classroom methods.The instructorswereaskedto indicate the 4 rr: type of classroom methodswhich theyused and _theapproximate V. proportion of the timedevoted.to each.The folio 'checklist of methodswasud: 1. Reoftlátion (quizzingelanonassigned readings,eto.). 2. Mound= (exchangeo( opinion in dam). . 3.Libture;interpretative talk byinstructors. 4. Specialreports byetucients. . ,5. Problem-projectmethod. 6. Laboratory work. monrcirroNOF MIGRO TIACHIRS 87
7. Observation in training school&
g.Termpapers. 0 9. Examinationsswritten. 10. Oral review gulling. 11.Hononcoursefor superior students. IT Other technique& Thetwo%methodsmost commonly used by teachersof educational psychologywerediscussion and lecture.Discussion methodwasused from 20 to 29percentof'thetime by2 teachers and from30 to 39 pepcentby the other 2.The lecturemethodwasused from20 to 29 percent of the time by 3 teachers and from30 to 39percentby the other. - The botany teachersspent the greatestamount of time iii laboratory work; with lectures, specialreports by students, and recitationsrank- ing second, third, and fötzth,respectively.Variations inmethods used in general botany'are shown by the fact that the3instructori devoted, respectively, frpm20 to 29, 30to 39, and 60to 69 percent of the time to "laboratory work." The idormation containedonthe few forms analyzed,indicateda lack ofagreementin the aims andobjectives of thecoursesfor the preparation of Negro teachers inthosecoursesandanequal lack of unanimity in the -materialsand methods usedfor instructionalpur- poses.If the conditions revealedeiretypical of whatwould be found in the other representativecourses,there would beneed formore agreementuponthe desirableeqiiipmentòfprospective teachers.
.4111. riur-41--7
0,4
.
.)
4 q CHAPTER VII (41UITÀ1NADMINISTRATIVEPRACTICESAND POLICIESININSTITUTIONSFORMEEDUCA- TION OF NEdROTEACHERS
SIZE,ADMISSIONS,ANDENROLLMENTS Size ofinstitutions .Informationrelatingto 'certaintail tive practicisand policieswas furnishedby 33collegesout of,a 'possible'M. Table 51shows theirclassificationand enrollment limps. Eighteen oftheinstitutionsarepubliclysupportedapd15 are denominationalorpfivatecolleges.Morethanathirdarevery small colleges,having fewerthan250 collegestudentsenrolled.In,a /study ofhighereducationof Negroes'McCuistiginfound44 small colleges having,atotalenrollmentof2,007 "oran average of45to the gchool." Theexcessivenumber ofsinailcolleges isagainll)wn" intherange. of enrollmentsintileinstitutionsemploying the481teadierswho sub- mittedpemonnel datato thesurvey.Onehundredandtwenty-six (28.2, percent)taught incolleges withfewer than250 students;195 (40.5percent) in collegeswith250 to 499 students;98 (20.4percent) in collegeswith,500to '749 students,42 (8.7 percent)in collegeswith . 1,000 to 1,499 'students;and20 (4.2 percent)in collegeswith1,500 to 2,499 students. Minx 51.Diatribiaionof 33institutionsfor theeducationof Negroteachers aoNdingto type ofinstitution andsiu of enrolpnent
Cloosilloationof institution 1.
State Stew De- Private ilment mode- univer-teachers Pat wild- II l; I m Do- Total sityor college Stateis:1mltimidoom nomina- land- or Dat- yunior timid Waal collegeteachers=Iwar- grant wal college :1:114re univer-junkie Wisp school . faze collage lomf
ANIL
cit..avovim.V 11111.1
2 3 4 e 7 8 ..""I Fewer than260 students_ . - 3 ,Ift4 110 1 2 42 to409 students...... ; 4 2 .. KO to749students 3 is 760,to 009students.. 3 st. 1.0 to 144911 students o4P4 ..... Mb 1 Ow. 1 Li 'Total 10 10 4 o
3MOCIallikli4 Fred. Higher Ikluae$1onal Negroes(asummary). Southernassociatianatsollsosti6d escoodary schools,. IOW Nashville,Tom 88'
a, 1 .4 , ;: .? ';t5 -Li kia IDUCATION OW Nzoito TIACEdIRS 89
The implications of thesefindinésare'far-rAachingin view of the extremedifficulties of maintainingin effective eduaktionalprogram ina verysmallcollege. p. Admissionspolicies 'Ithoipc,--inospecific dataonadmissionswerel" obtained in survey,it is.tommonly knownthatthe policies and
practices withrespect to admissiosare aw4k point in the s c".a- tionalprogramof Negro colleges."Agreatmanycell:: onot consider seriously the records of e9teringitticients.In.toomany ca91,38studéntaareallowedtoregister andpurspet.egularcourses without having satisfied thesefadmissioiliij requiiements.This ik; particularlytrue in regard to transcripts of high-echool records.'," This factormorethananyother is resrionsible for the failure ofmany Negro colleges tosecureaccreditment fromth-eSouthern Association of Colleges and Secondary Schools. k In the admission of students the teacherarsfirtipáringinstitutions should consider especiallythe general needs of theState *and,com- munity,. the supply ofqualifiedteachers,and the qualificatiofts,., teristics, and promise pf tkplicanta.'The scholasticaptitude ofan'applicant is particularly important.?Theexant to which students in Negro collegesvaryin scholastic aPtitudehas been shown inarepent study made by the Office of Education.'InagrouP'of 1,987 Negro freshmen from27 representativectIlegAsthe median psychologicalscoresfor the27 institutions ranged from26.33 to 131. Evenmoresignificant is the factthat ortbe freshmen who indie/aied apreference foracollege mafor tho.se chopsin# educa6on-hadatower
median psychologicalscorethan those exPreftsiiigpreferences for, other majors* It doeinotseemtoomtichto ask that teacher-preparing institutions safeguard the professionagainst recruits who, becauseof mentalor scholastic deficiencies,donotgive promise of becomingeffective teachers.It is also the résponsibilityof the teacher-educationinsti- tutionordepartmentto attract and guide themoreintelligent students by furiiishing,infoismátion concerningthe opportunitieswhich the. teaching professionoffers. In this connectionthe socio-economic backgroundof students is particularly importani.Indeed,aknowlidge ofmanyof the factOrs which have"hadavitalAnfluence in 'shapingthe ffersonalityof the student, andwhich nifty influencehis futurecareer,is essentialto !Lilypurposeful, intelligent.programof admissions and guidance.It isencouraging to note that administrative officers' of Negrocolleges recognize this fact:Of those replyingto the inquiryonissues relating to the education of teachers,nearly three fourths eximessedabsolute
IIbid.,p.. 10,
$ charism W. W., 'and!rapist, Maths,',The ,wealthtoseber-tralods study:Chicago,The al f Universityat Chicago Pram, MX Ow 4 s Alstress.A bad:ground study d Nero college ste*pla. Washington,OovaramastPrtnL t. IN O i,. (17.11. Oaks et Esdacatke batik11116, no. 48) ,P - . . " Ar # . 4 lt4)i. . s- , \90 ,NATIONALSURVEYOF THEJMUCATIONOF TEACHERS \, 4 s . agreement with thestatement, "Institutionseducatingteachers should btainobjectivepersonnelevidence bymeansof varioustypal of staifkrdizedtests concerningthe abilities,culturalbackground, '-attitudes,aptitudes,and traitsof prdspectiveteachers."Practically all of those,.who didnotapressabsoluteagreement did-agree,though withreservations. . The followingquotationfurtheremphasizesthe need ofguidance: Millsuch timeasStates findit possibleto place alltheir problemsof teacher preparation underaresponsiblehead withauthority tosetupadmissien criteriá spd enforce standards;there will beno surer way of effecting thewise 'selection of candid.atesto enter teacherpreparation thanaState-wide high-schoolguidance programsponsorèdby cooperativeagreement betweenteacher-employingand teacher-preparingagencies. A Stateassociation ofteachers collegeand public school administrators,working Coward'this end,could setupacceptablecriteria for evaluatipgteacher potentialitiesamong high-school studentsand accomplish muchindiscouragingtheundesirable fromlooking pwaidteaching.At the sametime, it wouldbe possibleto recruit thoseof dreatestpoteentiálities,through well-organizedvocational guidanceand counseling.Suchaplan would circum- vent the blightingeffect of legislationwhich has madeother typesof intelligent selection impossible,and couldevenbe made,withiqimits, toregulate thenum- bers by suggesting quotas requiredto supplyprobable demand. 41. _ Research studiesof teacher failureindicalethatmoreeniphasis than thepresent ptactice shows siiouldbe placedonthe evaluationof characterand citizenship to- qualities in theselection of student..To be of ¡greatestvalue thisevaluation of the stigent'spotentialities 'shouldbe madeat leastonceduring eachyearóf higir-scloolattendance byteachers andprincipalsintimatelyacquainted with the student andhis Workand the cumulativerectikcis used inthe final estimate. -Analysisof the datagatheredin the studyshowed thatpracticallynoattempt is madeito evaluate suchqualities inconnection withthe application Ofselective criteria.A complete'set of personnel-evaluatingcriteria is proposedforusein ratine high-schoolstudentsas aregular part ofthe school'srecoraistem.6 Prospectiveteachers.Of18 representativeinstitutions forthe education of Negroteachers thatreturned theinquiry formpertaining ..to administrative practices,aims, andattitudes (table5), 16 réported atotal of8,195 students enrolled;and15 reported3,340 prospective teachers enrolled.Thirteen oftheinstitvutioitsreportedatotal of 5,480 students enrolled, ,. 3,106 of .56.7percent of whomwere pro- spective teachers.McCuistion foundthat df3,509 4-yearand2-year college graduatesin 17 5outhemStates andthe Districtof Columbia and Pennsylvaidafor theyear1930-31, 68percentwerecertifiedto teach.°This higherpercentage probablyindicates that,whilemany studepts donot plan to teachwhen theyenter college, they change. their objectiveseither duringprogressthrough schoolorimmediatelx upongraduation.General observationsupports this infertmce.
This situatictnhasadirect .bearingonthe teacher-preparation programand the supplyof teachers' ..,,. qualified 'forspecific teachilig Haile, O. X.Selective admissionto teacher preparation.Washington, GovernmentPrinting Office, 192S.(U.S. Office of EdueationLeaflet No. 116.) * J1 ile ()tattoo, Fred.Higher education ofNegroes. Op.cit.a.16.
grio
;,-_,--,.A1:1.,..iiiztL;_rp's - 4.A - EDUCATION OP NEGROTEACHERS 91
.44 positions.It is'graduallycomingto be recognized,assuggesiedin chapterV, that graduationfrom college aloneisnot sufficient prod of qualification to teach.As this view ismoregenerally accepted, fewerpersonswill delay theirdecisionto teach until their senioryear orafter graduationt, Atpresentmany personsareteachingor are certified/to teach wliogave noindication of suchinterest while in college, and, inconsequencle,the college hadveryAttleopportunityto direct their preparation for thework theyaredoing andexpect toc16. This is another defectto correct which requiresthe cooperation of the certification officials andthe teacher-preparinginstitutionp. TABLE 52.Total enrollment andenrollment ofprospective teachers in17 institu- tions for the education ofNegro teachersduring academicyearof 1930-31 and summerof 1931 TOTAL ENROLLMENT
Academicyear 1930-31 Summer 1931
Institution Undergraduate Graduate - Undergraduate Graduate I
W0111- Wom-I Men TotalMen TotalMenWom-TqtalMenWom-Total lb en . en en en
SE
1 3 $ 4 6 7 8 10 11 13 13
1...... - eo 294 354 25 260 285 22 _eeeeeeeeeee 193 307 500 3 4 3 342 437 n9-----_ -----_ 14 801, 007 29 21 80 4. 780 874 1, 654 33 45 78 121 211 332 10 17 27 5 101 166 267 27 442 460 6 42 91 133 7_ 65 343 408 8 115 153 268 14 154 168 9. 230 477 707 206 8801, 086
10 158 94 252 Ma or Mi. . ... 82 268 350 MI 11 207 218 425 75 98 173 12 41 69 100 13 299 549 848 159 855 1, 014 14 211 317 528 48 611 659 15 217 156 373 47 256 303 16 283 316 599 96 341 437
Total 3, 3444, 851 8, 195 36 46 82 1, 0455, 2386, 283 39 38 77
PROSPECTIVE TEACHERSENROLLED .16
142. .0 u 2 3 39 42 - 3 147 378 525 145 862 1, 007 29 21 50 5 76 151 227 . 21 401 425 6 :25 314 14283 7 ______.____ 65 34 .408 _ 8 12 22 34 14 154 168 _ 9 1 688 ______10 _____ 2 58 60 82 268 350- _ 11 , 1, 8 9 7 70 77 J _ 12 11 11 . 13 299 549 848 159 8551,014 14 191 317 508 15...... _ _ _ . _ _ _... 60 128 188 47 256 303 ie-.. _ . ______.._ _ 32 81 113 82 306 388 17 e 82 152 234 27 190 217
Total._. _ _1, 0122, 3283, 340 5873,3624,632 29 21 50 t , i 111111/ 111110 1 Not reported byon. 92 NATIONALSURVEYOP THEEDUCATION OFTEACHERS
Summerschool.Thesummerschool has beenafactor ofparamount importance -inthe educationof allteachers,asevidencedbythe tremendous increaseinsummerschool enrollmentsin all kindsof _ institutionsthroughoutthecountry.It has madeaspecialcon- tributionto the improvementof Negroteachers in service.The number ofN :hers attendingsummerschool hasmounted fromyear toyeAr. That themajorityofpersonsattending thesummerschoolsof the institutionsincluded inthis studyareat present teachersor are prospectiveteachersistshown intable52. Of the5,007 students enrolled in the,simmerschools ofnine institutionsin1931, 4,415,or 88.2percent,mire prospectiveoractual teachers. Most of thework donetkward graduatedegrees byNegro teachers has beendone duringthesimmers.The qualificationof Negro teachers undoubtedlywould 'havebeen far inferiorto what it isat present had itnot been possible forthemto improve themselvesby attendingsummerschool. Other datarelatingto prospectiveteachers andsummersession enrollmentmaybe observedin table53.Eighty-sixinstitutions reportedanenrollment of25,280 for the regularsession and12,787 for sunimersession,extension,andcorrespondencecourses.Sixty- five of theinstitutionsreported3,447 graduates, ofwhich number 2,509were 4-year graduates.In1925-26, 54 institutionsgranted 963 bachel9r's degrees,which numberwas94 percentgreater than the number offirst degreesgranted in1921-22.7 Assuming thatall the2,509 4-yeargraduatesweregranted first degrees, thenumber is160 percentgreaterthanthe first-degreegradu- ates in 1925-26. If the estimatedannual needof approximately3,000newNegro teachers, suggestedin chapterII, is valid, itappearsthat thenumber of2- and 4-year graduatesof theNegro colleges isadequateto meet the annualdemand forNegro teachers.However, there e areat least tworeasonswhy suchaconclusion wouldbe incorrect.In the first place,not all the graduateswill becertifiedto teach,norwill all teach whoarecertified.Thisautomaticallyreduces the numbeiof avail- able teachers.Second,the reader isreminded againof the impos- sibility ofobtainingan accurate accounting of the needfornewNegro teachers solelyonthe basisofpresent supply and demanddata. From whathas beenstated hereand elsewherein thisreport, it nifty be inferred that,theapparent oversupply of Negroteachersat presentnoiwithstanding,there isaneed inmanycommunities for better andmorespecificallypreparedNegro teachersat most of the levels ofeducation.The mainproblemsarethose of distributionand I Klein, Arthur J.Surveyof laud-grantcolleges" enduniversities.Washington.Govenuast Printing (Moe, 1930.(tr.&ofiloe of EducationBnUtn, 1990. J. No. 9.)
:41;;;:;:i ,. EDUCATIONOF NEGROTEACHERS 93 of making teaching conditionssufficientlyinterestingto attract and hold goodte:achers.
TABLE 53.Total collefeeTriernoljmein4and (1929_grwadlgraduatesininstitutionsof lug learningfor Negroes(1929-30)
Totalenrollment Enrollment of graduates
Summer Type ofinstliutions Num- session,Num- Grad- ber ofRegtaarextensionber of uate institusessionCC COMI-institu4-year3-year2-year1-yearde, tions spondenoetions gree courses
.111.=.
2 4 11 ici41
State teachers 8 6, 577 1, 552 8 311 320 1 I 1 11 State normal - 2, 540 2, 433 11 16 46,0 0=. 0. Privat teacher-preparation insti- 546 43 tutions 2 577 2 388 Public universities 2 097 583 2 73 City teachers 4 864 3 174 t Privatemaw;uZeeuni vanities_ 59 14, 025 8, 219 39- 1, 563' 40 15
Total 8625, 280 12, 787 85 Z 509 13 866 44 Is
I Statisticalsummary of education.In Biennialsurvey of education, 1928-30.Washington, Govern- ment Printing Office, 1922.(U.8. Office of EducationBulletin 1931, No.20.)Inafewcues data were obtained from the school catalogs for1930-41.
0 Mu enrollmentTheproblem ofsmall classeswasmentioned in chapter V.Table54 gives the dataonclass size,furnished by the college teachers whoreturnedthe personnelblanks.Theywere askedto indicate the size of theirclassesonthe junior collegelevel (first 2yearsof undergraduatework) andonthe senior college level (last2yearsof undergraduatework).It will be notedthat the problem of small classeswas more acute at the senior college level thanatthe junior collegelevel.Twenty-sevenpercent of the teachers of junior collegeclasses hadinaverageof less than15 students, while thecorrespondingpbrcentage for theteachers of. senior college classeswas61.The medianclass sizereported by 344 teachers at the junior collegelevelwas21.7, by 298 teachersat the senior college level,12.8.
TABLE 54.Number andpercentage of teachers havingclasses of givenaveragesizes according to juniorand senior college level,198e
Teachers ofTeachers of Teachers ofTeachers of junior col- senior ool- junior col-senior col- lege classeslegs classes lege classeslegsclams Average class size Average class site 41 NamPer-Num-Per- Nam-Per-Num.Per- bercentbercent h bercentbercent. 1 3 3 4 5 It 1 3 3 4 1
4 - 11 Fewer than 5 3.2 32 10.7 40 to 44 6 1. 7 2 .7 5 to 9 0 33 9.6 77 25.846to49 3 9 10 to 14 49 14.2 72 24.2ii(Ito 54 3 .9 1 .3 15 to 19...... 57 11 6 51 17 1 00 W 64 1 .3 20 to X. __ ..._ _ 65 1&9 34 11 4 70to74 1 .3 25to 29 63 l& 4 17 5.7 10 te,34 , 4011 6 7 2. 3 1 Total 344 298_ 15 to 89 23 & 7 4 1 3 Median clam site 21. 7 11 8 94 NATIONALSURVEYOF THEEDUCATIONOFTEACHERS
Enrollmentin majorand minordepartments.Thatanexcessive numberof majordepartmentshadtoo few studentsis shownin table 55. Of the68 -departmentsreported,thréefourths hadfewerthan 10 major students ofseniorrank and41percent had fewerthan5 majorstudentsof seniorrank.Of46 departmentsreportedashaving seniorstudentsdoing minorwork,65percent had fewerthan10 such students. The typicaldepartmenthad only5.85 majorstudentsof seniorrank andonly6.6 minorstudents. If theforegoing factsarerepresentativeqf thegeneralconditions, and thereisreason to believe theyare, aproblem ofseriouspro- pcirtionsfaces theNegrocolleges.Thesedatafurthersupport the suggestionmade inchapterV thatoverexpansionin curricular organizationbe çurtailedand thatmore cooperation bepracticed betweendifferentinstitutionsin thematter ofofferinghighly specializedcoursesandmaintainingspecializéd .e majordepartments. In addition,the necessityforaconstructiveprogramofconsoli- dationof . institutionsandconcentrationonspecific levelsandon certainfunctions isimpliedin thefacts cited above.Forexample, a both educationalandfinancialeconomywould beeffected ifsome of thécollegesshouldmerge,otherschangefrom regular4-year col- legesto juniorcolleges ,8and stillothersemphasizespecificfunctions, suchaspreparingscienceteachers,orforeignlanguageteachers,or primiiryteachers.This trendhas beenemphasizedby Palmer9 and more recently by HillandKelly.'" TABLEM.Numberof departmentswith agivennumber ofseniors majoringand . minoring during1930-31 Tr
Number of de- partments Numbefofde- Number of partments seniors majoringor with seniors. Numberof seniorsmajoringor with 'onion minoring minoring Major- Minor- Minor- ing ing ing 1 a a 19 2 9 a 20 3 4 4 21 No. 40e 6 BI 10 a 23 a ...... MO 7 a 25 e 4 6 so 7 1 3 38 _ 8 4 2 40 ...... 9 47 10 6 a64e s.s O. ea s OD ao ...... Mio 0. 11 1 1 12 3 14 N). Total numberof depart- 1 ments es 46 16 a. 16 ..... Median numberof seniors GO 1 majoringor minoring_ _ 2 5. 9 6. 6
Table shouldbe read thus:Five departmentshad only i senior had only 1senior d doing majorwork, and3 'departments minor work; whilethe number ofdepartments 'havingseniors doing majorand minor workwere 9 iI5, respectiVelY. IMoCuistion,Fred. Higheradulationof Negroes. Op.cit. Palmer, Archie M. Mergers, consolidations,and closures.ht Bulletin otthe Associationof American Collegeii,November1932. * Hill, David 8.,and Kelly, FredJ. Economyin higheroduastioo. NewYork.Carnegie Food* tion kg theAdvanoemeart ofTeaching, 1IL _ .
;
Vb. r f: knowledge. matter departments" and orientation data do had orientation matter fields,withfrequenciesranging employ extent towhichinstitutionsfortheeducation upper-class studentsfrom above tion ofthosein Negro teachers of Of the permit juniorsandseniors courses among may and thatsophopores negative. advance oftheir,classrankincollege. allow students work for work. regular collegework. required that attainment). semester hours. cated hours; and1,16semesterhours. c1asses-5 accepted 10 hours. amount only 1reportedthe furnishing informationconcerningcurriculumpoliciesandpractices, Progressive colleges proper sequence Restriction Scholar8hip dandards.Ofthe !f Ertention work.Of18institutions(2 an average Orientation cour8es.Information take graduate no .4",) two practicesthelatterisperhaps are some not the institutionsin All the4-yearinstitutionsrequired below theirclassrankin Seven institutionsacceptedextension .any which itacceptodin scholarahifstandard courses Only representative, the so on of the diploma, certificate, specify, itisknownthat CURRICULUM POLICIÉSAND_PRACTICES a Only authority. to enrollforcreditin of C.,and2 are level ofcourse8.Institutions higher standardbe 1 reportedthatfreshmen EDUCATION OPNEGROTEACHERS SPECUL CURRICULUMFEATURES and articulationof for freshmenwhich acceptance ofworkdonebycorrespondence. disregarding theapprovedpractice newer as 1 required may courses. are Three institutions much courses on 14iving take senior These eClucational to takefreshmanandsophomore attempt tointegrate variousfieldsof an average 4 as a a Not (a rulerequiting extent towhichcollegespreparing a matter ofexcludingstudentsfrom increasing attention 4-year curriculum 18 institutionsreplying,only courses were 30 semesterhours; or B college. as lower levelsdemandsthe degree. made inthemajorthan average; courses. courses; None accepted a cut procedures. courses was much from 1to5. few institutionsoffergeneral Practically allrepliedinthe gave of which of C eacioss theseveral at least1 obtained concerning may Nearly halfthecolleges we're more extra creditforsuperior agreement 3 reportedthatseniors If thetrendsindicated two 3 given- in' work donein . take junior an average a of Negroteichers asked whetherthey are questionable. certain scholastic or moreyears Nine institutions Ten institutions year was ;. to theproblem junior colleges) 1, 28semester more Although the of excluding 10 subject- 9f residence 16 semester was subject- oe courses. than 32 p. of C+ courses atten- 1 indi- found group the" The 95 in ;
1111111111111111111111111111111111110111111d111111111111111111111111111111111111111111111NINIMM111111111111111111111 e. . thud& the schools preparing elementary. percent utilizedCooperating . parilig tion of similar ments ofaccepted by nationaland particularly preparation; and organization, (b) findings seeks (1) conducted in practice tice teaching here. portion of "cooperative u Russell,Ellis contribution of examinations. three schooki institutions agreed with inquiry foregoing listed: of themajor given orientation which the function is of 96 The data Practice The In The section majority Holors It isinteresting a University of any program representative teachers. a and.41.2 purpose procedures in secondary NATIONAL EITTRVET "All teaching for broad view on to discoverexisting facilities courses, comprehensive the statement without C. Tbe and show reactions representative of the those in the education counts inorderthat offered reservations. Curricula is Michigan, Ann administration, employed th'e studies" for institutions introduction of the fields of pf this considered recommendations E. C., percent utilized In this status ofpractice State that inthe authorities in (2) teachers institutions or systemforpreparing to note on honors group the secondary secondary other teachers, of teachers Survey as Ruisgl." shOuld oection is the college connection Arbor, Mich.,lift teacher-preparing knowledge." PRACTICE far for the berè essential which the courses, of Negro representative of teachers and hiid tutorial OF THE courses as procedures Washing in and provide on training institutions exerted qualification; 41.2 the field the and possible cooperating schools. examinations, to determine summary practice campus were This study supervision of of previous- level percent ofthe education of it is every attitude nearly: TEACHING curricula, for elementary plan. pircent owned teachers. and 111517CATION Negro for Surirey stipplieid, no schools. Of the sought the in colleges many reasons. pertinent of teacher f the and a to teaching is prospective control using 10 required institutions certain three fourths of this training and competent teachers, compare towhrd orientatioi practices was sodally studies, the most ofthe and with (a) teachers accrediting In the academic cooperative this phase Of the Negro over to observe OF TEACiliRS status andtrend study will minimum made tutorial education, whose following institiitions campus schools teak. very these valuable teaeher (c) for tile relating these practice list of corivrehenaive data. standards as one retuning teachers. agreed institutions predominant pronounce- plan.Two teachers largely of teacher practices, remainder number agencies, that only training schools, issue be given and .,{ issues and (d) edùca-. may Only Master's aspecta to the courses . of the to the prac- pre- set 40 the was the as It of on be of a , Il II E MIN flliPill l'Itt' IINI D , ZDUCATION OP N/BOROTZACIFIRS 97
rr. facilities, whereas almostonethird "of the training- schoolsfor ele- mentaryteacherswerejointly controlled.A greater numbeiof student teachersweresecuring practiceteac elenutntary train ing schools than in secondary schools.- Morewereenrolledincampus schools than in cooperating schools.In general, the collegeshad fewer than 25 student teachers for whomto provide practice facilities. Of the 30 institutions óffeljng curriculafor teachers of secondary schools, 27 offeredadistinctcoursein supervised studenttftaching. Thirty-one of the thirty-four institutionspreparing elementaryteach- ersoffered practice teaching.Twelity-sixout of thirty of thecur- ricula for secondary teachers,and 33out of 34 of the curricula for elementary teachers had practice teachingas arequirement for graduation. A Fourteen different titleswerereported forcoursesin practice teaching.The three ranking title...werePractice Teaching, Directed Teaching, and Student Teaching. WW1oneexception, 37 institufions placedpractice teaching inthe lastlsemester,orterm,of the last-yearof the curriculum, Teaching activitiesrequired.Asa grouptheinstitutions*studied *tendedto stress those teaching activities thatareacademic innature; that is, preparation of lessónplans, -organization of subjectmatter, handling routines,coaching individualstudents,etc.Itappearsthat practice-in extracurricularactivitieswashot given much emphasis. Observatioii, when provided,wasoffered in connection,withcourses in- educatioiialtheory, thecourse msupervised_ student teaching,or, in ninecases, as a separate-course.It precedes practice teaching moreoften than it parallelsorfollbws it. Amountof practice teachingrequired.--There is evident needofmore
wiiformityifi theamount of practice teaching required. ,Therange wasfrom10 to 360 clogic hours for alltypes of ,institutions.The , ,tendencycenters;around the standardrecommended by the American 1 Associationof Teachers Cglleges-90clock hours.Eighteenweeks wasthe usual periodduring which practice teachingwasdone.In the cooperating schoolsthe time varied from12 to 20 weeks. _ ., .11 PrerequiWes.---,-Practiceteachets usuallygiadhadcoursesin educa- .tionalpsychology, introductiontoeducation, and general andspecial 'methods ofteaching before theywerepermittedto begin practice teachini.Perhapg inno'phase of this inquiry did the institutions
.showsowideavariationasthey did in regardtò thecoursesprerequisite _ for practiceteaching. . Inamajor subject thésiudentteacherwasrequiredto presenta minimum.of 21.8 (median)semester houm of.credit, in'aminor15 semester hourswererequired.
Seleztionof 8tudent teacher8.Gradesmade in general-collegework, ., especially insubjects tb be taught,- and incoumesin educationcon- * . ' , ..: ,. , . . :. .. ,,, t.,.. .;.,: :' :...- e f, S7A ._ f., 1--,": i'7i,-*.. ,-.. '.4., .-4.- :,:.....,. it . . I f .. ,. . - yiuc.! I, 4.-.;. ...,...... , e . . - . -l' -.:e4 i__7_,.., ==-_- ;.:,-.-.. -A__-..-ti 4 '-';.%Y..',--. 4-.2;,- __*4,!.., ._x. '; - -'`-'?
1/4 6 a '1 V.' 98 NATIONALBURVICTOF THEEDUCATIONOFTZACHIBS v. stitutedthe chiefselectivefactor in thé'assignmentof student ers.The teach- questionnaire ofthisSurveylimited 'itself,however,to academic andprofessionalbases.Thereturnsindicatedfewattempts touse such selectivemeansasmentalabilitytests andcomprehensive ,examinations. Grarlesin whichpracticeteaching isdone.Ingeneral,institutions thatprepar.e teachersfor theelementaryschoolsrequiredorallowed the practice teaching ofstudentstocoverthe first6gradesorthefirst 8 grades.Practice teachingin thekindergartenwasrequiredintwo teachers colleges.Forsecondaryteacher&thetendencywas -quire iore- practiceteaching inthestudent'smajorandminorsubjects. Eremption.Exemptionsfrompractice .1 teachingNyere grantedfor the following reasons: Previous teachingexperience,lackofadequate facilities, and conflictof pfacticeteachingwithacademicclasses.The data show that thegrantingofexemptionsexceededtherecommenda- tions of authoritiesin thefieldaswellasthepracticesofsomeof the besttekcher-prifparinginstitutions. Rasp, of thedirector.Thirty-sixdirectorsofpractice teaching reportedthat theydevotefrom5 V, 87.5percent oftheir ,stShool time to thepractice-teachingprogram; 44.4percent ofthe institutiöns reportedthat lessthan40percent óf thedirector'stime was spentin thismanner.. Qualificalionsofcriiicteachers.Morethanthreefou;thsof the institutions requiredthe criticteacherto havethe,bachelor'sdegree. -Onlytwo institutionsrequiredthemaster'sdegree: The mediannumber pfsemester hoursofcreditsrequiredof critic teachers in the subject supervised-wasapproximately22.7forthe col- lege groupandapproximately21 for theteacherscolleges.This is than the less standardof30 hoursfixed istiystandardizingorganizations. Theaverage number ofyearsofexperiencerequiredof critic ers teach- , rangesfrom2 to 3. Cooperativepracticeteachingfacilities.---Anumberffcollegesedu- eAting .Negrote4chershaveestablishedwithlocalschoolsystems satisfactorycooperativearrangements forpracticeteachingin the publicelementaryandsecOndaryschools.Whilenoneof these sent ideal repre- conditipnasomeof themhavesuppliedpracticefarilities approachingthosewhichcah be suppliedby collegeswhiciihaveboth college controlledcampus training .sehoolsandcooperativearrange- menta with localschools. ( An interestingexampleofacooperativelycontrolledpractice- teaching situationwas remintly foundinasoutherncity.TheNegro college *this communityisalibbralartsco ,but isattemptingtö develop a strong departin for thepreparation ofsecondaryschool teathers.An arrangem:. beeneffectedwhirebythestudeiitatit
1 O EDUCATION OF NIGRO'TRACHNRS 99 the college do practiceteaching in thecity high schoplfor colored pupils. The head of thedepaffment ofeducation'atthe college isthe liaison officer between thetwoinititutiofis.The regularhigh-schoolteachers areèympathetic towardthe plan.Theyarecalledtogetheib periodi- cally by the principalto discusscommpnproblems arising'inconnec- tion with the workof .practiceteachers.They make Aeklyreports tothe principalonthe practiceteachers undertheir supervision. These reportsarepassedonto the college authorities.:The pOcipal of the high schoolalso observesthe work of thepractice teachdrsand makesareport to the college.The followingare someof th6 articles ofagreement entered intob¡rthe high schooland the college: 1. A critic teacher fromthe collegeisto be present in tht high-school , building in'orderto supervise during thetimeanypractice teachingis
being done by thestudents. -1 2. As faraspracticable, eachcritic teacheristo supervise in hisor her field. maw 3: Afterproperobservation thepractice teacherbeginsto teach. 4. Byagreement between the collegeand the highschool the high- school teacherwho hasapractice teacher,in charge isto direct, and assist:thepra'etice'teacher liberallyin whateverway.deemed adviiable. 5. In order to *videareal situation for"experience,otheroppor- tunitiifor practice apdobservationareoffered bythe highschool, such: E attending facultymeetings; receivingprincipal'sbulletins and other materialsand forms ofthe school,visiting and . observing other classes and clubs;andII; .. :contacts with the workof theschool in general. 7 6. The rating sheet, whichis usedap a meansof stilintlitingipterest and otherwisehelping -thepracticeteachers, isto be revised and arranged jointlyby the collegeand the highschool. The initiative inthis &operativepractice-teachingarrangementwas .taken by thesuperintendent ofschools.It has beenin operationtwo years,and all concernedarepleased withthe resultsthuifar In summationof practice-teachingfacilities, itmaybe pertinent to pointoutsomeof the respectiveadvabtages of thecamp ntrolled and cooperativelycontrolled trainingschools. In additionto permitting tompletecontrol ofthe factorsandcon- ditions ofpracticeonthepart of the collegeauthorities,thecampus- controlledtraining school givesopportunity forexperimentationand theintroductionof innovations andmodern practiceswhich mightnot be 1..,:1nittedinanoutside school. h Pn the otherhand, the cooperativelycontrolled schoolshave cortain ylvantages.In the first place,whenaninstitution isallowedtouse Deregular public schoolsfor student teaching,it ustallysaves money forthe college. Second, the public schoolspresent the actualcon-, -74,"
3 MO NATIONALSITIVITOF TIMEDUCATIONOF MACHIN;
ditions whichwill confront 'theindividuals¿ater whenthify 4. aze teaching. It is appirentthat both plans . o have advantages. and disadvantages. Theoneused shouldbe determinedonthe basis of localneedsand after carefulconsiderationof all factorsinvolved.The important Ching is thatpraáticefacilitiesofsomekind beprovided.Data prawn:e irk this studyand in otherstudies indicatethatalarge 4 fr:te of the Negroteacher-preparinginstitutions, including regular collegeswhose predominantpurposeis the trainingof teachers, havenò practice-schoolfacilities. EXTRACIntRICULARAcrwrrnis Oft Informationwasreceived from18 institutions concerningvarious phases of theirprogramof extracurricularactivities.The data included thenumber andtypes of activities sponsored,theextenta which studentaparticipated, andthemannerin which theacty is controlled.Onlythe findingsconcerning thetypes and number of
activitiesarereported here. . Aocordi4to data shown in table56iheaveragenumber()Activities of the varioustypes sponsored by each institutionranged from1 to 45.5.If assemblies, whicharedaily activities inmanyinstitutions, --sireexcluded therange perschoolwasfrom1 to 6.Those activities whichweresponsored by12or morecollegesare:Athletics, debate, dramatics, glee dubs,choruses, schoolpaper,religious organizations, claw organizations, andsubject-matter clubs. Some idea of theextent to which opportunitias forparticipation in activitieswereprovided is shownby theaverageandrangeofgko-
tivities sponsored bythe institution's.Excludingassembhes, dances - and partiesIwerethemost Oopular, theaveragefor 11 schoolsbeing 8.2, witha rangeof from1 to 25a year.If class orgnizationsare omitted,. intramural athleticsformen appear tobenext, witch
&vampof 3.7 for15 schools, anda rangeof from1 to 7. : ;.; In view of the increasingimportance beingattachedto curricular activities inpublic schools andtheconsequent need of sympathetic. and intelligentguidance from teachers,institutions for the education of teacIerscanill affordtb overlook the place of this work inany programfor the preparationof teachers.Theextent to
which the educationalvalues accruingfrom. the extracurricular activities sponsored bythese institution,areincidentalor,definitely planned isnot known.lagwever, from dataat hand and knowledge obtained from visitsto the institlitions, itdiay be concluded that the extracurricularprogramsof Negro teacher-preparinginstitutions .arelacking' both in varietyand educatioial direction.Thiscon- claim is substantiatedby data obtained intwo mirk= .studies of
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=OVATION OF MOROTIACHNIIS 101. the social, economic, cultural, academic. and intellectualbackground factors of Negro college students."ks
.411111 Tasu M. Tedei number,range,endwrapnumber of extrocurricular aditikse flared in 18 institutionsfor the educationof Nero teachers, 1931-3,
Of Num- e. ber ol 14Inn- A Tyr- Typo of activities Rangetiratsee teres 1i activi- ties schoolsschool
3 4
Athisties:
breermitsgiata. .. .11 . b4 1-4 2 IstramaraL. 66 1-7 wallow & bgereeivema. . 11 1-3 1.1 bairamoraL ae I. 1-4 3. AllAela=rri2ISL . .. 456 10 46.6 Deans.Pities 90 11 Dakota_AP MP t- 38 16 L9 Dramatics s. .4 15 19 Traternftiss Class) le flororitim (women) p. Is le Hooarwy mistime .. . ea. L I Literary moistiss M. 30 11 Ls Maim Oise dabs 27 17 LC Death 6 L e Orchestras 11 L Q Clormaa_ 0 .16 1 -? 13 1.3 I .7.11. I Religions . 0 34 1-6 13 4 D. le Ocasea - - 411 _, Mani' 4 4 4.9 lifigasime 10. MO ..... le lb l 3 2 1. 6 Peps 21 14 1.6 litotient goveranassit: Oscoral association 6 6 iltagisot amine fflo 0. 9 7 Ciao onganisations... -40 60 14 clubs 46 I S 12 tralirdariKeliansousclubs_ a. 46 ' dis f. EDUCATIONAL AIMSAND ISSUES . Aims of initittitiv.Administratorsofaselectednumbeiof Negro collegeswererequestedtoexpress' theirjudgments concerning the extent to which provision is made in their institutions%for certain -educational aims " and objectives.Eighteen institutionssentîn usableanswersto this questionnaire. Acheck-list of25 aimswas provided and the respolidentwasrequestedto check in theappro- priate columnto'indicateif the aimwas(1) directly and specifi- cally provided for throughoutthe inititution,(2) directly and specifically provided for insomedepartments,.(3)indirectlyor inddentally providedfor,or(4) not considered. In orderto obtainacomposite index of emphasisonthe aims by an the institutions,thepercentages of schools reporting the various c 0141111111111111111
ISOsbert Labatt's. Pormonsi Study 'of Negro ColbyStudents.Now York City, Tambours Oils" Osionbia University,nil.ip.(esstributioos to 114nest4on No.SO a------.Alisckwound Study otNegroOases 8tricisats.Op. cit. leAlmsadaptedkern Zees, L. V., aid Ctswilord, C. C., Oallepalms, pestandpremet.-Sokol emi Sesisth It 411,410, Dss. 8,MU. 41. 4 ..*.'
4 , the ideals to the'present tion would revise theik to oVercomethe Npecifically unfversities with the the aoceptaoce followed by just what to figure7.. universities of a ences. physical em r,ivi4ation.--scientific aim aiberal These probably practical a 11111,David8., and character mailer, view of education of hypothelis cation of institutions, and group The This indef considered senting the the third 27.8 in somedepartments,by 1,1 levels "attention ItTZ view While itis An interesting It ishoped The The three It isc::. composite percent; and are to attainingthegoals *induct 'of 44 next tworftnking NATIONAL their imtortance A philosophy, if (2) command efficiency and established, efficient reflections of teahorsl-anlied einphasii have the subjects), and essential 18 institutions, by maims in those charged and KayoFled a measure this pountry, that the has first level of throughout rahks ofthe to ifidividual trup thatpractices %other highest education) Negroes is that the one. leant that 1, and of institutions suitable but probably training. evAluations a in _tali() common junior colleges, maximum benefit'of SURVZX OF assets intheequipment not atallby were any, motivateseach the predominant aim of emphasis aims, practices of if the of theindex of the J. midst ofadversity.ls 4 light ofavailable the predominant health, and(b) and towhat to with administration. fouith the institution 44* computed. thik to teachprs,namely, -shares loamy among other comprising (6) scholarly 27.8 third. aims, (5) are'useful prelirainarieq differences", impractical* prepare discovery and both immediate fault of are set forthiitheseaims. Negro colleges ranking iims a fundamental value of Negro teaching percent; indirectly' shown infigure by O. TIM In objectiveetnat frequently fall seventh rank as the 25aimsfind War 5.5 ttrcen.t. was This is these institutions of emphasis teachers. extent training for well inert*, and ZDUCATION liberal 300 and multiplied by *location. Op A one The undertaking attention by of institutions was abd scientific luiowledge; feiture8 cluiracitelizing as and ultimate, this further technological aevelopment. of theliiindre)brof . processes, 38.9 are 'of teachers. sum would strive teachers . it provided arta colleges, phi19sophy body infinitely . (1) knowl was found-thatthe in making a for that also of with far short . 7. The percent pfthe of these be life needs minimum substintiation to individualdiffer- OF TZACHIRS The vuid would be and t, seen fireadesigned objectives 3, thesecond the colleges, percentage and (45 by those (a) training clarification Lind for directly incidentally is understood significance particular our for the attitudes, next by reference of Uttaining E persistently products The cultural continually. t k colleges and colleges and to ascertain land-grant value s. (the of subjett superior entr morality genera- the edu- .41 sc , of this higher of the mod- repre- more with iS by of aim. aim, 1 are for was and dr in by t. Is O. 2, .9 , iciToN te 7,7 11111101 MAP I 7», -
10 :. 4M. IDUCATION OFNEGRO 111ACHICRE 103 .
INDEXOF ZMPITA8I8 . AIMS ANDOBJECTIVES KO 290 200 ISO 100 90 .
fit ledge a subject mattef(particularlyina * . special UM :
. r Cornmand of thefuadainso.ta1pioomss(knowl- yo. 0 edge and skiltinvolvedin the tools of oral and \ tir
written$ peechandnumbs) 0 1Edpostion.sof_teachers (knowledge, skills, and s . traits involved in differentiated curricula111 J prospectivetamable(*) . : . we: - 4 OP' 4.Morality and charactertraining(toassurejudg- w
_ ment in terms ofindividtialand socia) Moab).. e . .i.---, S. Training forMums&(the mare mica& sub- I )ects) . el 4 ...... w 6 Scholarly andwield&attitudes-tdevelotiment r cd sobolsrty attitudes, interests, andambitions, , scientific inquiry into truth) .. do I i -& A ttantion to individual differences (in theinter-
,eats, aptltudes, and abilities a students).. . . I . .. --.._ I & Training forphysical efficiency and health l throughoutlite .,..+ 44. A. Liberal education (a general rather thana spe-. Or 0 - claimededucation)_ ...... : r 2...... _ --- 16.Specific or mahatma'. and technical trainingto i..o PrOtThOtaoccupationakorvocatiotalefficiency.. 41°4 1 ...... - ...... m....-...... -...... -.- ..m...... t. Providingkxthe cultural development ofpro-
spective teachers (uncovering and kuiding the t
latentWants of the students) .. J...... ,... -...... 1... ./...... -.....-...... -...... 1. S.Conservingthe aeoomplishmenta of mankind
.- (therace expertence) . . . 4. I _----- ..._ 114Trainingkwleadership(socia) rather than tech- 0 . .0 . nical) 4 - , .m..ma I - ..._
V 1 stoordinationandamass&orinteration of the 4 =day Bekb of knowledge andexperience (health.eponomklife,citizenship, homeand Wally I pa, leisure) f ...... A...... - ..4441.
.. I e 1&& Training of students in scientifictechniques...... -... ._ MS. Training for worthy home membership (knowl- f
edge, skills, and appreciationsof homeand ..
parental responsibilities) . . -4-- 17. Civiovocialresponsibility(acquaintance with the duties of&transhipand the promotion o( an intelligent public opinion) _ It Religious trainipg lb ''-4, 19. Training for the wireuseOfleisurethroughout 1 life. it
w at PreProlessional andPrikohnIcal trelnifit(oppor- .1 . tunities for "backgrotindmaterials" for tbe 1 learned professions Ind-technicalindustries)7.. , 1 21. ,Manners (acquaintancewithestablishedfotms . D. k o( etiquette)_ t, ..... a _ , . 22. Research (productive , .4 rear& byfaculty)4 a. 23. Mental discipline .4 (exercise of themind;/' trawl- .. .. ler of training") . 4 amera N.Iducation ofgraduate stulentsto master's de- , .. greelevel . 1 A 4 d. * XL lineation ofgraduate studentstodoctor'sdegree ... level . e *a 4 4'..o. helm7.Istent towhich . 36 collets almaare emphasisedin18institutionsforthe ofNovo . :. o teachers. r . ( ,4'. . . s R. (Far auganatiao 4r diode;ase page161), . , 11118k--811-11 :. I pi ":, ..'. . ---ce -."..# I 0 . . 4 sr e(441';', 'le A 104 NATIANALSURVEY OFTHI;EDUCATIONOFTEACHERS kr.le#8 relatingto the educationof teachers.In orderto ascertain institutionalattitudesvoice certainissuesrelating e !theedu- cation of Negroteachers,administratorswererequistediôindicate the extent to whichthey agreedwhir% listofstatementsinvolying t certainproblemsand issuespertainingto the educationof teaciiers. Theywereaskedto indicate their agreement with thestatements ini- of 4 wayi: (1)" Yes,withoutqualifications",(2) " Yes,butwith reservations",(3) " No,but withreservations",and(4) " No,without qualification."A compositeindex ofagreementwasobtainedby multiplyingthe first levelofagreement by+ 3, the secondby+ 1, the third by 1, and thefoutth by3. Thealgebraicsumofthese iiroductswasconsidereda measure of theextent ofagreement. The50 issueshave beenarrangedin theorder oftheextent to which adniinistratorsin Negrocollégesagreewith thkn.Both thelist indthe indexofagreement shouldbe of valueto thoseworkingwith curriculafor theeducationof Negroteachers.
ISSUESRELATING TOTHEEDUCATIONOF TEACHERS 1. Teacher educationhasadualtask--toprovide forthe cultureof Indexof the prospectiveteacheraswellasto give himtheknowledge,tech-arcane* niques, andappreciations - essentialto hisprofession...... _ _+300. 00 3. A broadgrasp of humanbehaviorsocialaswellas individualis important in the educationofateacher +28& 88 3. Any adequate programfórthe educationof teachersshouldpro- vide inproper balance for thecultivationof phisical,social, and testhetic expeHences aswellasfor theintellectualexperience_+ 288.88 3. Theedudation ofteachersshould increasinglydevelopa capacity forindependentand _- self-directiveactivityupon the part of _ pospectiveteachers , _ + 288. 88 E 5.14.1reshould beopportunity forstudents inall collegecourses for : prospectiveteachers _ to observe. g9odteaching inthe training E ,schools . ..t...... ______+28& 24 .. (I.Any i curriculum forprospectiveteachersshouldnot only eqidp _ *themto teachthe implicationsof thesocialheritage butalso it . should equipthem toteachcontemporarymodes ofliving and problems 0. +275. 00 7. Prospectiveteachers shouldbeintroducedto varyingcurrent theories of school organizatidaiidcontrol; forexample,creativeeduca- tion,adjustmentto environment,andpreparationfor adultlife__ +266. 66 8. " Blanket" certificates,permittingteachersto leachall subjectsor grades shouldbe diminat'ed,each certificate:hould,onthe other hand,Ispecifythe leveland fieldsof subjectmatter thatthe teacher is equippedto teach +264 70 %Theeducationof teachersshouldat leastmakeprospectiveteachers critic.al ofnew philosophies oforganisation,curriculumcon- struction,and methodisuchas are reflected inthe platoonschool organization,individualinstruction,generalscience,general socialscience,creativeeidueation,theproject method,and similar movements...... +255 54 EDUCATION OF NEGRO TEACHERS 414- 105
Courses of the reviewtype implying subcollegiate work, for ex- Indexof 11. sentemosi . ample, gramnigr,penmanship, arithmetic and the like, should not be givencollege credit; students deficient in thesetypes of subject matter shouldbe required to take sucfi work without college credit untiktheymeet recognized standards of attainMent_+241. 18 11. The programfor the education of teachers should providespecific training designed to developdesirable social and individual traits of personality in prospectiyeteachers +241. 18 11. A.minimum of 90 clock hours(1 hour daily for 18 weeks) of sup6r- vised practice teaching shouldbe required of prospective teachers +241. 18 13. Institutionseducating teachers should obtain objective personnel evidence bymeansof various types of standardized tests con- cernjng the abilities, culturalbackground, attitudes, aptitudes, and traits of prospectiv.e teachers______+ 237. 50 14. Mostprofessional education of teachers shouldtake place in resi-
. dence; correspondence or groupextension'coursesshould be acceptedverysparingly towardsanycertificateordegree__ +229. 42 15. Achievementscomparable to attainment of high-schoolseniors should be insistedupon as aprerequisite for granting college credit in fields of subject matteressential in the teacber's a 0 education _ _ _ _. ______411M OD. +225. 00 16. All curriculashouldprovide foracertain minimum numberof orientation cdurses in order that everyprospective teacher maybe givenabroad viewonthe college level of thesocially e valuable aspects of the majorfieldsof knowledge +222. 23 17. Each curriculumdesigned to educate teachers should definitely I.1 provide for thedevei6pment of latent abilities andaPtitudesof prospectiveteachezs-in addition to giving them the essentialpro- fessional equipment of the field ofspecialization______222. 22 18. It is desirable where sevetalState-supported educational institu- tions exist that each shouldspecialize its curricular offerings to types of teachereaucation most feasible for that type of insti-
talon______e e - e MIDNOODIMD______e M» 4ND411.¡NM e .1b MI) e ...... +220. 01 19. Theprogramof studies designed to educate teachers shouldbe based largelyuponthe results of scientific educationalfesearch.__ +217. 64 20. Programs for the education-of teachers should be differentiated; there should be differentcurricula for specific types of teaching positions suchasthe intermediate grades,English, art, and similar fields +211. 10 21. All 'teachers, irrespectiveof their possible location in rural orurban communities, should be introduced to theproblems and modesof living of both agrarian and urbancommunities +205. 88 22. Institutions engaged in theeducation of teachers should leadrather than followprogramswhich attempt to modify thepublio-school curriculum + 194. 12 23, The techniques forguidance and direction of the creativeabilities ind activities of children should be stressed, asmuch in the preparation ofpiospective teachersasthe techniques of thetool and content studies .1. +182. 36 24.5. Theprogramof teacher education, at leastfor the secondiry school, should equip the prospectiveteacher to teach several fields of subject matter...... +182. 85 106 NATIONALSURVEYOF THE iDUCATIONOFTEACHERS V 24.6.Theeducation ofteachersshouldbeunderthedirect thatgroup who have controlofhulaof preparedthemselvesto trainteachersliptelTheit theprofessorsofeducationand N). psychology +182. Electivesshouldbeincludedineach 35 cate curriculumdesigned*to edu- prdspectiveteachersin ordertoprovidefor andaptitudes varyinginterests 27.Tliere..shotild +177.79 bea limitedamount oftraininginthe andpritistisrsof generaltheory teaching andlearning;thatis, workin tion and.; bology educa- 28.Much of tstifa',17iucation +166.68 ófttachersmay well takeplaceafter pre-ser44e-riodof the educationiscompleted,in theform oftravel, graduatestAidy,.originalinvestigation andstudy,and thelike.._ 29.Everyteachingisosition +166.65 impteithe needofa definitelyoutlined curriculum(a sequence'ofcirourses)designed who to equipstudents desireto fitthemselvesforthattype of 30.. A educationalwork_+158.83 considerableportionof inycurriculumforthe teachersshould educationof consistofgenéral(nonspecialized) . courses in variousfields ofsubjectmatter 31. Each +147.07 curriculumshouldgive studenispreparingto teach knowledgesandskills essential whichwillenablethemto meetall ofteachingsituations types anddifficulties,suchas sponsorshipof tra-curricularactivities, ex publicrelations,professionalstudyand -research,and.,similarfieldsofactivity _____ MID OW 32.5.Practicallyevery +147.05 course in eachcurriculumshould --.. sionalized; beprofes- that is,taughtinterms ofitspossible andapplicationin contribution thesubsèquentteachingactivityofthe studentspreparingto teach 32.5. Each -4-135. 30 curriculumfor theeducationofteachers a condition shoulddemandas ofadmissiontheattainmentof high achievementinthe standar&of fieldsofknowledgealreadystudiedby ,prospectiveteachersintheirelementaryand experience secondaryschool 44.Practice +135.30 teachingshouldbegiveninschools re¡ion typicalofthosein the servedby theinstitution______35. Thevariouscurricula _ _ _ _+111.76 providedfortheeducationofteachers be basedupon what is should taughtin thevariousschoolsubjects ° -betterpublicschools in the 38.Theconventional +111.11 collegeorganizationhas ledtoextreme zationinstudyofsubject speciali- matter;tocounterbalancethistend- ency prospectiveteachers needfewspecializedcourses andmany integratingsyntheticcourses; forexample,the whichcut subjects ofstudy across departmentallinesas incourges temporarycivilization *ledcon- 87. +100.00 Attitudes,appreciations,andidealsare by-products resultingfrom or outcomes attentionto theknowledgesandskills inthe fields ofknowledge major 38.Anycurriculumfor the +99.99 educationofa teachershouldbe prescribed;fewelective largely studiesshouldbepermitted_____ 39. Indeterminingwhat +88.88 theeducationofprospectiveteachers be, thetechniquesof job should analysisas workedout inindustrycan beapplied;specifiCations and "jób"sheets forvarioustypes of° . teacherscan be drawnup to serveas a basis ofcurriculummak- , ing iningtitutionsfortheeducationof teachers_...... + 88.23 EDUCATIONOF NEGROTEACHERS 107
bodes of 40. Any curriculum forthe educatiorf ofateacher shouldbe largely greenest the subject matterin thg student'sfield ofspecialization_ +75. 00 41Instructors in all collegedepartmentsshould frequentlyteach demonstration lessonsin their subjectsto children in thetrain- ing schools _ + 73. 82 42. Curricula designed toeducate teachersfor rural schoolsshould be different from thosedesigned toprepare teapps for urban communities +64. 70 43. The educationalprogramforanygiveninstitution emagedin edu- f- cating teachersshould be modified f-- . to fit the sotialeconomic back- ground of thatgroup +62. 50 44. Separate methodcourses(how toteach the subject)should be provided in additionto the essentialcontentcoursesin the field of the student'smajor -ÌN9.42 45. Courses in how toteachasubject shouldbe eliminatedand instead eachcourseshould combinethe problemsof what and howto teach inoneunifiedpresentation +17. 72 46. There is, interms of thegreater variety andcomplexity ofcontent onthe elementarylevel,a more valid basis for requiring4years of preparationfor elementaryteachers 'than forhigh-school teachers +12. 50 47. The main considerat.n'n the educationoftethersis to provide the essential knowledge :nd skill whichwill tendto emphasize the teaching of the minial umessentials ofthe public-schoolcur- riculum 87. 50 48. Theprogramof teacher educationshould he generalrather than specialized; teachersshould be preparedwith but slightatten- tion to specificpositionsorlevelsin otherwords,weshould educate teachers,not specialistssuchasprimary teachers, physical educationteachers,ormathematics teachers__ _ . _ ___ -88. 90 -49. Provision foramodicum of skillin teaching will beobtainedmore effectively byconstant supervisedobservation of good teaching than by theconventionalseparate supervisedcoursesin practice
teaching s. . 150. 00 50. Any institution,irrespectivof its specificfunctions,mayproperly undertake to éducateteachers 229. 42 The onlyissueuponwhich therewascompleteagreementwas (1) "Teacher educationhasadu askto provide for theculture of the prospectiveteacher,as we 't;,.:give him th9 knowledge, tech- ;.; niques, andappreciations essentialto his profession."The threenext ranking issues,all of whichhaveanequal index value,are(3) im- portance of broadgraspof human behavior,(3) teachers need cul-
tivation ofphysical, social,and aestheticexperiences,aswellas = intellectual experiences;and (3) development inprospective teachers of ilidependentand self-directivecapacity. O The issue havingthe highest index ofdisagreementwas(50) "Aiiy institution,irrespective of its specificfunction,mayproperly under- taketo educate teachers."This fact is of particularinterest in light of the practices ofmanyinstitutions and the evaluationgiven the aim, "education oftatchers," in the diicussionjust preceding.
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108 N4TIONAL J/ SURVEYOF THISEDUCATIONOFTEACHERS Althoughcertainconflictingopinionsmaybe observedin thefore- going list,theagreement indicated,when takenwiththe aimswhich arebeing emphasized,reveals certainphilosophiesandattitudescon- cerningthe.edwitionof teachers.Thenext importanttask..foreall school òfficialsToncernedwith thepreparationofAgroteacaisisto effeCt organizationsthat willput these philosophiesintopracticein order thattheirvalidity forNegroeducationmaybe tested. SUM MARY The smallenrollment . ofmanyof thecolleges forNegroesmakes it difficulttocarry onaneffectiveeducationalprogram.Thepreva- lence of smallclasses,partiallyreiulting from thesmallenrollment, . is alsoadeterrent, bothto efficiency andto equality ofwork.Negro collegesareweak intheir admissionpolicies andpracticesand they have lagged farbehindother collegesin adop\lingsuch modempr9- ,cedures andinnovationsasorientationand honorscourses,compre- hensive examinations,and studentguidanceand counseling. .One of themostis rtantpFalemsfacing theseschools,however, is that ofpractice-teac-.1gfacilities.A relativelysmallnumber have practice schools,and ofhose thatdo havepracticeschoolsmanydo notexercisecontrolovethem.Considerablevariationis found amongthe differentinstitutionsin thekind and amouitof require- menta in practiceteaching, themethodsused, andthequalifications and responsibilitiesof the criticteacher. dap . Theextracurricularprogramprovided forprospeptiveteachers is inadequate,asshown bythe smallvariety ofactivitiessponsoredaud the limitednumber ofschools sponsoringcertainactivities. - Thepredominantaim of Negrocolleges istoprepareteachers:.To provideknowledge ofsubjectmatter, to givecommandof thefunda- mentalprocesses,andto develop characterarethe aimsreceivingthe next greatest emphisis. t.
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. , ..,15., I, . . ; ,..; #, .v- CHAPTER VIII *.it FINDINGS,CONCLUSIONS,ANDRECOMMENDA- TIONS The education ofteachers isbecominganincreasinglyimportant ahd pressingobligation ofthe &Ate.The growingpopularization of education, the rapidreduction 6f,childlabor,rompulsory *khool attendance, the ever-expandingnature and complexity ofthe demands which moderncivilizationmakesuponits citizens,and the lackof unity and wordinationin teacher-preparatioiland certificationpro- grams areall elementsinasituation requiringaunited andcourageous attack whichcanonly be madeby organizedsocietyasrepresented by the State.
Therewas atime when theterm `` teacher" hadsroad applications, and preparationfor the 'workof teachingco ofarelatively brief period ofunspecializedand. generaltr Today, hpwever, the. Profession demandspreparation ofa,highe-technicalnature and of considerabléduration.As work becois morespecialized,greater specializationof preparationforthé-t----askisnecessary.Important asknowledge is,morethanmereknowledge isnowrequired ofteachers if edimation isto rank with,suchprofessionsasraw, medicine,orthe ministry. Somereductators believethattoo much emphasis is oftenplac'don the so-called profeisionalsubjectsassuch in theprepgrationof teachers.Grantingthat this hasbeentrue in certain institutions,it would beworsethan follyto swing backto the otherextreme ofover-. emphasis ofsubjectmatter and theexclaionof nearly allprofessional education,courses. Society'sself-protectionand perpetuationcanbest béaccomplished through adequateschools, mimedby efficient .andunderstanding teachers.It is,therefore,amatter ofenlighteziedself-interestfor thecountry.as awholeto provide,moreand, bettereducational opportunitiesfor Negroes,especially in theStates maintainingsep- arate schools forthe whiteand coloredraces.This Surirey andother studieshaveshown thateducationalfacilities forNegro children.are inferiorto those for whitechildren, andthat Negro teacheisas arule areless wellprermd thanwhite teachers. Muchprogresslias beenmade inNegro education,espbciallysince. the WorldWar.Indeed, insomeinstances therate ofprogressfor Negroeshassurpassed thatfor whites.It shouldbe -remembered, I. HO NATIONALSURVEY OFTHEZDUCATIONOFTEACHERS
v however, thatthough theprogresshas beengreat, the t,us of Negro . educationwasoriginallyand stillis low.The educatimiof the'col- oredrace se -lagsfar behindthat for thecountryas awholeandfor the whites", thoseStateshavingseparate schools forthe twtgroups. Withoui,oubtx6ne of themost importantmeansof correctingthe- existingdefects lies inthe impmvement, of thepreparationof Negro . teacluirs. , w ThepurposeM this , study hasbeento.presentapicture ofsome of themore importantaspects of the e4ucationof Negroteachers inthe 1, United,StAites. 'Onlycertainfeatures ofthe totalproblem have bee]; . tieated, but it ¡sbelievedthat sufficientdata havebeenrevealed,' to furnish the r)ackgroundfgraclearerunderstandingof the . proble* and issuesin,,volved andabasis fordrawingconclusionsandformu- lating effective policiesandpractices.The*possil;ilityoferrorin someof thecdnclusionsmayexistClueto the fact thatthesupporting data probablyrepresent conaitionswhichire better thanthose whichactually prevail. , . ,, . gm* a FINDINOS ANI)CONCLUSIONSCONCERNINGTHE
.4 TEACHINGPERSONNEL , I. In 'viewof theinrreaseddemandson-theprofessionandthe growingcomplexiby ofmodern society,the deficiencieswhich existin the qualificationsof Negroteachers.aredisquieting.hi1930-31more thaponefifth of theNegroelementaryteachers hqdnot progressed bilyond4yearsof high-schooleducationthree fourthshadnotgone beyondthe acceptedminimumstandardof2yearsof collegework, and 414percent hadnot reachedthatstandard.Only5.7percent of .the whiteelementary.teachers failedto advancebeyondhigh school, ascomparedwith22.5percent of the Negioelementaryteachers. Althoughthe divergencesbetweenNegroand whitesecondary schoolteacherswert notas greatasthosebetween Negroand white elementaryteachers,someupgradingof Negroteachersonthe secondarylevel isdesirable.Therespectivepercentages of Negro and whitehigh-schoolteacherswho hadfailedto reach theaccepted v .standard'of4yearsof collegeworkwere 27.5 and 21.Theper- centages of high-schoolteachers whohad pursuedgraduatework werewhite,25.3, Negro,10.6. Nearlyonehalf theNegrowomenhigh-schoolteachershad less an te acceptedstañdard of4yearsofco ege@reparation,.as contrastedwith ohlyoneeighth ofthe men:Thtotaleducation of Negrohigh-schoolteacherswasfairlyhigh, ugh themeager amountpotk: bysortiein theirprincipalfield of hing isserious, Approximately17 percenthad12semester hoursorless in their principalfield of teaching:Theaverage amount of work required' by coll in thisstudy inthe majorfieldwas26semester hours.
h
.11- EDUCATION OFNEGROTEACHERS 111
Nearlyonehalf (45 Percent) of the Negro high-schoolteacherscon- cerned inthe present study had less than25 semester hours in their -principal field of teaching. The median number ofyearsof college work reported by-the college teachers included in this Surveywfits5.28.The medians for teachers in the public and private colleges, respective1y,6were4.R7
and 5.77years.Less than half hadmaster's degrees. . Teachers of thesocial sciences had the griatestaniountof education.Special- subjeet teachers had the. smallestamount. 2. Considerable variation existed between the different Statesm
the amount of education reported by Negro elementaryteachers, . whichmeansthat the problem of upgrading is*moreacute in-some States than in others. In 2 Statesmorethan 50percent of the Negro elementary teachers hadnot'advanced beyond high ,school; in5 States the percentage rangedfrom:25to 50; in 8 States the percentagewasless than10. The difference inamount of preparation beyond high school between the Negro elementary tvachers of theState in which the medianwas lowest and the teachersof the State in which the medianwashighest wasapproximately3years.In Georgia62 percent' of the Negro elementiryteachers hadnotprogressed beyond high school.The correspondingpercentage for white elementary teachers in that State wai36.5.In Mississippithe percentages for Negro and whi .
mentary teachers, respectively,were54 and 4.7.. 4. 3. Negro elementary teachersontheaverageappearedto havea fairamount of professional preparation'asrepresented by credit in, education.This seemedto be due to in excessiveamount'of credit earned by relatively few teachers.Considerablb variation by States . wasfound. In9 of the 16 States and the District of Columbia, which werestudied,morethanafifth of the Negro elementary teachershad 12 semester hoursorless in education. 4. More thantwo thirds of the elementary teachers included in this Survey and approximatelyonehalf of the high-school teachers hadnocredit in practice tAiaching. 5.- Negro elementary teachers have had rather longteachingq experience. Themedian for the entiregroupunder'considerationwas 8yea's.The medians for themopandwomen,respectively,were11 and8years.The medians for teacherskmthe various States ranged :,from6 to16.79years.The medianteachingexperience of high-school teacherswas7 yeirs and that of college Ceacherswasnearly 8years. 6. Although Negro teachers had had considerable experience,they didnot remain long iaoneposition.Nearlyonefifth of the elemen- 1tary,teachers had worked in threeor moreschoolsystems.The. typicalteacher intileNegro college remained through onlyonto college generation.More thinonethird left after'a period of 1or2
.1 w. , . 4 S. , af ØbliccoUe 9 \ * .1 , v , - . , have 69 for of Negro , 1 highest group ,andinthe . mand the the demind filled viould tional lattd ori the studies teachers than of Op , social average, thanthose in this $1,537. study The less women elementary was, ori The median cities graduate was less 9 Inasmuch from annual maintain positicins years` ofservice. percent of 112 8. The Negroes. The Approximately different percentage being greatest 7. The a tremendous by than for the median median the from to sciences opportunity, special Fiubjecta be mobility a was $954. Inediin of study, indicOes factor NATIONAL WOW a new teachers are . salary the median the salary Teacheri teachers, applwent demand. actual "c more median work. 41,000 $382 for each salary the standard source required States teacheri average, $11 optimum no;ed services Fifty- salary salary the I. as and was $1,733.For salary : ;1 of Negro tion ranged ratio than year. factors demand of they 'are secondary-school According 'that a year,andfour of the one halfofthe s ,..Pteivate of influence private of dpmand agriculture in the unted of teachers in $366 for it of all teaclers. 4 of A large 1 of in annually. nearly $1,841 for of all was were grAduatie of 100,000 as would- : _u and approximately new teachers new positions." causing public pe*eiit elementary A average Negro Negro reported c 8. of living for for less ratio 1- the Negro 1:.:*: Negro collegè classical schools to 6,the iesultini in to sizeof 50. OF TH teachers 4. Negro be college's The number iiource for réceived population. the the than the of colleges. *- I elempntary those the demand considerably However, iron of the high-school Great Negro than the new teachers evidence for Georgia in this open countryfo development expected teachers, and languages elementary fifths of teachers resulted community, rimeancoN from receivdd services having it who of all 3,000 one seventhof higher supply private Negro colleges 'have lowest variation was $1,854,,-and high-school teacher is teachers In Survey. As , t, 1 received . if the had an 41 teachers . in this e. According of teachers. for general, and new teachers high-school Negro from a matteroffact, was $548. greater. of salaries, -while received equalizátion to 35. for to $1,729for higher median elementary schools to thetotal . teachers new teachers. of public new demand the 54 combined, OF was so Negro hardly sufficient Survey teacher $1,215 for The less (men 1 teachers large teachers percent ofthe range TEACHERS Negro teac_hers salaries, year or included had and found salary the and coll lower. to States, In that greatest de-. tban was greater .were for and elementary ; education The NI a 'and i vacancies teachers, turnover, of edtica- of teaching , Missouti. 1 ey number teachers 001111-ratigiri71-" incliided teachers received :. of white women, am-ong medians women) those changed more of ,A $1,5k on calcu- of median in other 14 The still tO case o i this the the the the in or to , . II111111111111MENImonin _ °books intheperiodfrom anct by11 fished in coll lack and lowsalaries;(5)lackof of extra schoolduties,coupledwithheavyteaching loads;(2)irregularity colleges did . activity vT,ept gave partici fessional andcivicorganizationsofthecommunity. ing ofNegroesalsocarriedheavy;loadsin thirds ofthecollegeteachersincludedin departments ia.which opportunities. be improvedifcollegeteacherstook more children inthedifitant care ing thesedefitlienciisisthroughconsolidation,whichwould progerams sqbjects. frequently fas9 percentage ofNegroesthanwhitestaughtcombinationsunrelated the small'highschool. as percentage of Negrohigh-fachoolteacherscarried Negroes thanwhitestaught_in unrelated combinationsofsubjectstaught, new case attended collegesinthe from and trainingthe by Negró 15. Thepaucityofscho14tr1yproduction 14. Therelationshirrbetweenthecollegeandcommunitywould 11. Interms 11. A 12. Becauseoftheirsmallteachingstaffs programs; 10. great forwhiteteachers as 11 of libiarjefacilities. did instruction in shTild elementary teacherswho a departments. Although, thereisconsiderablemigration ichool ate in and was lirge more tliat : attengi* teachers, percent of i yas of- teacherswhotaughtonly 4 percentofthetiachers inpubliccollegespub deplorable. be taken (3) period by17 humber ofcollegeteachersiniinstitutionsfoi system ofanotherState. than 11percentofthe"new any as N'e of thenumberdifferent 10 percentofthetekchersparticipatein majority poor ZDUCATION OFNEGRO . honorary membersofprofessionalassociations. more community conditions described a the teachers inpubWcoll by given Stateshouldberesponsible administrative organization;(4)lackof tiaching -* to 'provide,tranwortation same than most ofthem,,thesmallhighschools 1926 to1932. areas This However, whereconsolidationiseffected, oi Only 8 percent as the NegroteachersinthatState. encouragement State. 1 department;5perçent was for or' will' two were was percent oftheteachers inpri professional activity. of theteachersinprivate colleges probably Negroefil. or more not bedeprivedof an done; Morethan a more in scholthe excessive teachingload. one aboste: Magazine articles More thanfourfifthsofthe TEACHERS a " among subject disproportionate number subjects taughtandthe terms ofthe a subject tiachers of Lind incentives;and and present sttidyfailed A larger active interestin result trom One the over-ambitious teachers ofNegro facilitieii was fielAs. of»(1) More than way State previous taught percentage of for pupplying-i a nearly twice 'In high-school one State n'umber, of any were too the train- eliminate A larger to po case correct- so in 3(ir fourth ,funds many given I In Staie come most pub- year '113 that pro- any The two ate (6) no to of *4 , . I' Iti; i= ' pr-fliTi 1.
re% 114 NATIONAL OF THICEDUCATIONOFTEACHERS 16. Onlyslightdifferences were found intheeducationofatiminis- trativeofficers andteachersofcolleges for.Negroes.Onethird(35.9 percent)of theadministrative officershadhad4yearsofcollegeor normal-schoolwork;more thanflail (56.6percent) hadhad1ormore yearsofgraduatework;47 percent heldmaster'sdegrees;and5 of the8 who hadhad3or moreyearsofgraduateworkhaddoctor's degrees.Nearlytwo thirdshadteachingduties. 17. One ofthem4stserious problemsin thewholerealmofthe educationofNegro,teachers relatesto ruralteachers.Byevery criterionusedtheywere found to haveinferiorqualifications.Thirty- fivepercent of theelementary ruralteachers,hadnotgone beyondhigh scharil,ascomparedwith22.5 percent forthoseinvillagei,16.4per- mint incities of,500to 9,999 population,10.8percent incitiesof 10,000to 99,999, and6.8 percent incitiesofmorethan100,000popu- lation.Of atheteachers having4yearsorlessofhigh-schoolwork, two thirdswerein theopen country. One fifthof the high-schoolteachersin theopen countryhadnot go.nebeyondhighschool.Only 45percent ofthemhad3 to4years- eof collegework,as compared with 74percent of thbteachersinvillages; 68percent in citiesof2,500 to 9,999population,77percent incities of10,000to 99,999;and71 percent in citiesofmore thp100,000. The transferfromother occupationsto teachingandviceversawas more prevalentamongrural teachers\thanany others.Relatively fewernew positionsarecreatedin theruralareas than Themediansalary of elsewhere. Negroelementaryruralteacherswas $382.37; themediansfor teachersinlargercommunitiesrangedfrom to $1,214.65. $491.72
FINDINGSAND CONCLUSIONSCONCERNINGCURRICULUM OFFERINGSANDPRACTICES 1. Widevariationsexisted in theamount ofworkandkindsof courses offered incolleges thepredominantaimof whichwasthe 'preparationof Negroteachers.Forexample,in edue:ation chologythe andpsy- numberofsemester hoursof workofferedranged 50.7to 243 (76 from to 364.5quarter hours)inprivatecollekes,and 26 to122 (39to 183 from quarter hours)inpubliccolleges.Seventy .51 differentcourses wereofferedineducation agndpsychology,21 of whichwereoffered by only1 institutionand12 by2institutions. Only12minesineducation andpsycholonwe ifferedbyasmany u.1.0or,morecolleges.. 2. Mireseriopsthan- variationsincurriculumofferingsamong collegesforNegroesarethevariationsincurriculum The prescriptions. requirementof themajorfor 014-year dwriicvlawas 39:3quarto hours; therangein medians was from 34.3to 78.8guar&hours.
to Joc.
s EDUCATION OFNEGROTEACHERS 115 t. The proportion of theiajor requirementto the totilrequirement for graduation ranged frtm 10.6 , percent to 66.6percent. :The varia- tion between institution.: in themajorrequirementwasillustrated o by the fact that in 1 ins dtution only21quarter hours of creditare required in sciencecomparedtoarequirementof 55quarter hours in another institution.Themajor-requirements inmusic rangedfrom 27' to 120 quarter credits, and inindu,strial:arts,from 42to 160 hours. Similar*variationswerefound in theminorrequirements. The percentigeswhicfithe educationprescriptionsof the virious academic majorswereof the totalgraduationrequirementsranged
from 2.5 to 33.3. - Variations in theamount ofcontact required withvarious 'bodiesof human knowledge outside themajor ándminor fieldswereshown by therangesof 18.1to 20.6 quarter hoursin languagesand9.4 to 35 quarter hours in science. Requirements in restrictedelectives inthevariousmajors ranged from 2.5to 27.5 medianquarSer hours'forall colleges,and infree electives from12.5 to 35 quitter hours.Thepercentages which the free electives in the différentmajurswereof the totalgraduation requirements viriedfrom 2.6to 38.8. 3. Many colleges for Negroesappear tohave greatlyoverexpanded curricula.Nine institutionsoffered252.7-semester hours inLatin, an averageof 28 hoursperinstitution.One institutionwithan en- rollment of465 offered39 different course'scarrying117semester hours of creditsin educationandpsychology,and anotherwithan enrollment pf439offered37 differentcoursescarrying58semester hours of creditin English.Thisoverexpansionis furthershown by the large numberof specializedcurricula whichareoffered, suchu thotiefor deanscounselors, supervisors,andsuperintendents. 4. In spite of theoverexpitnsion inprofessionalofferings,many 7 teachers haveaminimum ofpreparation intheprofessionalsubjects, asshowfi inconclusion3 coriceining theteachingpersonnel(page 111). 5. The teacher-preparinginstitutionsareseriouslyneglectingthe msumption oftheir responsibilityfor preparingNegroteachersfor the ruralareas.Althoughmorethantwp thirds of theNegro populit- tion of theSouth live in theNuntry, andmorethan halfthe teachers included inthis studywerefrom smallvillages andruralareas,only threeof the institutionsstudied hadrural educationcurricula. 6. Variations similartotiose.incurriculumofferingsprevailedin the Contentand methodsof teaching thevariouscoursesof thecur- 'ricula...Inanygiven coursesthesampled dataindicatedwide varia- tions in aimsand objectives,bases andtechniquesfor assigningwork, tests, textbooks andreferences, topicscovered, andclassroommethods.
t. e 116 NA1/10NAL MAIMOF1113ZDUCATIONOFTIACHERS FINDINCAANDCONCLUSIONS CONCERNINGADMINISTRATIVE '111;4 PRACTICESANDPOLICIES 1. Thepréponderanoe 'I of smallcollegesforNegroestendstoWard griitlythedevelopmentofeffective . andcomprehensiveprogramso( teachereducation.Morethana thirdof thecollegesstudiedhaden- rollmentsoffewerthan250.Nearly halfof theNegrocollegeshadan Eiverage enrollmentof-45collegestudentsin1932. 2. Abetter program of selectiveadmissionisneededby for thepreparationof collar; Negroteachers.Thiswasshownbythe ofmanytollegesto secure'rating failure by theSouthernAssociationof Colu legesand gecondarySchoolsandby thegreat variation andlowscho- . lasticaptitudeoffreshmenin rattyof the colleges: op S. Abetterprogram of guidance forprospectiveteachersisgready ,neededincollegesfárNegroes. Thisis madenecessary by theextreme variationinofferingsindprescriptionsboth ions and withiii among differentinstitu- thesame institution,thepresent lackof among teicher-preparing neo- ation programs andteachingpositions,andthe 4 tardinesswithwhich prospecti4 teachersdecideto beoomi;teachers. 4. Thepreponderance of smallclassesanddepartmentsin Neeri) collegesissmatter of 6-aveconctrn.Sixty-one 'onthe percept of theteachers seniorcollpgelevelhadan averitge offewer intheir thart,15students claisses;gthecoriespondingpercentage forteachers college of diejunior .classiewas 27. Themedianclasssizeinthe seniot classeswas 12.8, injunior college collegeclasses,21,7. T fourth.;ofthe departmentheadsreportedfewer than10 senior r udente and41 percentha4ftwer majoring, than5; I. . 5. Aiivoefullack ofthe newer educationalproceduresisnoticeable inNegrocolleges.Thesmall numberwhichhadselectiveadmission, orientation,andhonors 'courses, comprehensivetxaminations,andthe tutorialWanisindicativeofthislack. 6. Agreater needof practice-teachingfacilitiesisevidentamong Negroteacher-preparing institutions:Not,alargenumterofthe institutionshadpracticeschoóls, andonlyasmall perciatageoftbose ha4cAmpus trainingschools. Fewof tbeinstitutionspreparingsec- ondaryteachersexertedany controlover the cooperating(off-campus) schoolsm which theirstudentsdopractice thirdof the teaching,4nd onlyone institRtfonsprepar*elementaryteachers in thejointcontrolof their participated cooperatingtrainingschool.A lackof praciice-teachingfacilitieswas alsoindicatedbythefactthatmore thantwo thirds...ofthe elementtaryteachersincludedin thisSurvey andapproximatelyoneiialf of thehigh-scho01teachershadnopredit inpracticeteaching. ..4 , 7. The . , extracurricularprograms of Negroteacher-preparing tutionsappearedto be insti- lackingin bothvarietyandequcational Thiswassh9wnbythe values. limitedvarietyofactivitiessponsored,lhe
.1 . .111 t. 4 A 4 IDITATIONOF NNORPTZACHER8 IP f .1` 117 small numberof schools'sponsoringcertain'activities,andtherange in the number ofcertaintypes ofactivitiessponsored. 8. A serious lackof4relationthipexistsbetweenthephilosophies" underlyingthe educationofNegroteachersand thepracticesof the teacher-preparing.institutions.Althoughsomeuna;::$1.typrevailed in the opinions arid attitudesexpressédby admiiiistrato:concerniug LI the aims oftheinstitutionsandcertainisiuesrelatingto the education ol teachers,theunanimitywas not translatedinto the 'curriculum practices,as was shown by thevariations(mistingin theofferingsand proscriptionsof thoseinstitutions. "
4%. RECOMMENDATIONS Infight of the datapresentedontheeducatiohof Negroteachers, the followingreeommetidationsaremaCto: 1. Teacher-preparinginstitutionsforNegroessinuldraisetheir ea entrance requirements,makingthemmoreseiective,/andshoulaim- prveTheir admiisionproceduresin ordertoassure to the teaching ¡Professionrecruits with*better backgroundandpreparation: - 2. Teacher-preparinginstitutionsfor' Negioesshould.impediately inaugurate definiteprogramsof studentpersonnel resimrcharid admin istratión, including:.Recruiting;admissions;induction;andpersonal, educational,'and vocationalguidance.The lackof intelligentdecisions onthe part of studéntsconcernifig,the choiceof theirlifecarders and the heterogeneityofteacher-education'programs,'ceztifioatioilof teachers, ana .conditionofemploypientin theteachingprofession suggest the needof this. , , 4 3. More uniformityshouldexist incurriculafor theeducationof Negro teachers intheamount of workrequired,the Coursesprescribed, and theirsequence, content, andmethods. .0 4. Schoolqofficialsandadministrativeofficersshouldstriveto attain asituation calculatedtoshiliptheemphasisof Negroteachersand 1- students, fromunits; ere:aim,certificates,anddegreesto effective learningand thepleasureof intAlectualpursuits.Atpresent toomuch emphasis-is placedon the quantitativeside ofeducationalmostto theexclusionof thequalitativeside. 5. Concurrently 'with° the'tendencymentionedin thepreceding recommendation shouldgo a movementto raise th6certificationre- quirementsfor Negroteachers.InmanyStateasadualsys4m of ceriification existswhichpermitsthe holdingofcertificatesby Negro teachörs withWstrainingthan isrequiredof whiteteachers.Pro- visionfor rangtheberequirementsshouldbe madegradually bydefinite but dateswhichwillpermitsthenecessary upgradingprogram to beinaugurated. a
VI4m. . 118 NATIONALSURVEY OFTHEEDUCATIONOF TEACHERS
6.Auralteaching shouldbe mademoreattractiveto Negroteachers with highqualifications.Atpresent it is usedmerelyas a stepping st4nelbythemoreambitiousand worthyteachers.Withmodern methods ofcommunicationandtransportationandnew teaching 4 dorices,neithertilerural schoolnorthe rural ci;mmunityneed be isolatedorbackward. 1 7. Teticher-preparinginstitutionsfor Negroesshouldmorevig- orously addressthemselveato the selection andspecialpreparationof ruralteachers. Allprospectiveteachers shouldbe taughtiomething abo`utrural life.Thismaybe approachedthrgughcoursesinrural sociology andeconomics andrural schoolmanagement. 8. Teacher-preparinginstitutionsfor Negroesshould organizvetheir curriculumofferings,courseprescriptions,and graduation requii:é-
ments to takemoreaccoiint of theteaching. positionsfor which prospective eeachersarepreparing. ç. 9. Many of the institutionsfor'theeducation of Negroteachers should increfisetheir offeFingsin thesocial andbiologicalsciences, in music, andart, oilers /shouldreduce theoverexpansionof the curricula byeliminatingcoufses of doubtfulvalue in the preparittion of teachers forspecific jobs,orby 91iminatingcourseswhichappeal onlytoa limited number.Inmanyschoolsthére appéarsto bea disproportionateamounk.of timedeVotedto suchcoutses. 10. Where hecetittarythe curriculummaybe enrichedandat the sametimeexpensesreduced throughthepractice of offeringcourses in alternateyears. ob. . 11. Téacher-preparinginstitutions forNegroes shouldendeavorto" make theirtekcher-education practices better coniorm. toadefinite philosophz 9f I es. education. a 12. There shotild be,acloser cooperationbetween private-and public-school authoritiesinthe various Statesand localcommunities in attacking thetegcliker-Oucation problemsof Negroes,aswellas other problems in theeducation ofNegroes.The privatecollege has -a properandnecessarysphere in the_ Nation'sscheme ofeducation. This is especiallytrueasrelatedto Negroes, in viewof thepresent .:"9 iñadequacy of public-scho6lfacilities andthe fact thatamajority of the Negro teachersare*pared in privatecolleges. 13. Steps shOuld be takentoward workingoutacooperativepro- grambetween various institutionsfor tho educationofikregro teachers, whereby certaincolleges will emphasize,particularcourses,májors, and functions.This will eliminatetheexpenseQf duplicatingmany highly specializedcòurses for fewstudents and willassureto the prospective teachers,withinagivdnárea,awiderrangeof selectioù undermore favorableeducationalconditions.
7.
4011
a ,EDUCATIONOF NEGROTEACHERS 119 el 0,
"P. 14. Teacher-preparinginstitutionsfor Negroesshould strivecol-. lectively (a)to reorganizeandcoordinatetheir aimsandprograms withaviewtoeliminatirigthe widevariationsmdsting, and(b)to provideaminimumprogramfor theeducatioriof Negro 'teachers which will resultin givingallbeginningteachërs thedesiredinitial amountof teachingskill andjnformatiop. . 15: Practice-teachingfacilitiesforprospectiveNegroteachers should beincreasedandimproved.'Everyinstitutionauthorized ti3 prepareteachersshouldhave trainingschools espeeciallyadapted ttif the needs of the kiridsof teachersbeingtrained.Asa measureof economyand forthe purposèofAcquaintingprospectiveteacher with siivationstheytirelikelyto face, thecooperativearrangement betweenthepublic-schoolsystem and theteacher-preparinginstitution 'should beencouraged.However, insuch-cases alargemeasureof control ofthe.practiceteachingshould Ivmaintainedby theteacher- aringinstitution. Ohladditionto affordingthenecessarypre- liminary experiénceforprospectiveteachers,the.practice schoolwill 18 serve as a final 'guidancefactor,since thereisno:betterway toçie- ()ermineone's fitnegsforavocationthan actualexperi6n&linit, such,asis providedby practiceteachingundcompetent guidaiwe. `,4 16. In ordert9 eliminate theextremelysmallelleges indtocreate a moretifective andunifiedprogramof educati9n,agradualprogram ofponsolidation,andmergingof schoolsandcollegesfor Negroes should bebegun bychurchboards,publicofficials,andindependent colleges.This is inline with trendsineveryotherphase ofsociety, and schoolsfor whiteteachersarerapidlyadoptingthepractice. 17. 4. Teacher-preparinginstitutions. shouldassumea greater re- sponsibilityanda more intelligent directionof thein-servicetraining of Negro teachers.This Maybe done,throughsummerscho(As, extensioncourses,institutes,conferences,and similarservices. 18. The trainingof Negroelementaryteachersshouldgradually be upgradeduntil allshall behigh-schoolgraduates.Afterthis upgrading,orconcurrentlywith it,plansshould be madegraclu'ally to, increase theeducationof alltéachers witilthe minimumstandard of 2yearsof collegework isattained. 19. Negroteachers andadministratorsshouldparticipatemorein the aftivitiesof thecommunity andshouldassume a larger responsi- .bility ininitiatingand guiaigthe policies'aildpracticesof social reform.Innootherway can educationassume leaderabip insdciety. 20. Theentrance requirementsof theteaching professiónshouldas rapidlyaspossible bemadeto approximatethose of citherprofeisions, such is medicilie'and lam*Atpresent it is entirelytoweasy forper- sons to enter the teachingprofession,especially inruralareas. 4604 4.
a 120 NATIONAL SURVEYOF THE EDUCATIONOF TEACHERS et. 21. More attentionshould be givenby school officialsto the qual- ifications andcertificationof Negroapplicants, andappointments shot40 bemade solelyonmerit. 22. The ratio ófsupply anddema6c1 ofNegro teachersshould be tetermined onlyafter certainoutstandingdefectsareremedied.The followingare urgentremedialsteps: (1) Making schoolsmoreavailable to Negro children; (2)makingoperative thecompulsoryattendance 14,ws, and"(3) reducingthe pupil-teacherratio.Without suchcon- siderationatrue picture of the situationis impossible. ea 23. Anattempt should be made to'reduce the highturn-overamong good Negroteachers.Some of themeasuresproposedare:Better compensation,moresecurity,moreattractive workingand living conditions, indgreater respect for the personalityof teachers. 24. High-schoolfacilities forNegroes should 6eextendedand improved inorderto provide better-prJparedapplicantsto the teacher- preparinginstitutions. .) o .25. School authorities sriouldeffectabetter andmoremodern :c,urriculumorganization in the publichigh schools forNegroes,with reasonable and relativelypermanent teaching combinations.Thismay partially be realizedthrougha programof gradualconsolidationof *schoolsand provisionof transportation\facilities for pupilsin the idstajtreas.The large number ofsmall high schools,with their.- ineffectivand uncertain organizationalid overcrowdedprograms, presentsa v rysérious problem.If these smallschoolsareto continue indefinitelyheremaybeexectedacontinuance of irregularand unrelated teachingcombinatiops,aswell ,as.the "If practice of individuals attemptingto teach in affmany as3,4,- 5,or morehigh-school subject fields.But if secondary *educationfor Negroes isto fall in line with the modern- pmsolidationmovement, there w411 be made possiblethe t ....larger high school, with *het oiganization,enriched curficula,and moreeffective administration. Th26. School authorities should developcertification requirementsin w/hrlewitlithêprogressive needs of thepublic schools,asreflected in the siahool organizationmentioned in theprecedingrecommendation, tt.nd shouldissue restricted' certificatesrather than blanketcertificates.. This Wouldmeanthatateacher would becertified and permittedto 4 teach only thosprbjects for,>which he hasspecific preparation and that schooladministrator§ would berequiredto adhere strictlyto
. 410 .cl this policy. s 27. The public-school authoritiesand theteacher-proparing insti- tutions shouldcooperatemorefully in establishingthe certifica-
tion requirementaand teacher-preparationprograms. ft 28. The salary of the Negroteacher:leould be. malemorenearly . to approximatey theavaragefor tipcountry (eduption and experience
's EDUCATIONOFNEGROTEACHERS 121 a being equal) so as toassure a standard oflivingcommensuratewith his professionandsufficientto allow himto improvehisscholastic and professionalstatus. 29. The support of Negroteacher-preparinginstitutionsskould bit increased inorder that theneededinprovementsin'qualificationsof teachers andinstructionalequipmentmaybesecured. 30. Equalizationofeducationalopportunityappliesto all levels of education.Teacher-preparingfacilities:for Negroescannot be equalized withoutAptequalizingtheelementary-andhigh-school facilities' for Negroes.It isurgentlyrecommendedthat allpoésible effort be made to hastentheimprovementofeducationforNeetoes onall levels. 31. Institutions for thepreparationof Negroteachersshouldnot lag behind othercolleges ininauguratingsomeof themodernand effective educationalprocedures.Administratorsshouldinform themselvesabout newproceduresineducationand shouldencourage the members of theirstaffto initiate anddevelopimprovedpractices. 32. In view of thesocialandeconomicbackgroundof thecolored z,aceand of somefactors initspresentstatus, it is(recommended,in addition to the regularacademicandprofessionaleducationgiven Negroteachers, thatthey betaughtcertainextra factsand principles which will enablethem betterto adapt theirclassroominstruction and th6irgeneralsocial andprofessionalrelationshipto the speeial needs ofthe racial group'. ) Among theproPlemsto whichNegroteachersshould beparticu- larlysenaitive,thefollowing ari;mentionedasillustrations: (1) Theaversionwhichthe Negrohas,as aresult ofslavery, , towardmanual workandcertainoccupations. 4 & 42)Importance andtechniquesofcooperation. (3) Theprogressiveindreasefrom thelowerto the highergradef in the disproportionateenrollment ofNegro girlsand boys.I.. (4) Theimportance ofascientificandhumanapproachto inter:- racialgood will. ft. (5) Thitsy fora thorouglPunderstandingof the h1stori6ii bac ound ofNegro7andtheireoptributionto civiliza- tion. Howeyermuchtechnicalpreparation 'theymaypossess,without a knowledgeandappreciationof theseand similarproblems,growiny out of thepeculiarrelationof theNegròto Americancivilize:1ov, Negroteachers willnot be able properlyto discharge theirprofessional duties,,nor,-which isev nritore iliwortOt,to contributeto thegen- eraladvancément-an &areof the iacecommensuratelywith their- opportunities.
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. - 6-4S44111F"41%..._ 122 NATIONALSURVEYOF THEEDUCATIONOF TEACHERS
33. Finally, it isrecommendedthat theeducationof Negroteaihers 1 be consideredin the lightof thepeculiarsituationin whichtheNegro racefinds itself.This issuereally isconcernedwith thephilosophy underlyingthe educationof allNegroesat all levels.Itsukgests the question,What is theultimatA place'of theNegro inAmerican life?If this questioncould beansweredarbitrarilythe taskofdevis: itíg aneducationalprogramfor childrenaswellasteacherswouldbe relativelysimple.However, sincethe ultimatesolutionof thisprob- lem isunlikely inthe immediatefuture, whatis thenext Teasiblestep, having inmind the factthat the Negrooonstitutesthe largestand orie of themost Important minoritygroupsin thecountry? First ofa1itmust be recognizedthat the Negroisadisadvantiged minoritygroupwithrespect to Focial andecononiitdevelopmentand :withreferenceto educationalprogress.rSecondly,it isbecoming increasinglyappaientthistinContrast to the attituderexhibitedtoward _the Negroduring the periodof slavelyor evenagenerationago,he is moreandmorebeing heldto thesamestandardsas areexactedof everyothercitizen.Thismeansthat thedifferences .whichexist bet4eenthe Negró kouthand thetrained adultNegro, whois,expected to participate effectivelyin theworkaday world,isgreater than that of othergroups,förtibtreasonthat the.educationalfacilitiesprovided to bridge this gapiiremore',,me'ager forthe Negroand havelagged farther behivdthe requirementsof modern life: School" offiers andteachers, therefore,wlaoareresponsible/forthb
education orNegroteachers should'become .cognizantof andgive considerationto 'these issues, riot- only in. interest:. of thecolored ráce,but of the Nation. , ¡ I
SU GG ESTED STUDIES 4 Among other studies:whichit is recoriuneidedshould beinade in
the field of the education ofNegro teachersare,the following:. 1. Certification policies end practices inrelationto the plivaration of Negro teachers in the variousSouthern_ States. ft 2.. The relation of the kind of certificatesheld by Negroteachersto . ktheir actual'teáchingjobs. 3. A study of the in-service liiiplovementof Negro'teaçhers. 4. The content and methods of ikaching'representativecoursesin institutions foks the preparation ofNégro teachers.. 5. A study of the admissions pölicies andpraetices in Negrocolleges. 6. Per capita cost of educating Negroteachers. . 7,Sugi3stiveplans of coopérationamongState officialo,adminis- u_ tratoisof teacher-preparing institutionsfor Negroes, % and public qschooiauthorities for the puiposeof improving ,thepreparation and
6 certificationW.Negro tpachers. .
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alb ; s AO. , EDUCATION-OF NEÒ iIC11ERS 123 1 411, o 8. A study ofoutstandingeamOles ofgoodteachingamong Negroes. , 9.. The relation ofthe sajaKesiof Nroteachersto theircost of 'living in representitivecommunities. 10.1 The contribution , of 'teachers'L,.- s ;tionsto the professional . growth of Negroteachers. . t 11. Detailed studysvfthe demandfor andsupply of Negroteachers in particular Statés,countiesandcitiei. . 12. Tenure andtransienCyof Negfoteachers inVarticularStates, cookies,and cities, o
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