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Page I 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.