J's3 Major Adviser Date F Noc^Rnr

A survey of negro education in Alabama Item Type text; Thesis-Reproduction (electronic) Authors Thompson, Mansel DeWitt, 1879- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 26/09/2021 18:48:46 Link to Item http://hdl.handle.net/10150/553216 A Survey Of Hegro Education In Alabama by Hansel DeWitt Thompson Submitted in partial fulfillment of the requirements for the degree of Master of Arts in the College of Education, of the University of Arizona 1 9 3 9 Approved: xV / J'S3 Major adviser Date f noc^rnr. IV iv Joafi: M e d t .o faaafll! Zifz 1^1#? aq a l wdk? 331A tO T'JSJS.% »Jd: :o er*otôirA • to - s^lc U ‘ $£ $ ui Artosl'x to ^dinîv tiru 'fa i /933 CONTENTS Chapter; Page I Introduotion 1 A. The Problem 1 B. Population and School Enrollment 2 C. Comparative Enrollment 3 II Colored Colleges of Alabama 8 A. Number and Location 8 Be Establishment and Control 8 1# Talladega College 8 2e Selma University 9 3. Miles Memorial College 10 4. Tuskegee Normal and Industrial Instituteio 5« Barber College for Women 11 Ce Faculties 12 le Talladega College 12 2. Selma University 14 3e Miles Memorial College 15 4e Tuskegee Institute 16 5. Barber College for Women 18 D. Enrollment Of Various Colleges 24 1# Talladega College 24 2. Miles Memorial College 24 3. Selma University 25 4. Tuskegee Institute 25 5. Barber College for Women 25 6 • Summary 25 E. Curricula Offered 26 1. Talladega College 27 2. Selma University 27 3. Barber College for Women 28 4. Miles Memorial College 28 5. Tuskegee Institute 29 6 . Comparison and Interpretation 30 F. Financial Conditions 33 1. Talladega College 34 2. Selma University 35 3. Miles Memorial College 36 4. Tuskegee Institute 37 5. Valuations 38 G. Conclusions and Recommendations 40 1. Talladega College 40 2. Selma University 42 3. Miles Memorial College 42 4. Tuskegee Institute 43 t ***** Chapter: Page III Colored Elementary Schools of Alabama 44 A. Humber of School# 44 B« Enrollments 44 C . Buildings 46 2). Teaehers : ' ' * ' ■■ ' ' ' ■ ■ 48-' 1 . Humbers 48 2. Salaries 49 E» Length of Term 60 F. Curriculum * 51 8 . Finances 68 1. Expenditures Per Pupil 68 8 # Sources of Revenue 68 He Summary 54 IV Colored Secondary Schools of Alabama 66 A. Humber of Schools 66 B. Enrollment 56 C. Teachers 69 1. Secondary teaehers, supervisors, and supervising principals 69 2. Salaries 1 60 Be Length of Term . 61 He Summary ' 61 V General Summary of Conclusions and Recommendations 68 1* Teachers 68 2 . Salaries, Financial Support 64 8. Curriculum 64 4e Enrollment, Housing Facilities, and Equipment 66 Ill TABLES - .... • Page I Training Of Faculty Of Talladega College 13 II Training Of Faculty Of Selma University 14 III Training Of Faculty Of Miles Memorial College 15 IV Training Of Faculty Of Tuskegee normal And r - Industrial Institute 17 V Training Of Faculty Of Barter College For Women 18 VI Highest Degrees Held By Faculty Members Of The Colored Colleges Of Alabama ^ 19 VII Standard Begolrememts For Ameri can Colleges1: : 88 VIII Enrollment Of Various Colored Colleges in Alabama 86 -1 A SURVEY OF VSQRO EDUCATION IN ALABAMA Chapter I - IntroAaotlon A, The Problem . - ■ '•••- "The solution of human problems ultimately rests upon rl^xtly direeted education# In its last analysis education simply means bringing forth all the native capacities of both himself and of society. It is axiomatic that a de veloped plant, animal, or man is far more valuable to society than an undeveloped one. It! is obvious that ignorance is the most fruitful source of human ills. Furthermore it is as true • V. ■ . •. in a social as in a physical sense that a chain is no stronger than its weakest link.^ An understanding and an interpretation of facts are essen tial prerequisites to the solution of pressing problems in the field of medicine, agriculture, and industry. This is also true for the problems of society and especially in the field where education enters in. The.education of the Negro is an especial ly acute problem, the solution of which is dependent on adequate and proper data. The problem of this study is threefold in — : — Jones, Thomas Jessie: Negro Education. U.3.Bureau of Edu cation, Bulletin 1916, No. 38, p. 15. Washington, D. C., Government Printing Office. — 2 — nature. It seeks to describe present practices and conditions in elementary, secondary, and higher education of the Segro in Alabama. It attempts to evaluate these practices and condi tions in the light of standards set up by various authorita tive groups. It recommends such changes as are desirable and feasible in the light of sound principles of education. B. Population and School Enrollment It will be worth while to consider the facts concerning total population, both white and colored, and note the numbers enrolled in schools of different grades. The white population will be considered first. The data follow: . Total population 1,617,500 Enrollment In elementary schools 320,223 Enrollment in secondary schools 110,889 Enrollment in colleges 6,545 For the colored people of Alabama the comparable data are given below: Total population 894,500 Enrollment in elementary schools 181,133 Enrollment in secondary schools 18,143 Enrollment in colleges 453 3 C. Comparative Enrollment The comparative school enrollments of the two groups will give some idea of the educational opportunities open to each. The percentages of each group enrolled in the different types of schools are indicated below. Ihite Colored Elementary 19.8 20,8 Secondary 6 .8 2 .0 Colleges .4 .06 Totals 27.0 22.86 It appears from these data that the elementary school op portunities of the two groups are approximately equal* In secondary schools the white pupils have about three to one better advantages than the legro pupils. In college the data indicate that the white pupils have about eight to one better advantages than the legro pi# 11s. It is worth while to consider the facts concerning the comparative enrollment of both groups in the different types of schools. The data indicate that the white pupils have greater advantages than the colored pupils. It is worth while that we consider some of the facts concerning some of the disadvantages of the colored pupils. Examination of the above figures shows plainly that educational opportunities for white and colored pupils are not equal in Alabama. These differences in enroll ment may perhaps be better understood if we consider certain ,-4- faets which act to the diaadwamtage of the Hegro# m the first place the economic status of the Negro is poor. Many of the parents of the colored pupils are not able to send their children to school during the entire session. In the second place, the educational status of the Negro is poor; hence he cannot see the necessity of sending his children to school. In the third place, the housing conditions in the rural districts are inadequate. In some of these sections in the black belt of Alabama, one teacher has as many as seventy- five to one hundred pupils crowds* into one building. In the fourth place, Alabama has a compulsory sohool at tendance law, but It is not enforced with the colored pupils. The colored enrollment of the elementary schools equals the enrollment of the white elementary schools, but, as to secondary schools, many Negro students have no stimulation, little encouragement, and no incentive to attend them; conse quently the proportionate enrollment of the white secondary schools is three to one, while the proportionate enrollment in white colleges outnumbers that of the Negro colleges eight to one. • ■ - ' : - : • • . : . ■ ■; v Finally, the colored teachers are poorly trained. Fig ures obtained from the state department of education of Ala bama and Georgia show that seventy per cent of their colored teachers have only third grade certificates, which represents * 5 — a preparation lese than that usually given in the eight ele- (2 ) mentary grades. Investigations made by superviaors of ool- ored.sehools in other states indicate that the percentage of poorly prepared colored teaohersis almost as high in other southern states. It. is imperative that'I give -you the facts concerning the condition of the Hegro schools as written by a white supervisor of one of the southern states: "I never visit one of these Regro schools without feel ing that we are wasting a largo part of this money and are neg lecting a great opportunity. The Negro oohoolhouses are miser able beyond all description. They are usually without comfort, proper lighting, or sanitation. Nearly all of the Negroes of school age in the district are crowded into these miserable structures during the short term which the sehool runs. Most of the teachers are absolutely untrained and have been given certificates by the county board not because they have passed the examination, but because it is necessary:to have some kind of Negro teaoher. Among the Negro rural schools which I have visited, I have found only one in which the highest class knew the multiplication table.* The above data oonoernimg the colored schools of the south apply not only to the elementary schools, but also to the secon dary sehools. In 1916, there were only three four-year ptiblio orr ..... ./-— ' - ■ “ Figures selected from the Alabama and Georâ State Depart ments of Education, 1916.

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