African American Education

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painter charged six dollars to write the names and the sins of those six grinning more or less hideous skeletons down so they could be seen in all their charm, if [begin cross out] th [end cross out] charm is the right word. It was stated, too, that those [white?] idiotic skeletons represented differences not only, but wide differ in the white and Negro school systems in this state.

Some of us had the idea

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now seem to be a mistake, that these six rather [?] active skeletons pulled without ceremony out of the closets and spread before the curious critical gaze of this group might appease in some measure, might [?] the same degree at least the appetite of our friend But it seems that he is still crying for more. Therefore, may we ruthlessly drag out of their hidden (but not

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5. Skeleton number five is a sort of state-wide attitude -

In 1925 a very important state official [begin cross out] del [end cross out] declared the "Negro people ought to be content if their schools kept within ten years of the progress attained in the white schools."

If that doctrine had been followed, the Negro schools at the time the statement was made would have been the poorest and most [?] any where in the whole country -

That state-wide skeleton

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is now well on his way out of the picture.

6. Skeleton number six is a state senator who said, so it is reported in 1933, that ^the^ Supreme Court would have to make him do so, before he would vote any sum of money to pay [?] for Negroes to pursue graduate instruction ^in or^ outside the state - as was then proposed.

7. Skeleton number seven

But why keep on listing skeletons. The [begin cross out] manville story [end cross out]

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number might be continued ad infinitum. Mr. Hoover is quoted as having said in 1932 if he were [begin cross out] rel [end cross out] reelected there would be two cars in every garage and a chicken in every pot.

There are skeletons galore in N.C. - at least one in every closet and another around every corner.

It is our hope that the six shown on the [?] Sept 10 and the six listed today may satisfy temporarily

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at last the hunger of my good friend.

Finally - may we ask a question - what [?] [?] [?] friends would term a hypothetical question; viz: -

If one engaged in this work should go around with two skeletons under each arm and [spend]?much of his time dragging other skeletons out of closets - would that stimulate flesh and blood people - in this

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only education which the overwhelming bulk of the Negroes of North Carolina are receiving is that which they receive at the hands of the Negro elementary school teachers of the State.

There are 23 people on the instructional staff of the college, that is those who actually teach classes. Of this number three have done one year or more of work abouve the Master's Degree (these three also hold the Master's Degree); 14 hold the Master's Degree; one holds the M. D. Degree; and only five have just the Bachelor's Degree. For the school year 1927-1928 only seven members of the instructional staff held the Master's Degree, while there were 14 who held only the Bachelor's Degree and four who had no degree at all.

F. L. Atkins, son of the late Dr. and Mrs. S. G. Atkins, is now the president of the Winston-Salem Teachers College."

Of the plan, purpose, and significance of Winston-Salem Teachers College, we qhote a statement by two outstanding educational leaders in America, - Dr. W. C. Bagley of Columbis University, and Dr. Arthur J. Klein of the University of Ohio, who made a study of the institution in 1931:

"We may, however, here record our sincere belief that, with the splendid beginning that has been made, the Teachers College of WinstonSalem can easily become an outstanding example of an institution of higher learning which devotes its energies and its faculties exclusively to the difficult and fundamentally important problems involved in the care and culture of the younger children. It would be an example not only for Negro education throughout the South to emulate, but for education whether white or Negro, throughout the country. We know of no state in which the conditiions for such a development are now so favorable as they are in connection with Negro education in North Carolina."

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Negro Public Schools Comparative Information for Various States

6. Buildings, Grounds and Equipment

[column 1] Note (1) Bldgs. Publicly owned [column 2] (2) Bldgs. priviately owned [column 3] (3) Good Bldgs. public [column 4] (4) Poor Bldgs. public [column 5] (5) Very poor bldgs., public

(1) Ala. (no data)

(2) Ark. (All buildings are publicly owned, though some churches are used for (school purposes.

(3) Fla. [column 1] 641 [column 2] 361 [column 3] 301 [column 4] 90 [column 5] 150

(4) Ga. (Annual reports do not give satisfactory information. Our problem (contors around one-teacher schools taught in churches. We have not (encouraged building one-teacher schools because t is would be a hindrance (to a transportation program later.

(5) Ky. [column 1] 550 [column 2] 40 [column 3] 150 [column 4] 290 [column 5] 150

(6) La.

(7) Md. [column 1] 507 [column 2] 24 [column 3] 433 [column 4] 74 [column 5] 15

(8) Miss. [column 1] 2313 [column 2] 1440

(9) Mo. all

(10) N.C. [column 1] 2252 [column 2] 97 [column 3] 211 Brick 2041 Frame

(11) Okla. [column 1] Approx. 95% [column 2] 5% [column 3] (no data)

(12) S.C. [column 1] 1821 [column 2] 538 [column 3] 1000 ost. [column 4] 500 ost. [column 5] 321 ost.

(13) Tenn. (State report does not separate white and colored buildings. Still (have large number inadequate buildings, and number of schools still (being taught in churches.

(14) Texas (Definite information not available)

(15) Va. All - only 7% of these buildings are built of brick, stone or concrete.

(16) W. Va.

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Negro Public Schools Comparative Information for Various States.

6. Buildings, Grounds and Equipment

[column 1] (S) Value Buildings Public [Column 2] Note (2) Aro buildings publicly owned adequate or inadequate

(1) Ala. [column 1] No data [column 2] Buildings adequately equipped

(2) Ark. [column 1] $2,635,345 [column 2] -

(3) Fla. [column 1] 4,941,655 [column 2] -

(4) Ga. (See page 3)

(5) Ky. [column 1] 2,500,000 [column 2] -

(6) La. [column 1] 3,444,071 (1933-34) [column 2] -

(7) Md. [column 1] 1,581,247 (b) 3,260,832 (c) [column 2] Adequate, in the main

(8) Miss. [column 1] 3,487,686 [column 2] Greatly inadequate. Value bldgs. not publicly owned, $769,052 80,644 enrolled in private bldgs.

(9) Mo. No data

(10) N.C. [column 1] 12,309,808 [column 2] Not fully adequate

(11) Okla. [column 1] No data [column 2] Steady improvement past two decades

(12) S.C. [column 1] 5,246,777 [column 2] Practically all buildings over crowded.

(13) Tenn. (See page 3)

(14) Texas [column 1] 9,577,066 [column 2] As a whole, not adequate

(15) Va. [column 1] 6,985,898

(16) W. Va.