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I HE MAROON T I G ER
It affects the family in that one member can trans
mit it to the rest of the family; also it is a great ex
pense to have a sick person to care for. It affects the
community in that industry is cut off from a great deal
of labor. The Negro can protect himself by leading a
clean life, and participating in a lot of outdoor recrea
tion. He must take note of the several disadvantages
that he has and cope with the situation from that point
of view.
The methods that must he used to control this terrible
disease are several: we must first give our people a thor
ough health education. Teach them the fundamental
things necessary to withstand this germ, for tuberculosis
is not inherited, hut acquired. The nurse and clinic
play an important role in this program. The nurse
must try to place all cases of tuberculosis possible. She
must teach the family how to live, then follow up her
treatment prescribed by clinical work. Next we must
make use of the institutions and hospitals that we have.
These are the best places for treatment, for what the
patient mostly needs is rest and quietness. We must
also educate our children by the school health program.
Start the child off right. Then the last and really im
portant method that we need is co-operation and organi
zation. All people must co-operate in this work and this
work must be organized in order to be effective. Get
the various groups together and give them the facts con
cerning tuberculosis, and let them take them back to their
communities. Thus we can get the race strong and heal
thy and he able to withstand this destructive germ of
tuberculosis.
C. E. Boyer.
1009, gives its attention chiefly to African education and
to research in American Negro education. In 1916 it
financed a notable study of Negro schools in the United
Slates which was published as Bulletins 38 and 39, 1916,
U. S. Bureau of Education.
4. The Rosenwald Fund, established in 1912 by Ju
lius Rosenwald of Chicago, a trustee of Tuskegee In
stitute. to aid in the construction of Negro school build
ings. Up to 1927, ten per cent of all one- and two-teacher
schools had been built with the aid of this fund.
5. The John F. Slater Fund was established in 1882
by John F. Slater, of Connecticut, who gave $1,000,000
to the cause of Negro education in the south. The gift
was made to a board of trustees who were to hold the
principal and expend the interest in promoting institu
tions already established on a permanent basis. The
fund has been primarily responsible for the aid and de
velopment of Negro county training schools of which
there are now about 327.
6. The Peabody Education Fund established in 1867
by Mr. George Peabody of Massachusetts was the ear
liest important fund for Negro education. Its aid was
extended toward the establishment of public schools for
Negroes, especially in the rural areas.
7. The Carnegie Corporation was organized in New
York in 1911. It has done much toward establishing
libraries in Negro schools and communities as well as
in white. The great philanthropist announced to this
corporation in 1912 that he had given all his fortune to
it except $25,000,000.
H. R. Jenkins
A SUMMARY OF THE PHILANTHROPIC SIDE
OF NEGRO EDUCATION
EGRO EDUCATION in the United States was
greatly stimulated during the period from 1903
Spyusqi to 1916 by the activity of special funds and
foundations. Below is a list of the agencies
that have made gifts dependent for the most part upon
individual effort among both Negroes and whites and
have at all times encouraged the development of the
regular public school system. Chief among them are:
1. The General Education Board. This board was
founded in New York City in February, 1902 and chart
ered by Congress in 1903. Its object is the promotion
of education throughout the United States without re
gard to race, sex or creed. The board has received
several gifts from philanthropists, chief among whom is
John D. Rockefeller. Probably the largest single serv
ice of the Board to Negro schools has been the employ
ment in every southern state of one or more state agents
of Negro education.
2. The Anna T. Jeannes Foundation was established
in 1907 by Miss Anna T. Jeanes, a Quakeress of Phila
delphia, for the purpose of assisting in the southern Unit-
ed States, community, county and rural schools for the
great class of Negroes to whom the small rural and com
munity schools are alone available. Its work is close
ly allied, too, with that of the General Education Board.
It deals chiefly with industrial education, extension work
and the appointment of county agents with the general
purpose of improving both educational and home con
ditions.
3. The Phelps-Stokes Fund which was established in
M. H. WATSON
HROUGH the Student Interracial Forum, the stu
dents are harboring glorious expectations for
the coming of a new era in which the relations
of the black man and white man will be placed
upon a loftier and nobler level. Students feel also that
one of the most potent factors that can contribute towards
ushering this era in and hastening its arrival is the
establishment of a common ideal between the races.
Now we judge that education is one of the most
effective methods of establishing this common ideal in
accordance with that idea. I think the program of the
Interracial Forum for this year, has been largely edu
cational. We have attempted through presentations of Ne
gro music, through discussions of the Negro in Art and
Literature, etc., to educate the white students as to the
Negro, to give them an understanding, and to open
their eyes.
Education points out very plainly that all peoples are
one and alike. A knowledge of biology teaches us that
there are no differences. Education and culture may
emancipate one from hatred. When one knows he does
not hate. Yet understanding alone, I believe, does not
always solve all the problems of living together. We
hate those sometimes whom we know best. Sometimes
we hate because we know that we are alike and that
there is no difference.
Love does not inevitably or wholly naturally flow
from intimacy or from understanding. A knowledge of,
an understanding of, or an intimacy with, may breed
contempt. Intimacy may set aglow previous attitudes.
It is true that education is an eye opener. But this
question then arises, what will the white man do and