A survey of negro education in Alabama
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Authors Thompson, Mansel DeWitt, 1879-
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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
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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 Geor^a State Depart ments of Education, 1916. 6
high aohoola for colored pupils in'Alabama. The one at Bir mingham was compelled, to move into temporary quarters from a building condemned as unsafe. In order for you to get the facts oonoerning the conditions of the colored schools of the south, it is worth while to consider the recent statement of a state superintendent$ ;
"There has never been any serious attempt in this state to offer adequate educational facilities for the colored race.
The average length of the term for the state is only four months; practically all of the schools are taught in dilapidated churches, which, of course, are not equipped with suitable desks, blackboards, and the other essentials of a school; prac tically all of the teachers are incompetent, possessing little or no education and having had no professional training what ever, except a few weeks obtained in the summer schools; the schools are generally overcrowded, ease of them having as many as one hundred students to the teacher; no attempt is made to do more than teaoh the children to read, write, and figure, and these subjects are learned very imperfectly. There are six or eight industrial supervisors, financed in whole or in part by the Jeanes Fund; most of these teachers are stimula ting the Hegro schools to do very good work and are gradually inducing them to base their work upon the practical things of life. A few wide-awake legro teachers not connected with the
Jeanes Fund are doing the same thing. It can probably be truthfully said that the Hegro schools are gradually improving 7-
but they are a till just about as poor and inadequate as they (3) can be."
From these quotations it can easily be seen that the poor building conditions, inadequate equipment, poorly trained teachers, and meager courses of study for Hegro children, account for the fact that they are so far outnumbered.
(3) Jones, Thomas Jessie: Hegro Education. TJ.S.Bureau of Education, Bulletin 1916, Ho. 39, Vol# II, p. 15e Washington, D.C., Oovemaent Printing Office. 8-
Chapter II * Colored Colleges of Alabama
.V: . -JU ITtuabor and Location x,-.; > .
‘ ■: ' : V - v-' ..t:, ; ... - 'V. There are five colleges dealt with in this survey:
1. Talladega College is located at Talladega, Ala bama. Situated in the heart of the timber, iron, and coal region of Alabama, the town in which the College is located is a place of growing industrial importance.
Si Selma University is located at. Selma,. Alabama.
3. Miles Memorial College is located at Birmingham* .-.
Alabama, in a strategically situated and rapidly growing .
community in the heart of a large and densely populated Hegro
section of Alabama. ::v. :,‘a
4. Tuskegee normal and Industrial Institute is loca
ted at Tuskegee, Alabama. , . ; ; ; , ^. j
5. Barber College for Women is located at Anniston,
Alabama. : : V : ; - . v - ' - \
B. Establishment and Control r ^
1. Talladega College was established in 1867 by the
American Missionary Association. It was incorporated in
1869. Its charter was enlarged and oonfirmed by the state of
Alabama. . : • , ■... : : -v.-:.-.. ;-:,,, „ : r . r.
The institution was opened as a primary school. Its
earliest concern was the training of leaders in education.
The first courses offered above elementary grades were normal 9-
courses for teaohers. Theological instruction was begun in
1872. An outline of a course of oollege grade first appeared
in the catalogue for 1890. The first class was graduated from the College in 1898. Since that time the scope of its work has been steadily enlarged to meet the new demands of a large
constituency.
This institution is governed by a self-perpetuating board
of trustees of ten members, each elected for a term of three
years. The president of the institution is white.
2. Seim university was established in 1878. It was
originally known as the Alabama Baptist normal and Theological
School. In 1880 the school was adopted by the American Baptist
Home Mission Society and has been supported by that organization
since that date. In March 1881, the school was incorporated
under its original name. In 1885 the name was changed to the
Alabama Colored University, and la 1908 to Selma University
again.
The institution is controlled by the Alabama Colored
Baptist State Convention. The University has a board of
trustees consisting of fifteen members and an advisory board
of eighty-five members. Both bodies are elected by the Ala
bama Colored Baptist State Convention. Members of the two
boards serve for five years, one-fifth of the members being
elected each year. The institution Is administered princi
pally by the board of trustees in whose name the title to the
property is held. All members of both governing boards are -10*
eolored, and, with the exeeptlen ef three of-the - fifteen mem bers of the board of trustees and of sixteen of the eighty- five members of the advisory board, all are clergymen, fhe president of the University, also a clergyman, is an ex- officio member of the board of traetees. ^
3. Miles Memorial College, originally established by one of the Methodist Conferences of Alabama, has been support
ed since 1907 by all three conferences of the Colored Method
ist Church of the state. It was granted a charter by the 'U state of Alabt in 1908.
fhe affairs of the College are administered by a board
of trustees consisting of thirty members elected annually, ten
per cent of whom are elected annually by each of the supporting
conferences* All of the trustees are Hegroes, and with the ex
ception of two all are clergymen, fhe resident bishop serves
as chairman of the board. In,the interim between board meetings,j
responsibility is lodged in an executive committee of five
elected from the general beard. The president of the College
is an exroffioio member of both the board of trustees and of
the executive committee;. : ;:.ir •: v.v.- y - ■ ■; - _
4. fuskegee normal and Industrial Institute was organized
in 1880 in an old church building at fuskegee, Macon County, v-:: Alabama. The establishment of the school was the result of the
efforts of one white and one colored man to furnish educational
opportunities to their vicinity similar to those offered by . • ? - c ;;:. - 11-
Hamptoa Institute. Their first teacher was Booker T. Washing ton who organized, the school with thirty pupils, and who spent the rest of hie life in building the institution with which his name is Inseparably connected. As a result of an act of the state legislature, passed in 1881, a normal school was es tablished at Tuskegee and an annual appropriation of #2 ,0 0 0 .0 0 was voted by the state for its support.
Tuskegee lormal and Industrial Institute is a privately endowed institution, governed by a self-perpetuating board of nineteen trustees. Prominent philanthropists and educators from both north and south are members of the board, light trustees are from Alabama, and four are from lew York City.
The principal, who is the head administrative officer of the
institution and who is in immediate charge of the school» is a member of the board of trustees.
5. Barber College for Women was established in 1896 as
Barber Memorial Seminary, in 1924 the name of the institution was changed to Barber College for Women.
From its beginning the institution has been under the oon- ■ ■ t trol of the board of Vational Missions of the Presbyterian
Church in the United States of America. The College has no
local board of trustees, all final administrative authority
being vested in the division of missions for colored people
of the Board of Rational Missions through its central head
quarters in Pittsburg. This board has direct supervision
over all the financial affairs of the institution, paying the operating coats and. settling all the aooourito by eheok from its central office. 1 It also has final approval over the an- nual budget whioh is made up by the preeident.
' . i ; ■; i : , ' ' ' , ; : .....i " " " ■ ...... ' ...... ' : ' ...... • ' ...... ‘ ...... ■ ’ ' ; v. : Ce FaPUltiBS • : ” : i , It is worth while to give the a m b e r of faonlty members ' ofthe colored colleges of Alabama, the sources of their training, the amount of training that each faculty member has received, and their teaching load as compared with the stand ards of American colleges#
1. Talladega College.
Of the twenty faculty members of Talladega College, seven are women. All but one have received first or baccalaureate degrees; two have Doctor of Philosophy degrees; and four have pursued graduate work beyond their last degree. Table I pre sents a summary of the educational status of the faculty. —13-
Table I
TRAINING OF FACULTY OF TALLADEGA COLLEGE
Case First Where Second Where Other grad Where degree obtained degree obtained uate work obtained 1 A#D# Fisk M.S. Yale
2 A.B. Tufts M# A# Mioh.U.
3 A.B. Tallade M.A. Chicago ga Coll. U. 4 A.B. Oberlin 1 semester Columbia U. 4 summers 8 B.lffus. Oberlin 1 summer Oberlin 1 year H.Y. Institute Music and Art 6 AeB* Dartmouth B.D. Yale A.M. Chicago U. 7 ' ' AeD# Fisk B.Ph.Ed Interne* t'l.Y.M. C.Coll. 8 A.B. Morehouse 5 summers Chicago U., Rochester Theol.Semin. 9 A.B. Pittsburg U. 10 A.B. Howard U. B.Dv Yale 11 Data not available - rjTjF 12 A.B*’ Kansas U.
13 A.B. Hunter CclL A.M. Columbia 1 summer Hunter Col. 14 A.B. A.M. Penn.U. 15 Data not available
• 16 B.Mus, • 17 B.A.
A#6 # 0 18 B A . 19 Data not available
20 Data not available .. .. ■ ■- • •
The president of the College has received a first degree from
Oberlin College, and has a master's degree from Yale University. He is also a graduate of Hartford Seminary# -14-
2. Selma University. %, • /: .';c : ■: •, . Selma University has seven members on its teaching staff, all Negroes. Six of the seven college teachers hold first de grees, one being an honorary degree. Two others have pursued some graduate study.
Table II
TRAINING OF FACULTY OF SELMA UNIVERSITY "
Case First Where Graduate Where degree Obtained ^ work obtained i r ^ AeB# Selma U. D.D.U) NatWiey U.
2 ;"r.. A*B# Brown U. 1 summer.. Chicago_U.
3 ■ :r. A.B. Virginia U. BsDe Virginia U.
4 ;. - As Be Selma U. 2 summers.
6 Jb .s . Howard U. 1 suaaaer .Penn. U. ~ jC.E. ' O '.! •. .
6 • a .b . : Bradley - Polytech nic Inst.
7 None
i * ■ ■y
This is an honomry de^Nie. -3.8-
3. Miles Memorial College.
The college faculty of Miles Memorial College is com posed of eoven members. All have first degrees, but first degrees only. Four teachers have pursued at least one term of graduate study.
Table III
TRAIHIHG OF FACULTY OF MILES MEMORIAL COLLEGE — Case First Where Graduate Where degree obtained work obtained President a .b . Atlanta ll. 6 summers penn.U.
I A.i$. Saine doll. 1 summer Horthwest. tj.
2 B.S. Paine Coll.
s ■ ... A.B. Atlanta U. 1 summer Atlanta U.
4 . AeB* Miles M.Coll. 1 summer Ohio State U.
6 A.B. Texas Coll.
6 ' A.B. Fisk 1 term Hampton Inst. Chicago U.
7 B.S. Knoxville Coll.
The eight degrees held by the eight persons listed above
represent six institutions. Paine College and Atlanta Univer
sity have two representatives each in the group. Only one
teacher is a graduate of Miles Memorial College.
Graduate study has been pursued by the president and four
others. One teaoher continued graduate study in his undergrad
uate college, the others in northern universitiee — north -16-
western University, Chicago, Ohio State, and Pennsylvania.
Two members of the faculty have held appointments during the summer sessions at two other institutions. One has taught two summer terms at the State Formal School, Montgomery,
Alabama. A third has carried on extension work and summer school work for the state of Alabama over a period of eight years.
4. Tuskegee lormal and Industrial Institute.
This Institute has thirty members on its faculty, eleven of whom teach college classes exclusively, and the others in both the college division and the high school. There is no classification of the faculty according to professional ranks, all being ranked as instructors.
Twenty members of the staff have first degrees, either
Bachelor of Arts or Bachelor of Science or Bachelor of Philoso phy. Three have their Master's degrees. These were obtained from Columbia Chlversity, University of Pittsburgh, and Kala mazoo College. One holds the degree of Doetor of Veterinary
Medicine. Two have spent one year each in advanced or grad uate work at Harvard Universi ty. Although most of the faculty members have received their first degrees, relatively few have
taken advanced training. -17-
Table IV
TRAINING OF FACULTY OF TUSKEQEE NORMAL AND INDUSTRIAL INSTITUTE
Case TCFS1— there degree . obtained Graduate Where work obtained 1 none Cloffin U. . v ; v 1 ■ 8 J '• A.B.- Talladega Coll. 8 A.B. Hampton Inst. 1 year Howard U. 4 B.8 . Colombia 5 none Hampton Inst. 6 none Tuakegee Inst. 7 AeB# " U. of California • , _ 8 none Sargent School of Physical Education 9" ' none Tuakegee Inst. . - ...- ' ' ' 10 B.S. .... U.of Uebraska. Wilberforoe U. 11 B.S. U. of Chicago : 18 none Hampton Inst. ’ " " " ' " " 13 B.Ph. U. of Michigan * 14 B.S. Columbia___ .....: M.S. Columbia 15 AeB* U.: of Kansas : 1 year ; Harvard . 16 A.B. ti. of . Penn. " r : 17. _A*B# Harvard 18 : B.S. Kalamazoo Coll. Me A. Kalamazoo Coll. 19 none 2PJLnit"" * ‘1' ■"■ * *■ -«■ ■- -■ •- »•.• - - 80 B.S. Ohio State U. M.A. U.of Pittsburgh 21 Be S • Howard U. . 22 B.V.M. Ohio State IT. . 23 Be Se Penn. State Coll. 24 B.S. Florida Agrio.Coll. 25 /A.B. Morehouse Coll. 25 iB.S. U. of Wisconsin 26 Ae Be Fisk 2 years U.of Wisconsin 27 none 28 B.S.A. Tuakegee Institute 89 AeB# Iowa State U. 30 none 8 years Iowa State U. 18-
5.: Barber College for Women. ; ^ r ;
This institution has a college faculty ooaposed of sight white women. Two teaoh hi^a school work in addition to thelr college duties, , .. , . ■ ■ - . . - i ; « : The teaching staff is only fairly well trained.
’ Mie V ^ ^ ' :
" ' TRAIHIHG OF FACULTY OF BARBER COLLEGE FOR WOMEH
Case First Where Graduate Where degree obtained work obtained 1 A.B. Oberlih Coll.
2 A.B. Syracuse U.
S 0& yrs. U.of Illinois
4 '• A.B, :'m%ke u / : . A.M. Drake U. ■ : : 5 % -B.S* lake Forest Coll. ‘ • ■
6 “ A.B. Blairville Coll. 36 hours U.of Pittsburgh . ? . V. 1 ; * , B.M, MoPhail Coll. 7 : : : - v; 8 Graduate Slippery Rook Formal, Peim.
Of the- eight teachers, six hold first degrees and two have not yet obtained undergraduate degrees. But one member
of the faculty, holds a Master's degree, and only one is doing i ___ . , - . ' : ^ \ : ... \ advanced work of any character to increase her tzuining. All
the.degrees held by the staff were obtained from northern : :
colleges. -1»-
The foregoing paragraphs have;summarized the e&ueatioaal training of the faculties; of the individual colleges.in Ala bama. the amount of training, degrees held, the institution from which these: degrees were received have besn stated for each faculty member of each college.: It may be well to pre sent a unified picture of these facts at this point. Table Vi shows the highest degrees held by all teachers in all six of the Alabama negro colleges, together with the simple and cumu lative percentages for various degrees.
Table VI " ' - HIGHEST DKJREES HEI»3) BY FACULTY MEMBERS OF THE COLORS) COLLEGES OF ALABAMA
Institution So de- gree A.B. B.S. B.M. A.M. M.S. B.B. Ph.D. Hon. I). Total
Talladega 0 16 d 8 5 1 3 .2 0 30
Selma U. 1 6 1 0 0 6 1 0 1 10
■ / 'V ’ ■' , . ... - Miles Mem. College 0 6 2 0 0 0 0 ■ 0.. 0. 8
* Tuskegee Institute 9 12 10 0 1 1 0 o' 0 33
Barber Coll. E d' 1 1 1 0 0 0 0 9
Total 12 44 14 4 8 2 4 2 1 90
Per cent 13.8 48.9 15.6 4 .4 8.7 2,2 4.4 1.1,. Cumulative. Percentage 13.2 8 8 .B 'XX : i V :.
J ' : ' ■ - ■ • " • . : The data concerning the nuaber, degrees, and the under graduate training of the faculty members of all colored colleges of Alabama have been summarized in the preceding tables, especially Table VI. An interpretation of the salient facts as indicated in Table VI will be helpful, ' ; : J-' ■; ' " • .. . : ,.'l: . r ' v : :
Total number faculty members 90 lumber without degrees 12 Per cent without degrees 13.2 . lumber with Bachelors degrees 62 Per cent with Bachelors degrees 68.9 lumber with Hastens degrees .10 Per cent with Masters degrees 11.1 . lumber with Ph.D. degrees 2 Per cent with Ph.D. degrees 2.2
The cumulative percentages may properly be restated:
Per cent without degrees 13.3 Cumulative percentage 13.3
Per cent with Bachelor's degrees 68.9 Cumulative percentage 82.2
In brief, more than four-fifths of these faculty members have academic training represented by the Bachelors degree or less.
When it is born# in mind that the standard American college requires that its instructors have minimum academic training represented by the possession of the Master's degree it is easily seen that practices in the colored colleges of Alabama are badly in need of revision.
These facts reveal that these colored colleges are in need of well-trained teachers, teachers who can teach the colored pupils that the education needed is one that touches upon the whole range of life, that aims at the formation of good habits -21
and sound principles. The colored pupils require teachers who have a thorough knowledge of.the historical progress of races, and an appreciation of the suffering and disappointments through which the nations have struggled to their present position in world affairs. With the increasing separation of the white and colored people, not only in Alabama but also in
America, the leadership of the legroes is devolving more and . more Upon the capable teachers, men and women of the colored race. If college education is necessary to the wise guidance of any group, surely the legroes should have the benefit of that education under the guidance of well equipped and well trained teachers.
In order to determine the status of the colored schools attempting college work, it is necessary to outline the present standards of the American college. These standards have been variously defined by different organisations. Among the more generally recognized requirements are those outlined by the
Southern Association Of Colleges and Preparatory Schools,
The Carnegie Foundation For The Advancement Of Teaching, and
The north Central Association Of Colleges And Secondary Schools. s- - 28- Table VII f VWJLU. Source Carnegie Horth Central Southern Asso of Data Foundation Association of ciation Of For The Ad Colleges and Colleges and vancement Secondary Preparatory Of Teaching Schools Schools ' ' « (Hew York)
Course 4 years 4 years broad curri About same as culum, scientific spirHorth Central it and conservatism ii i ' • " - ; granting degree s Teach High scholar Graduation from Graduate study, ers ship equivalent college, experience in A.M. teaching,charac ter .personality Sn-:.! . Hot less than Hot less than 15 Hot less than 15 trance 14 units units units
Gradu 120 seme#ter hours 120 semester hours ation ■ , ' : : : Equip Sufficient to Library 8000 vol Library 12,000 vol ment illustrate umes. Laboratory umes. Laboratory courses sufficient to il sufficient to il lustrate courses lustrate ooura es
In Adequate Endowment $500,000 Endowment $500,000. come $50,000 annual in come for 100 stu dents; for each 100 students above 2 0 0 , another $50,000 De 6 distinct de 8 distinct depart 8 distinct depart part partments with ments with full time ments with full ment full time pro professor in each time professor in fessor in each each VIII Teach Maximum 16, over en Maximum 16, over ing dangering education-. endangering educa load al efficiency tional effloleno^. (Hours per prof.) t i 1 If maintained, must he under separate facul ty and disci?-, pline
Joae®: Hegro Eduoation. op.oit. * ~ HorthCEntral AsBooiation Quarterly, Vol.6 , 1980-81, pp.72-75. (?) Hlgji Sohool Quarterly, Vol.20, 1981-82, pp. 144-148. ; It will tie observed, from this table that the requirements upon which these groups agree are: A college course four years ; . . v.A, of ■ - : - - ’ in length, a minimumA15 units of high school work for admission a teaching staff composed of members of high academic ability and who have at least a Master's degree, at least eight dis- tinot departments with one professor devoting full time to each the inoome to be suffioient to maintain professors of scholar ship and to supply adequate library and laboratory facilities.
To these the Southern Association and The Carnegie Foundation add the recommendation that a preparatory department is not desirable and in no oase should be under the same faculty and discipline as the college* These standards are minimum re quirements for an American college.
When the faculties of the several Negro colleges of Ala bama are compared with the suggested standards, it is readily apparent that none of them comes up to the standards suggested.
Talladega College with 37 per cent of its faculty members possessing training represented by the Master’s degree or de grees beyond that, has advanced the farthest toward the desir able practice; There is comparatively little difference among
the remaining colleges, the faculties of all possessing far less than the desirable minimum training.
The teaching load of the faculty members of the various
colleges might well be considered here without going into too much detail. It will be well to indicate the teaching loads ' ' -. a .. ;a at each school. They are as follows: M*
Minimum Median Maximum Tallade#k College 5 15 30 Miles Memorial College : I2i 17 85 Selma University 10 m 31 Tuskegee Institute 6 16 33 Barber College ■: 11 12i 86
The maximuza. suggested by the American standard college is
16 hours per week. The practices of the Hegro colleges as
shown above need little comment. Most certainly revision is
sorely needed.
D. Enrollment of Various Colleges
It is worth while that we note the number of students
enrolled in the various colored colleges of Alabama, and make
comparison with American standard colleges.
1. Talladega College• ‘
In 1936-87 Talladega enrolled students as follows;
Per cent Freshmen 97 47.7 Sophomores 39 19.8 Juniors 35 17.8 Seniors j - 32 ': i: .'i ! i'15e 7:, Total 803
Comparisons of student enrollments for several years im
mediately following this date reveal comparatively slight
changes. -Extended comment would consequently serve no valuable purpose.
8 . Miles Memorial College.
Miles Memorial College enrolled the following stu
dents in 1986-87: .' ' ' .' ' ~y: :" Per cent Freshmen 61 ' ■■ 65.4 ■, . .. :: Sophomores 19 24.3 Juniors Vv., 8 1 0 .2 Seniors .0 Total 78
3. Selma University. - • ' - ' • . .. . In 1926-27 Selma University enrolled students as follows: Per cent - . i Freshmen ‘ 15 57.7 Sophomores 1 1 42.3 : Juniors ‘ 0 : ■ v Seniors 0 ' Total 26
4. Tuskegee Institute #
... . Enrollment of students of Tuskegee Formal and Industrial
Institute for the year 1926-27 is as follows:
Per cent Freshmen ' 50 ' 51.5 Sophomores 45 46.4 Juniors 2 2 .0 Slniors 0 Total 97
6 . Barber College For Women.
Barber College For Women enrolled the following students / for the year 1926-27s Per cent Freshmen 21 63.7 . - Sophomores 9 " 27.2 Juniors 3 9.0 . Seniors 0 Total , 85
6 . Summary.
It is imperative that we note the general summary of various colored colleges of Alabama and make comparisons with certain phases of the Amerleazi standard, collegeb as shown In fable y n , page 2 2 ..
: Table VIII • ; M l O H M B H f OF VARIOUS COLORED COLLEGES IH ALABAMA
Institutions Freshman Sophomore Junior Senior Total
Talladega • ; 39 35 32 203 ;.V.r; ' Selma .' 'J.o,. • ,-®' V: • 11 0 0 26 Miles 61 19 8 0 78
Tuskegee Ve.', 45 2 0 97
Barber 21 ' 9 ■ , 3 0 83
Total ‘ 234 123 48 32 437
Per cent 53.6 28.1 10.9 - 7.3
The interpretation of Table VIII can be made in eompara- tively few words, Bie minimum number of etudenta in a stand ard American college is 100. Blue we oan readily see that
Talladega is the only colored college of Alabama that meets the requirements. Tuskegee has approximately the required number, but Miles Memorial College, Selma Unirereity, and
Barber College for Women have not the required number and should not be classified .as colleges.* S.
S. Curricula Offered
It is neoiesary that we understand the. curricula offered
in the various colored colleges of Alabama, compare them with the American standard college, and interpret our findings. 1. Talladega College.
Talladega College offers the following courses:
Biology 17 units Chemistry 32 Bdueatioa : .. ; . 34 English 28 Foreign Language 8 ■, History and Political Science 14 Language - Modern: • , 28 Mathematics 15 Philosophy and Psychology : 9 Physical Education 14 Physics 8 Religion 10 Science 6 Social Sciences ■.. - -, ■ - :• < - -. - ■ • , 3 Sociology and Economics 9
Total 285
"The aim of this college is to secure for its students the highest possible development in body, mind, and spirit.
This ideal governs its courses of study, its discipline, its daily life. It emphasises Christian character and service (8 ) as the chief end of its training."
The above courses should be more varied to meet the needs of all the students as set forth in the aims of the
College. ,
2. Selma University.
There is no information given concerning the curricula
offered for this institution. Selma University has no o&ta- " ' ' : ; : ' : : : :: : ■ ; .. . v:i . ■ : *8 ______= 9 :______> (8 ) “ Catalogue of Talladega College, 1982, p. 11. -28-
logue of courses offered, but issues a small bulletin only, giving expenses, eto.'^v''- v' ■
3. Barber College For Women.
Barber College will no longer be oonsi&ered. as a college.
Its college department has been transferred to Concord, Forth
Carolina, the work of this institution will be considered
later in the secondary schools of Alabama.
4. m i e s Memorial College.
Miles Memorial College offers work in the following fields:
Art 10 quarter hours Biology 35 Chemistry 72 Economics 18 Education 15 English 55 Geography 12 Geology 5 History 54 language 18 • Mathematics 30 Philosophy and Psychology 20 ; " Physical Education 5 Physics - ■ : " ■ ' - " - ■ 15 'v - • Political Science 20 Psychology Religious Education 13 Sociology 80 : ' : ‘
Total : : . 7 :., \ . 451 quarter hours
"It is the aim of the College to train Christian leaders
for every p M s e of life. To give students that refinement and
culture vdiioh comes as a result of training in the Arts, (9) Sciences and literature.* *
(9) Catalogue of Miles Memorial College, 1932-38, p. 18. 29-
In order to meet it a aims fully, greater variety in its
curricula should be offered by Miles Memorial College, es- peeially i n vthe industrial phases of education.
8 . Tuakegee normal and Industrial Institute.
Tuakegee Institute offers the following courses:
Agronomy 15 quarter hours Animal Husbandry : 9 ■ Bacteriology Biology Chemistry J - Education ,, - 30 Eleotive English Farm Practice i History Horticulture : Journalism Mathematics 9 . Physical Education - .V: Poultry Rural Social Science 24 Veterinary
Total 196 quarter hours
"Tuakegee Institute aims to provide an opportunity for
young colored men and women to acquire a sound vocational
training so that opon graduation they may be thoroughly
equipped for active service and leadership in promoting '» ' 3 moral, educational, industrial, and economic betterment in ;.v: ' ’I. • N (10) the communities in which they may thereafter live.*
The courses of this institution meet favorably its aims.
Its entire time should be spent emphasising the industrial
phases of education.10
(10) ' .. : l v;. - v" - -. Catalogue of Tuskegee Institute, 1932, p. 3. 6 . Comparison and Interpretalloa.
The data further indicate that in the matter of semester hours required for graduation - 120 semester hours for the standard American college - Talladega College qualifies.
Talladega College offers mathematics, social science, modern foreign languages, chemistry, English, history, philoso phy and psychology, religious studies, sociology, and economics.
Are these courses adapted to the needs of the colored pupils?
There are 10,000,000 negroes in the United States* 9,000,000 are living in the south; that is, nine-tenths of the negroes are living in the southern states. The data further indicate that the chief occupation of the negroes is farming. ;
The above courses are training the colored pupils more professionally than in the agricultural lines. It is vital that the negroes Should have a general knowledge of these courses to acquire knowledge, habits, and skills, hut too much emphasis is placed on these classical studies, and not enough on the industrial subjects. For example, Talladega College offers 15 units of mathematics, 34 units of education, 86 units of modern foreign languages. These subjects have been empha sized so much that the majority of colored pupils have the wrong attitude toward education. Booker T. Washington, one of the outstanding leaders of the colored race, says, "The negro observed that people who had education for the most part be longed to the aristocracy, to the master class, while the... people who had little or no education were usually of the class •II-
known as 'poor whites. I In this way eduoation became asso
ciated in his mind with leisure, with luxury and freedom from (11) the drudgery of work with the hands."
Though the facilities for all types and grades of educa
tion are strikingly inadequate, a large number of the colored
leaders have been much more eager for the literary and colle
giate type of school than for the teacher-training, agricultu
ral or industrial institutions. A number of influences have
combined to develop this attitude in the minds of these leaders.
They have noted that the ideals of the past have been largely
literary and collegiate. This observation has been emphasised
in the minds of the colored people because the large majority
live in the south, where the literary phases of education have
continued to hold a .relatively larger place than in other sec
tions. Owing to the separation of the races, the negroes have
not had the opportunity to observe the increasing attention
given science, industry, and agriculture in educational systems
among the whites. The wide-spread movement toward segregation
has naturally made the colored people suspicious of any depar
ture’ from the methods and customs which they think are still
emphasized by the white people. This suspicion is further
strengthened in their minds by the fact that so many of the
new phases of eduoation are designed to increase skill in
agricultural and mechanical pursuits.
/T1 \ .. .. ' ' . ’ ... . Jones: negro Education, op.cit.
\ 88«»
Although this failure to unAeretaiiA the purposes and aims of industrial and agricultural education may be easily ex plained, it has been unfortunate. The real purpose of indus
trial education as conceived by General Armstrong and advanced
by his pupil, Booker T. Washington, was the adaptation of edu
cation, whether literary or industrial, to the needs of the
pupil and community. These men regarded industrial and agri
cultural skill and practical knowledge of household arts as
important by-products of the school activities. The ultimate
aim, however, has always been toe development of manhood and
womanhood through the common everyday tasks as well as through
ordinary school activities.
However much toe white and black millions may differ, how
ever serious may be the problems of sanitation and education
developed by the Hegroee, the economic future not only of Ala
bama but also of the entire south, depends upon the adequate
training of the black as well as of the white workman of that
section. The fertile soil, the magnificent forests, the ex
tensive mineral resources and the unharnessed waterfalls are
awaiting the trained mind and the skilled hand of both the
white man and toe black man.
Miles Memorial College in the number of departments and
in the number of semester hours necessary for graduation, meets
the requirements of the American standard colleges as empha
sized in Table VII, on page 8 8 . The courses of study make the
same mistake as Talladega College; that is, this institution -83-
emph&siges the literary and oollegiate phases, aria does not emphasize the industrial and the agricultural phases enough.
These courees are adapted to meet only the needs of the few and not those of the majority of the colored students who will go into the industrial, agricultural, and domestic fields.
Tuskegee Institute meets the requirements of the - imerioan standard college as emphasized in Table Til on page 22 in departments (ei^ht departments), and also in semester hours for graduation (1 2 0 ). .
The courses offered atTuskegee are well adapted to meet the needs of its students! The institution is em- phasizing those phases of education that the majority of
colored pupils will have use for after leaving school.
$*• Financial Conditions
For further enlightenment, we will state the finan
cial conditions of the various colored colleges of Alabama,
compare them with the suggested requirements of the American
colleges, and interpret the findings. -34-
1 . The data comoeming the finanoial oonditloag of
Talladega College indicate that the general expenses; of.the institution are met chiefly through church appropriations, interest on endowment, gifts for current expenses, and stu dent fees. The following data will show the income received from different sources for the year 193Br26. :
: - ' - - . Per cent Church appropriations $68,319.26 38.6 Interest on endowment 13,000.00 7.5 Gifts for current expenses 23,410.12 13.5 Student fees 47,997.08 27.5 Sales and services (net) 9,443.66 7.£
Although Talladega College has an endowment of $266,000.00
this is not enough to fulfill the requirements listed in Table
VII, page 22. These corporate bodies suggest an endowment of
$600,000.00, an annual income of #80,000 for the first 200
students, and #50,000 for each 100 additional students above
BOO. Of its various sources of income, the endowment possessed
by Talladega College is the most important chiefly beoause of
its permanence. , . .
The other sources of income of the College, which are
church appropriations, student fees, gifts, and sales and
services, are conditional.
The church appropriations have held an important place in
furthering educational interests. The oldest college in Ameri
ca, Harvard University, was founded by a minister. He gave
#3,500 to start it. Yale University was founded by eleven
ministers, and it is well known that the colleges in Horth
Carolina owe their existence and prosperity to ministers. Of -as-
the 200 colleges in the United States in 1888, 870 were founded (12) ty the Christian churches, and only thirty by state authority.
The Methodist Episcopal Church South, in the year 1903, had 114 educational Institutions in its charge.
Bishop Charles Henry Phillips of Cleveland, Ohio, one of the outstanding leaders of the Colored Methodist Bpisoopal
Church, in one effort in 1980 raised $60,000 for Miles Memo-
- ' •" ' ; rial College.
The church will continue to make sacrifices in fostering
Christian education. It will probably never oeaee its efforts*
While there remains one uneducated person on earth, till the light of education shall have gilded the hills and valleys of the entire globe and wrapped the blue seas into eternal calm
— there will be necessity for the churches to continue this sacrificial spirit of giving.
8 . The data concerning Selma University* s financial
condition indicate that the expenses are met chiefly through
the following sources for the year 1985-26:
Per cent Church appropriations $16,142.79 62,6 Gifts for current expenses 3,628.16 11.6 Student fees 6,036.60 19.6 Sales and services (net) 3,826.06 12.4 Other sourcex 1,162.19 3.8
Total $30,694.79
The above data reveal that Selma University falls below
the requirements for the American standard college as emphasized
U 2 ) ' ~ Hudson, Hilary T. j Methodist Armour. laehville, Tenn. Smith and Lamar, p. 166. in Table VII, page 23. Selma Unirereity has no prodnotive en ds) ^ dowaent, and its annual laeome is only $30,694.79, and this is not permanent, since ohuroh appropriations, student fees, and gifts are not stable.
3. The expenses of Miles Memorial College are met chiefly through church appropriations, student fees, and special gifts.
This institution has no productive endowments The following informati on shows the income from the different sources for the year 1986*87. ■ : ' ■ ' '
; : - : - ■■ ' ' - : Per cent Church appropriations . $7,000.00 . 30 Gifts for current axpenses 1,000.00 - Student fees 10,020.85 43.6 Sales and services 4,969,45 21.5
Total §22,990.50di)
With an inoome of only $22,990.30 in 1926-27, it is
obvious that Miles Memorial College fails to measure up to
those requirements of the standard American college which have
been used as a criterion throughout this study. This college has no productive endowment and no permanent sources of in
come of any kind. All of its revenue comes from church appro
priations, student fees, gifts, etc. For this reason it would
be well for the trustees of this institution to seek to obtain
enough money to establish a permanent endowment fund in order
that Miles Memorial College may qualify under the standards 1314
(13) ' Receipts principally from concerts and old accounts. In- (14) 00me lnolyfl-ea banks, loans, electricity, and telephone. 1926-27 inoome comprises receipts up to April 1, 1927. set is M l ® VII, page 22,
4. The data for Tuakegee Institute indicate that the major part of the income of the institution is derived from interest on permanent endowment. This permanent endowment has been recently increased to $8,000,000. This institution receives federal funds under the Smith Hughes and the Smith- lever Acts for vocational courses in the secondary school.
It also receives an appropriation from the state of Alabama for the teacher training which it is doing, the Carnegie
Foundation and the Slater Fund also contribute to the support of the school. The following data will show the income for the year 1986-8Y. . .. , ..
- : . - • : ...., . . Per cent State appropriations $5,000.00 1.1 Federal appropriations 8,400.00 1.9 Interest on endowment 307,968.56 68.2 Gifts for current expenses 89,149.38 19.8 Student fees 38,250.50' 8.5 Other sources ; 2,400.00V18# . .
Total $451,168.44
Tuakegee Institute is well situated in the matter of in-
come and support. With a total income of some $451,168.44
which is derived from its endowment, from federal and state
aid, and from such private foundations as the Carnegie and
Slater Funds, it fully qualifies in this respect according to
the standards previously used. It might also be noted that
(15) Macon County School Board $1,200, health work; state through county, $1 ,2 0 0 . this is the only institution among the colored, colleges to receive both federal and state aid.
5. Valuations.
It will be of interest to know the valuation of all the colored colleges of Alabama. The following data will give the desirable information:
Talladega College $1,276,500.00 Selma University 180,000.00 Miles Memorial College 500,000.00 Tuskegee Institute 8,559,749.41
Total $10,516,849.41
These colored colleges of Alabama, valued over ten and one half million dollars and located in the heart of the south, are
especially instituted for the training of leadership. These
institutions are the hope of the colored race in the south.
The south is rich in economic resources, but poor in the quan
tity and quality of its labor supply. "What the south most
needs," said a well-known writer of that section, "is not new
discoveries but the application of what is known. Man, not
nature, is at fault. The industrial education of both white
and colored youth is undoubtedly the most important element
in the economic development of that section."
The southern people are just beginning to appreciate the
remarkable economic possibilities of their states. The United
States Geological Survey reports that one-fifth of all the
mineral output of the country is from the southern states. the Forest Service reports that the south, with a magnificent belt of pines stretching from Virginia to Texas, ranging in width from 160 to 2 0 0 :miles is the chief lumber producing region of the country. In addition it is estimated that the waterfalls have a capacity of 1 0 ,0 0 0 ,0 0 0 horsepower, of which only a relatively small amount has been harnessed for factory purposes. The value of the present output of mineral and lum ber resources is but a small part of the possible production. ' . ■ ■ • > ' *■ . ' - • . • • ...... V Even now it, is but a fraction of the agricultural production of those states. Cotton alone has an annual valuation of fully three-quarters of a billion dollars.
Analysis of the population of the southern states makes it certain that the hope of the south for an improved labor
supply is not immigration but the effective education of their white and colored youth. The inevitable conclusion ie, there fore , that the two great sources of labor in the south are the more than 20,000,000 native white persons and 9,000,0005egroes
In view of these facts, I believe that the Begro should
be educated and that industrial education is what he most needs
But we must not overlook the fact that he has other short
comings besides that of economic inefficiency. His present
condition is not due to a low earning capacity alone, but also
to low ideals of living. We must guard against any kind of
one-sided development and bear in mind that the right ideal of
Negro education is twofold: to increase the Negro's industrial
efficiency and at the same time and with the same speed raise 40-
hia standard of living. The true type of industrial education not only makes the Hegro a better workman but also eauses him to build, a better home and live a worthier life.
0. Conclusions and Reo ndations
While there has been a general evaluation of the condi
tions in each college and comparison with the basic requirements
as outlined by various accrediting agencies it may be helpful to
bring together these facts concerning each mohool. On the basis
of these facts, recommendations concerning the future policy to
be followed by each school can be made. Eaoh school will be
diBoueeed in turn.
1. Talladega College.
The data concerning Talladega College as presented in
various divisions of this study indicate that the faculty does
not meet the requirements as outlined for standard American
colleges, only 3 ? per cent having training represented by the
Master's degree or further study beyond that. The number of
departments and the total offerings in terms of semester hours
appear to be satisfactory. The fields the work is offered in
favor the traditional academic work, popular in times past. 5 The financial support is thoroughly satisfactory either as to
type or total amount.
On the basis.of these facts, the following recommeddhtione
concerning desirable practices are made: tended, to faculty members in order that all may
seoure additional training. Leaves of ahaenoe
with part pay may be possible as a phase of the
program looking toward the improvement of teaehers. b. The teaching load should be reduced in order
that more ef feotlve teaching may be done. o. The school authorities should make a thorough
study of ^ e irork done by the graduates and also
seek to disoover what the various undergraduates
are planning to do as a result of their boilege training. ^ " ' ri-r :: " d. The curricula and oouPBes offered should be suoh
that the best and most eeonomloal results are ob
tained for the majority of the students;
(lote: Recommendations o and d apply to all the
schools and colleges;) e. Careful guidanoe should be given students so
that they may select the work whioh is most likely
to lead to effective performanoe of the tasks which
■ they have set for thmmselvee. •; - - ' : • • f. Pefinite efforts should be nade to raise the
total endowment from $260,000 to $500,000, thus as
suring a definite income of $25,000 or more each
year. Such endowment should be invested carefully
and the pro seeds used properly. 2. Selma University.
Inasmuch as data previously considered reveal that Selma
University falls short of every requirement hut two, that is, the entrance requirement and the number of semester hours necessary for graduation, it is recommended that the college department be discontinued and that the school become an in i' : ; ;i •: 'b u- . :: ; .. . stitution of secondary training.
3. Miles Memorial Colleges v - ' - ■ -«
The facts about Miles Memorial College, which have been presented in the several different sections of this study, in dicate that the college meets the requirements set up by recog nised accrediting agencies in only two respects: the number of units required for admission and the number of semester hours required for graduation from college. In the matter of the training of the faculty, the size of its endowment, the amount of its income together with its lack of endowment. Miles Memo rial College does not reach the standards suggested for the standard A m e n can college. In view of these deficiencies,
the following recommendations are offered:
a. Effort should be extended to obtain a qualified
instructional staff. Salary schedules should be
revised in such a way as to encourage and aid
faculty members in receiving the added training needed.
b. The teaching load in the institution is ex
cessive, and should be reduced so as to insure
more efficient teaching and learning. 43
o. It is also reooMEended. that foods be raised
to equip the library with an adequate number of
volumes.
d. Since all but two of the trustees of Miles
Memorial College are clergymen, it would be well
to appoint new members obtained from the business
world and also members who will be well trained in
the educational field. The former may be expected
to improve the financial condition of the college,
and the latter its academic status.
4. Tuskegee Normal and Industrial Institute.
It has been seen that this institution more nearly meets the requirements set up by accrediting agencies (Table Til, page 28) than do the two colleges just considered. Its enroll ment is 97, only 3 short of the desired number; its financial condition is most satisfactory, and its requirements for ad mission and, for graduation are also satisfactory. Only in the lack of training of its faculty is it deficient. In view of these facts, it is recommended that provision be made that its teachers may obtain the needed additional training. A regula tion to that effect might well be enacted and a time limit of, say, five years set within which the degrees must be obtained. - 4 4 -
Chapter III - Colored. Elementary Schools . ... of Alabama
A. Hnaber of Sohoolo
it Is worth while that we note the number of colored, public elementary schools of Alabama, their location, the per cent they are of the total number; and. make comparison with the white elementary schools of Alabama. • .
The data concerning the public schools of Alabama indi
cate that there are 8,218 public schools for the white pupils
and. 2,870 public schools for the colored pupils.
The facts further Indicate that the colored pupils have
42 per cent of the total number of schools In the state of
Alabama. These schools are located in the 67 counties of
Alabama.
B. Enrollments
Since the enrollments of both idiite and colored students
in Institutions of higher learning in Alabama have been stated,
and sinee comparisons of the figures have been made and in
terpreted, it will doubtless be a desirable procedure to pur-
sure the same course with regard to elementary school enroll
ments of the state. Consequently, we will now examine the
number of white and colored pupils in each of the six elementary -45-
grade 8 and we will note the per cent of pupils In each grade. Enrollment by grades (1931) White Colored .Total
First 90,534 73,742 164,276
Second 50,799 28,680 79,479
Third 49,460 25,964 75,484
Fourth 48,056 22,598 70,649
Fifth 43,196 16,948 60,144
Sixth 38,178 13,206 51,384
Total 320,223 181,133 501,856
There are two ways of discovering and showing the rela
tive persistence of pupils in the various grades of the schools
of Alabama. One method is to note the per cent of the total
elementary school enrollment in each grade.
A second method of making the comparison is the index
numbers, calling the enrollment in the. first grade 1 0 0 .
The data secured by using the first method are as follows:
Per cent ...... :", White Colored
First grade 88.27 40.71
Second grade 15.86 15.83
Third grade 15.44 14.33
Fourth grade 15.00 12.41
Fifth grade 13.48 ,9.35
Sixth grade 7.2911.92 The results secured by means of the second method
White Colored • *," . • r.v' ' - • < v ' - ■ • . ' ■ • •' ■ ■ ■ • * First grade 100 100
Second grade 66 39
Third grade 64 38 ; t , ; ; ' • • ■ _■ . ■ ' ■ . Fourth grade 56 31
Fifth grade 48 82
Sixth grade 88 18
From these figures two imporient facte beoome evident.
The first of these is that a mueh greater per cent of the oolored pupils are in the first grade than are white pupilsi
The aeoond important faot revealed by this comparison is that a larger proportion of white children reachthe sixth grade than do colored pupils; This means, of oourse, that a greater per
oent of colored pupils than white pupils drop out of school before reaching the sixth grade; Only in the second grade are
the two percentages about the same.' The eauses of this are perhaps the same as those set forth in the discussion in the previous division of this study: poor equipment, poorly trained
teachers, and tm-enforced compulsory attendance law, so far as
the colored pupils are obnoerhed.
0. The Buildings
Hhny ooramuhities do not own sohorol buildings for colored
children. In such cases school is held in some makeshift -47
building loaned to the district. Rural churches, lodge halls, and sometimes deserted cabins are pressed into serried for sohool purposes. In Alabama over 61 per cent of the colored schools are taught in buildings not owned by public author!- ties; on the other hand the public authorities own three-fourths of the buildings in idiioh white schools are taught.
Thus it is readily seen that the school building system of Alabsuaa so far as the Negro pupils are concerned stands greatly in need of revision. So long as the colored pupils are housed in such a temporary manner, it is exceedingly difficult to arouse the interest of teachers, pupils, or patrons suffi ciently to improve the plant or add to the value of property.
During the last eighteen years, there has been some im- provement. Four hundred schools ranging from the one-teacher
to the ten-teacher type have been built in Alabama with the
Hosenwald aid, at the cost of §1,871,636.
During these last three years there has been considerable
slowing down in Hegro school building activity, due ostensibly
to three main causes: ' -
(1 ) the prevailing economic depression which renders the
gegroes unable to raise their quota of funds requisite
to qualify for outside aid:
(2) the withdrawal of cooperation by the Julius Hosenwald
Fund fro® the building of small schools; and
(3) the failure of school authorities to recoup this loss
by augmenting contributions from public sources. -48-
B. Teacher#
It la Imperative that we note the number of teachers, ' • - ■ '■ .• ■ • „ • • • 'v . v • - • •' ' -r supervisors, and supervising principals of the elementary
schools of Alabama and compare with the white elementary
teachers, supervisors, and supervising principals.
: 1 . numbers. ■ : 1 • •'
The following is a statement of the number of teachers,
supervisors, and supervising principals in the elementary
schools of Alabama in 1930-81: :■ > Humber of teachers White Colored Total
' Men .. . 683 361 984 . .. ■ r vJ. - Women 7,900 3,362 11,262
. , Total : . 8,528 3,723 : 12,246 : ;
Humber of supervisors 90 46 144
Humber of supervising principals lOB . 14 116
Total 800 60 260
Grand total 8,723 3,783 12,506
In passing, it may be noted that the white schools have a relatively greater teaching staff. They enroll some 64 per cent of the pupils and have TO per cent of the teachers.
The training of the teachers M s been discussed in Chapter
II. However, for purposes of emphasis, it may be well to note again what was said about this training. It was stated that - 4 9
the reports of the state departments of education of Alabama and of Georgia revealed that 70 per eent of the colored teachers have only third grade oertifioatee, which represents an eduea- tional preparation leas -Wan teat usually seoured in the grades of the elementary sohools. Investigations made by supervisors of eolored sohools in other states Indicate teat the percentage of poorly prepared teachers Is almost as high in other southern states. " : ! . ' : . . ...
The teachers of colored public schools occupy a peculiarly
important position, teey are not only the chief agents in stimu lating the interest of tee colored people in the public schools,
but they are also in a position to present the needs of the
colored sohools effectively to the school officials. Well done,
their work will not only produce better trained men and women,
but will also develop friendly an d . helpful relations between the white and colored people of the south. Suoh a responsibility
should be placed only on well-trained teachers. Observation,
however, shows that the large majority of teachers now in schools
are utterly ino^able of such responsibility. :
2 . Salaries.
The data concerning salaries of the colored elementary
school teacher indicate teat annual salaries of the colored
teachers are 46 per cent of that of white elementary teachers.
During the year 1930-31 tee white elementary teachers received
annually $732.00, while tee colored teacher received annually
$327.00. 60
The Inadequate compensation is one of the explanations of the poor class of teachers for the public rural schools for colored people. It is little wonder that 70 per. cent of the teachers in the black belt states have only third grade certificates. The chief exceptions of this class of teachers
"are those from a number of the private schools that teach their students to put service to their communities above con sideration of self. The splendidly unselfish and effective work of so many of these young people is at once the glory and occasion of the institutions from which they come."
The data also reveal that the financial system of the ele- aentary schools of Alabama stands badly in need of revision.
1. Length of Term
It is necessary that we note the length of term in days
for both groups in the elementary schools of Alabama.
In the school year 1980-01 the average number of days that
schools were in session was 153 days for white schools and 125 ■ -7 • days for legro schools. If this is figured in months - tWenty
days being taken as a sohool month - it means that the white ' ■ ' , . 1 ,7/ schools were in session for about seven and two-thirds months,
and the colored schools for only six and one quarter months, or - V:!, nearly one and one-half months less than the white schools.
The shortness of the colored school term has resulted in much
confusion and inefficiency in these schools. -51-
Signs of gradual improvement in length of school term are to be found in the reports of state superintendents of schools.
The Jeanes Fund teachers and the colored people interested in schools are Instrumental in encouraging the patrons of many schools to contribute sums to supplement the public school money and extend the school term for a month or two, thus teaching the colored people self-help and to stand on their feet.
F. Curriculum
It will be of value to note the curriculum offerings of the elementary schools of Alabama and also the per cent of total time in minutes devoted to each subject.
Subject Total Minutes Per cent of ______(Grades 1-6) Total Time
Reading 1,870 24.6 Arithmetic 990 13.1 Language 918 1 2 .1 Writing 455 6 .0 Spelling 436 5.7 Geography 526 6.9 History 367 - - 4.8 Civics 88 1 .1 Elementary Science 182 2.4 Art 557 7.3 Music 457 ' 6 .1 Health 212 2 .8
Physical Education 532 . ■ - . , 7.0
Total 7,680 99.9
The alms of the public schools of Alabama as outlined by the state department of education are: -58-
Genera^.-
1. "Maintaining the homogeneity of the social group.
2. Developing the ability to solve current social problems.
3. Developing attitudes conducive to progressive adjust ment to change.
4. Training immature individuals for and guiding them into occupations which help meet the needs of society.
5. Developing physical fitness necessary for maximum social achievement." ...
These general objectives, it is stated, can only.be achieved by means of developing certain knowledges, skills, and attitudes which constitute more specific objectives. As outlined by this body they are:
1. The selection of subject matter which:
a. Gives the pupils control over the fundamentals, suoh as reading, arithmetic, and oral and written expression.
b. Develops a sympathetic understanding of the democratic ideals of our colonial forefathers and a desire to learn to live true to the best in our inherited conceptions of a democracy.
o. Enables the pupils to become more capable of participating intelligently in the life around them, both at home and at school.
2. The use of those methods which give the pupile the opportunity to participate in planning and in carry ing out group enterprises, thus learning to cooper ate with the group and to work for its welfare.
These courses of study are planned to meet the needs of the pupils. Wi|^ the selection of good teachers and with careful supervision striking results might be obtained in the teaching of the above subjects. -53-
G. Flnanoee
1* Bxpea4itwei per pupil.
It is very evident from the figures advaneed hy the Ala bama State Department of Edneaticn that colored pupils are not offered the same educational opportunities as the white pupils.
In the year 1930-81 the average annual expenditures for current expense per pupil enrolled was for white $35.81, while for ool- ored 5 9 .8 6 ; per pupil in average daily attendance, these expen ditures were $46.32 and $13.07 respectively. These figures in dicate that more than three and one-half times as much money is spent on each white pupil as is spent on each colored pupil. The inequality and the unfairness are self-evident.
2. Sources of Revenue.
In Alabama revenue is received from federal, state, and county funds, from local funds and from certain philanthropic funds. The data below will give the revenue receipts and also will give the per cent of revenue obtained from each source, for the year 1930-81.
Federal funds $152,007 .8 per oenti State funds ^ 7,687,205 40.2 k County funds'^' 4,981,889 25.8 a. Local district tax 4,195,926 22.0 b. Fees 408,335 2.1 o. Gifts 981,202 4.3 Appropriations 416,705 2.2 Philanthropic 64,978 .3 Rent, interest, etc. 436,198 2.3 Total $19,104,445
(16) . ■ • ' — - ” : : ” ~ t County tax and Poll tax. . . 5 4 -
From the above facts it Is clearly seen that the state and
county school fund supplied 66 per cent of the total revenue, while 22 per cent was from the local district tax, and the re- * - mining 12 per cent from miscellaneous sources.
H. Summary
A summary of the basic conclusions of this chapter, to
gether with recommendations thereon will be helpful.
1 . pata on enrollment by grades and the index number
showing the relative number in each grade indicate that the per
sistence of the colored pupils in each grade after the first is
less than that of the white pupils. It is recommended, there
fore, that more effort be extended in the lower grades to vi
talize the teaching to make it interesting and such that the
persistence of the colored pupils in the school shall be greater.
More strict enforcement of compulsory attendance laws, while
perhaps a negative measure, should also prove beneficial. A
concerted attack upon this problem by state, county, and local
districts should be launched.
8 . The buildings and equipment of the colored schools are
obviously entirely inadequate, and in such a deplorable condi
tion as exists with respect to the housing of Negro school chil
dren should be remedied as quickly as possible.
3. The colored teachers are not well-trained, and hence
the pupils are placed at a decided disadvantage. Stricter oer- •55
tifioation and higher qualifications for elementary school teachers should he required. Also the means should be provided for the teachers to meet their requirements, that is to say, that adequate training schools should,.be established.
4. In addition to the fundamentals, the elementary school curriculum should offer more instruction in gardening, house hold arts, and a certain amount of industrial training..
5. More instruction in the problems of rural life is needed In order that teachers and leaders may be developed for a people who are 75 per ©eat rural.
6 . It is also recommended that the colored school term which is shorter than that for the white pupils be lengthened
to correspond with that of the white elementary schools.
7. Finally, it has been noted that salaries of colored
teachers, and in general the whole financial situation as re gards the colored schools in Alabama,compare very unfavorably
with the corresponding conditions in the white schools. Suoh
inequalities, it goes without saying, should be remedied with
out further delay. Hot only for the welfare of the colored
people alone is this urgent, but also for the welfare of the
whole state. — 5 6 —
yj. ' ' - A. u ,/ " Y / . - '' ' -- - : r - ^ - Chapter IV - Coloredl Seoom&ary Sohools of Alabama ; ' .. ' ..T - - - ' ' ' -
there remains to be oonsiaeMfl. in this study the -seoondury sohools for Negroes in Alabama. Elementary sohools and insti- tutions of higher learning have already been discussed, and the same general procedure that was followed with the dissuasion of these sohools will be pursued in dealing with the high sohools•
A. Number of Sohools
the data oonoerning the secondary sohools of both groups of Alabama indicate that there are 1,797 white secondary schools and 60S colored secondary sohools......
B. Enrollment '
The white and colored enrollments in grades seven to twelve are as follows:
Grades______White Colored______total
Seventh 29,900 6,344 36,244
Eighth , 23,709 4,158 27,867
Ninth 20,347 3,289 23,637
tenth 16,070 1,94618,016
Eleventh 11,860 1,445 13,295
twelfth 9 ,0 1 2 961 ; 9,973
total 110,889 18,143 129,032 -87-
The earne methods ofoomparing the relative pereietenee of pupils in the various grades that were used with regard to
the elementary sohools will he employed here.
1. Per cent of total secondary enrollment in each grade:
Grades White Colored Seventh 26.96 34.96
Eighth 21.38 : 22.91
Sinth 18.35 18.12
Tenth ... 14.49 10.72
Eleventh 1 0 .6 8 7,96 .
Twelfth 8 .1 2 5.29
The index method results with the total enrollment
seventh grade considered 1 0 0 , are:
Grades White Colored
Seventh 100 100
Eighth 79 66
ninth 69 52
Tenth 84 31
Eleventh 39 88
Twelfth 30 16
Examination of the relative percentages of white and
colored pupils in eaoh grade lead to much the same conclusions
as were reached with regard to elementary school enrollments. The elimination among colored pupils between grades seven and -5®-
eight le oonsi&er&ily larger than that of white pupils.
With respect to the peroentage enrolled in the aeoond grade it was noted that this figure was approximately the same for both the colored and the white schools (16.8 per oent in each case).
In the secondary division a similar comparison reveals
that this is true in two grades, the eighth and ninth; in grade
eight the per cent of white pupils enrolled in 21.58 and the per oent of colored pupils is 22.91; in grade nine these per
centages are respectively 18.35 and 18.18. The index figures
for both divisions, when examined, show that elimination among
colored pupils is slightly greater in the secondary schools than
the elementary.
IHDEX METHOD GRADES 1-12
Grades White_____ Colored
First 100 100 Second 56 39 Third 54 85 Fourth 53 31 Fifth 48 22 Sixth 38 18 Seventh 33 ■ ... ;..... 9 ; Eighth 26 6 Hinth 22 g * Tenth 18 2 .6 Eleventh 13 2 Twelfth . 10 ...... I«r3
The enrollment in grades nine to twelve of the white
schools is 13 per cent of the enrollment in the twelve grades
of the public school. The enrollment in grades nine to twelve 09
in oolored schools is 0 .8 per cent of the enrollment in the twelve grades of the public school. The enrollment in the oolored secondary schools is relatively only one-third as great as is the white secondary school enrollment.
0. Teachers
Since the training of Alabama's school teacher has been discussed in other parts of this study, it will be expedient to note here only the number of high school teachers;super visors, and supervising principals.
1. Secondary teachers, supervisors and supervising principals for 1900-31: lumber of teachers White Colored Total
1,658 208 1,860 K “ . . ■ , ■ ■ : Women 2,169 352 3,121
Total 4,481 560 4,981
Humber of supervisors 10 : 1 11
Humber of supervising principals - 68 4 72 Total 78 5 83
Grand total 4,499 565 5,064
It will be of interest to know of the work in education
in the rural section. As the movement for better elementary
education for Hegroes grew apace, necessity for competent
teachers to man the schools was recognized by school admini-
90849 -60-
stratora. How to get them was the problem for solution.
Philanthropy paved the way.
In the absenoe of adequate teacher training facilities in practically all of the southern states. Dr. James Hardy
Dillard, trustee of the John F. Slater Fund, proposed a grant of financial aid from that source to any county that would ea- tablish a central school, qualified to offer legro youth in struction through the eighth grade with a superimposed course of one or two years in professional preparation for teaching in rural elementary schools. The idea met with popular re- ...... ' -- .. -- ' ' V. ^ v>- • . 1- * - , v^ .. . . . ' • V - - 4 • » ’• ' < . • -J , sponse throughout the south, and for the last sixteen years the John F. Slater Fund has been cooperating liberally toward the stimulation of this particular phase of the program for public education for Hegroes. The General Education Board ' ' ' ■ . ' -..•x-vv, came to the assistance of the enterprise with large supplemen tal appropriations to meet the exigencies of the situation, and it has ever since maintained an active interest in the de velopment of the program of secondary education for Hegroes, not only in Alabama but also the south.
8. Salaries. ;
In the year 1930-31 the average annual salary of white seoondary teachers was $1,898, of colored teachers |8S8.
Thus the colored teacher* s salary is a little more than one- half (54 per oent) that of the white teaeher, -and muoh the same oritioiem of this situation is justified as that directed 61
at the situation in the elementary schools. Once again the legro teacher is greatly underpaid in comparison with M s white colleague.
D. length of Term
In 1930-31 the average number of days that the white and
Hegro high schools were in session were respectively 170 and
163. Figured on a monthly basis, the white school term was eight and one-half months, and the colored school tepm was only slightly less — about eight and one-sixth months. The difference in this case is not enough to be of material sig nificance. Therefore the Hegro high schools compare mnoh more favorably with the white high schools, with respect to length of term, than do the elementary schools.
E. Summary
A summary of the outstanding facts revealed by the data of this chapter will lead to much the same reoommendations that were made for the elementary schools.
In this division of the school system also the persistence of colored pupils is less than that of the white pupils. It has been pointed out, moreover, that discrepancy is greater in the secondary schools than in the lower grades, that elimina tion among colored pupils is larger in grades sevenn to twelve than it is in grades one to six. 1. It is reooaeeaded that the secondary school ourrioxilxun he diversified and made so interesting that elimination among the colored pupils may be decreased. It must also be realised that the success of this recommendation is dependent on ful fillment of similar recommendations for the elementary schools.
2. What was said of the building facilities of the elementary sehools is equally true of the secondary schools for colored pupils. More and better equipped schools are needed. -
3. So much has been said throughout this study about the in adequacy of the colored school teachers* training that it is hardly necessary to repeat it here. We may state, however, that the required qualifications of colored high school teach ers should be raised to the same standard as those of the white teachers and that opportunities should be provided for colored teachers to acquire the additional training which they need.
4. A more diverse and practical curriculum is needed in the
eolored secondary schools. At present these schools do not make desirable provision for the needs of the colored pupils after they leave school. Chapter V - General Summary Of ConoluBlons And. ReoomoenaationB
Throughout this study the writer has tried to set forth the condition of Hegro education in Alabama and to make com parisons between the educational opportunities of the white children and the colored children of the state. That such opportunities are not equal has been continuously evident, and certain major disadvantages under which Segro education operates have appeared oonstantly. It will be well tb sum marize the findings of the entire study and to suggest re commendations by which these deficiencies may be overcome. .
1. Teachers.
It has been seen that the colored teachers of Alabama are very poorly trained as a whole. The data have indicated
that TO per cent of the elementary teachers possess only a
third-grade certificate, or the equivalent of an elementary
school education. Obviously such meager preparation can not
fit one to teach others efficiently. It le recommended,
therefore, that the requirements of colored tea’ohera be
strengthened. As has been previously suggested, it would
be well to demand of colored teachers an amount of preparation
equal to that required of white teachers. This is a funda
mental and a most essential recommendation inasmuch as colored
education can never succeed so long as its teachers remain
poorly trained. 2. Salaries and Financial Support. ' ’ ‘ ' ..... - * .. . • • . In connection with increasing the professional standing and training of teachers, the problem of salaries and finan cial support of colored education in general must be considered.
It has been seen that colored education does not receive a pro portionate share of educational funds as compared with thle education in Alabama. At this point the writer wishes to com ment favorably upon the contributions which private philan thropic agencies have made to colored education. She state, the county, and the local districts of Alabama have not matched their seal and foresight in this respect. With regard to salaries of colored school teachers, it has been said, and it should be reiterated here, that they should be increased for several reasons. One important reason for this is to encourage and to enable colored teachers to secure the additional train ing of which they are so much in need. In the low salary schedules of colored teachers there may probably be found a good deal of the explanation of the Inadequate training of these teachers.
3. Curriculum. 1
One of the greatest needs of colored education in Alabama as indicated by the findings of this study, is a revised cur riculum. It is recommended that a careful study be made of the pursuits which colored children will follow in their lives ~ 65»
after school has been finished, and that the curriculum be revised in order to prepare the children to engage in those activities profitablyv To this end it is suggested that more emphasis should be placed upon the industrial, vocation al f‘ and rural phases of education. The fundamentals should *
in no manner be neglected, but should be accompanied and
supplemented by industrial and vocational courses. In addi- - =
tion to these courses there should also be a curriculum def
initely teacher training in character — a currioulum that will look to the future and provide such teachers as will
efficiently minister to the needs of the colored population
in Alabama, and who will be trained to carry out the educa
tional program most successfully*
4* Enrollment, Housing Facilities, and Equipment.
The fourth major conclusion revealed by the findings of
this study is that in the matter of enrollment, housing
facilities, and equipment, the colored schools of Alabama are
far inferior to the white schools. The recommendations em- ,
bodied in (1), (2), and (3) above hold the key to the solu
tion of these difficulties, letter and more equitable finan
cial support will remedy the deficiencies in buildings and ■ equipment. With regard to enrollment, the negative measure
of strictly enforced compulsory attendance laws for increasing
attendance should be mentioned, as well as equally long school
terms* A more positive means of increasing enrollments and i attendance, however, lies in the vitalising of the curriculum and. in adapting it to the interests and. needs of the pupils.
These conclusions which have been stated and the reeom-
mendations whioh have been offered, apply to the oolored
colleges of Alabama as well as to the elementary; and secondary
schools•
It is the writer's belief that the adoption of the recom mendations embodied in the four major conclusions of this
study will lead to an efficient educational system for Vtgrots
of which not only Alabama but also the entire south may be proud. * 6 7 -
Bibliography
Garter, Woodson Godwin. The Hegro in Our .History* . Washington, D. 0. The Associated Publishers, 1928, pp.868-576.
Bishop, Carter. Horning Meditations, And Other Selections. Atlanta, Foote & Davis Company, 1917, pp.95-97.
Hudson, Hilary T. The Methodist Armour. Hashville, Smith & Lamar, Agents, 1915, p. 166.
King, Willis J. The Hegro In American Life. Hew York, The Methodist Book Concern, 1926, pp. 145-153.
Annual Report, 1981, of The State Treasurer of Alabama.
Annual Report, 1931, of The State Auditor of Alabama.
Jones, Thomas Jessie. Hegro Education. TJ.S.Bureau of Education, Bulletin 1916, Ho. 38, Vol. I. ' * 1916, Ho. 39, Vol. II.
State of Alabama Department Of Education. Bulletin 1932 Ho. 11. Annual Report, 1931. Montgomery, Wilson Printing Company. .
Klein, Arthur J. ^ A A i u S F I a u o ^ t i l n , 7. pp. 67-116.
Work, Monroe H. Hegro Year Book. Tuskegee Institute Press, 1931-1932, pp. 194-253.
Biennial Survey of Education. V.S.Bureau of Education, Bulletin 1931, Ho. 20, Vol. I-II, 68-
lorth Central Aasooiation Quarterly. Vol.B, 1930-81, pp, 72-76. "Worth Central AasoolatIon of Seoon&ary Sohools and Colleges, Ann Arbor, Michigan.
High Sohbol Quarterly, m l . 20, 1931, pp. 144-148. Athens, University of Georgia. ' .dt-.v . , -v ; « r row’ bae eloorieS ^xainootS to XartaeO d»soC .£UB3ilrio2k *%0(fn £LiA
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