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THE MAROON TIGER
: ZNegro Education in corner tea j
By D. F. Davis, ’33
Various reports flow from many sources about Ne
gro progress and achievement and in almost every case
only one side of the problem is cited. According to a
pamphlet entitled, Some Recent Trends in Race Rela
tions and published by the Commission on Interracial
Cooperation, a seeming! fan discussion is given of
both sides, and it is on ihis discussion that the follow
ing is based.
Negro population in the United States was reported
as being 11,981,143 by the census of 1930 of which
number 9,361,577 were in sixteen southern states; yet
the recent increase in actual number in the North has
been three times that of the South. Rapid urbaniza
tion during the last ten years has been rather significant
while the concentration was a migration to the leading
northern cities. Regardless of the increase of both sec
tions, the proportion is quite unfavorable when com
pared with the white race. In this connection the death
rate of infants has slightly decreased and the average
life span has increased, yet unhealthy habitation, inade
quate facilities for sanitation as well as economic in
stability have proved to he huge impediments to the
race, thus it becomes incapable of approaching the
average increase of other races. Not only are these
facts of interest but facts of potential influence upon
interracial relationship.
Generally, it is thought and accepted that the edu
cation of Negroes has gone through many stages of
miraculous development in the past twenty years. There
has been an increase of 250,000 children in the public
schools in the past ten years and an increase of ninety-
one (91) public high schools to approximately one
thousand (1000) in 1930. In 1926 there were 77 in
stitutions doing college work, as against 31 in 1916 at
the same time the enrollment increased from 2,132 to
13,860.
For the support of these schools there have been ap
propriations from state legislatures, and these have also
increased vastly in recent years. Kentucky College in
1922 received $50,000 and in 1932 a sum of $100,000;
Georgia State College received $17,500 in 1921 and
$143,000 in 1931. It is said that this increase is due
to the growing sense of responsibility of Negro educa
tion and confidence in its value. Philanthropists, who
have seen the need for the perpetuation of Negro edu
cation, have immensely supported schools for Negroes.
The work of the General Education Board and the
Rosenwald Fund is evidence proving this fact.
Were this the only picture that could be painted from
a standpoint of the education system, we would look
to see springs of knowledge bubbling up from desert
lands. True it is that greater appropriations have been
made in every state that supports a school, but the amount
as compared in proportion to that the white schools re
ceive is sadly pathetic. Inequality exists practically on
every hand. In Alabama, the state in which the average
for a white child is $36.43 and $10.39 for the Negro
there is one county in which the proportion is $57.00
for the white child and $1.51 for the Negro. Reports
of this nature expose very tragically the inequalities and
inconsistences upon which our educational program rests.
Not only are cases of this nature prevalent but facts
showing the inadequate equipment, in most instances,
are sickening. It is true, however that the urban schools
are not suffering in such a large degree from the lack of
equipment, but only a glimpse into the rural districts will
show that neglect has been the watch-word—not in equip
ment alone but in instruction and financial considera
tion. We boast of tremendous progress along educational
lines but there are still stagnant ponds from which an
opening is very, very slowly commencing. In the rur
al district the average salary for a teacher is between
$30.00 and $40.00 per month—with, in most instances a
one room, poorly equipped shanty for a school house.
Seemingly a very clever job is being done by the state
and counties in that funds will be given in compara
tively great amounts for the maintainance of an urban
school—thinking of that as a memorable gift the eyes
of the counties are closed and we tolerate almost any
thing that is handed out for the support of rural schools
which never approaches the normal.
These conditions have to be considered and the ma
jority must reach some better concept of distribution if
the civilization of these heterogeneous people continues.
The Commission on Interracial Cooperation is attempt
ing to bring about these needed reforms. Great things
it has already done and greater things will be attempted.
This organization strives to provide for better welfare,
for a gradual disappearance of race prejudice, for bet
ter health conditions, for fairer trials in court, political
recognition and better educational advantages.
Regardless of such efforts the Negro must realize that
efficiency and productiveness will help greatly in the
scheme, and in order that rural conditions might be
changed, well trained, competent hard working, ener
getic, perservering leaders must feel the responsibility
and go lead the rural children out of the midnight of
an era of science, achievement and progress.
APPRECIATION
(Continued from Page 2)
her energy? We shall appreciate the place which houses
the guiding geniuses of a great university.
The Tiger in expressing student thought wishes to di
rect the minds of the students toward one serious aspect
of life “once in a blue moon.” We believe that nothing
should be used as a means toward an end, without due
appreciation and thought. We should elect just evalua
tion as ou» campus guide, declare an armistice on indif
ference and give thanks that our fighting spirit is such
that we can conquer and subdue selfishness.
—c. c. c.
ALPHAS LEAD IN SCHOLARSHIP
Alpha Phi Alpha Fraternity led the fraternities in
scholarship for the past semester with an average of 2.77.
The averages of the other fraternities are: Omega Psi
Phi, 2.70; Phi Beta Sigma, 2.45, and Kappa Alpha
Psi, 2.42.