3*73 c.Z "Vo ^Vw-cJUa fcVUOV-AC SclvoolS MAXIMUM MEDIAN MINIMUM [] STATE STANDARDS | COLORED TEACHERS H RECOMMENDATIONS OF COMMISSION 38 Report and Recommendations of Commission to made beginning with the school year 1939-1940. As will be noted from figures quoted above, the differential between the salary of a colored teacher holding an A-8 grade certificate, and the state salary scale for the same grade certificate is $220, — ($990 — $770 = $220). Comparative differences exist for lower grade certi- ficates. Our judgment is that one-fourth of the differential in salaries on all grades of certificates should be eliminated in 1939-1940. If that is done the salaries as of 1937-1938 scale would be : State Standard Salaries Differential Salary Scale Colored Teachers Remaining 1. Maximum $990.00 $825.00 $165.00 2. Median 827.00 685.50 141.50 3. Minimum 660.00 543.00 117.00 If this recommendation is approved there would be corre- sponding increases on all other grades of certificates, and corresponding differentials remaining after the increases are made. CHAPTER V HIGHER EDUCATION I. Meagre Beginnings. 1. The oldest of the five institutions operated by the State is the Normal School, now teachers college, at Fayetteville. This was established under the leadership of Governor Vance in 1877. So far as facts available show, this is the oldest school of its type for either race in the entire South. One other similar school of this kind was established in Mississippi about 1870, but that ceased to exist soon after the turn of the century, about 1904. 2. Six other normal schools were established by the State, but all of these except those at Elizabeth City (1892) and the Teachers College (1892) at Winston-Salem have gone out of existence. > 3. The Agricultural and Technical (formerly Mechanical) College was established at Greensboro in 1891. At the beginning all four of these institutions were a composite of elementary schools, high schools, and some feeble attempts in college courses. Gradually, as the communities in which these institutions were located assumed responsibility for elementary colored schools, these grades disappeared from the normal schools and the college at Greensboro. A similar process of gradual elimination removed the high school grades also. However, the dropping of the elementary and high schools from the then known college programs was a slow long drawn out process. Even within the last twenty years both these departments were still flourishing in some of these institutions. 4. In 1923 another institution came into the program of higher education for colored people. In that year the legislature created the State Normal School at Durham. In 1925 the General As- sembly gave it a charter as the first liberal arts college for Negroes in North Carolina or in the South. This college was originally established as the National Religious Training School — a private institution, many years before the State made it a public college. 5. All five of these state-owned institutions, ranging in age, so far as the State is concerned, from sixty-one years (Fayetteville State Normal School) to fifteen years (North Carolina College for Negroes, Durham) operate now only on the four-year college level. 40 Report and Recommendations of Commission to Elementary and high school departments have been out for several years, except, of course, the training departments which are now provided as a part of the state public school system and not, as formerly, an organized part of the college themselves. II. Growth and Development. 1. The institutions at Elizabeth City and Fayetteville, since the elimination of the elementary and high school departments, were operated as two year normal schools until 1936 when they em- barked upon a four-year teachers college program. The first four-year college classes will graduate from these two institutions in June 1939. 2. The teachers college at Winston-Salem began its career as a four-year teachers college in 1925. This college and those at Elizabeth City and Fayetteville compose the back-bone of the State's facilities for training teachers for its colored elementary schools. Their total average annual enrollments are beyond 500 each, 1,500 for all three. They will probably graduate next June (1939) about 250 four-year college trained teachers for the ele- mentary schools. About 100 or more beyond that number will be needed to fill the vacancies in the colored elementary schools in September 1939. This latter number — 100 — will probably be supplied by the private colleges in the State and college trained applicants from outside the State. In the colored elementary schools there are almost exactly 6,000 teachers. The annual need for beginning teachers ranges from about 350 to 500. 3. Judging from the facts stated above, it appears that the State can depend upon its three institutions (and the private colleges) for training to provide its annual needs hereafter so far as teachers for its elementary colored schools are concerned. All of these teachers to be trained on four-year college levels, and to have had necessary training to fit them to be good effective teachers in small or large rural, as well as urban schools. 4. The Agricultural and Technical College at Greensboro, and the North Carolina College for Negroes at Durham have not had their aims and functions so well defined and specified by state authority as is true of the three teacher-training colleges described above. There has been considerable discussion, much of it probably unwise and ill-advised, as to the aims and purposes of these two institutions. There is no need here to enter into a prolonged discussion of any phase of this matter, further than to point out a few pertinent facts : Study Public Schools and Colleges for Negroes 41 a. Both of these colleges have served the State and its colored population in a large way. b. They can, we believe, render a still larger and more effective service when they are able to devote the full force and power of their energies to programs approved by the State Board of Education after mature study and investigation. c. The respective aims and purposes of each should be clearly denned by a competent, impartial committee or commission, appointed by the Governor upon authority of the General Assembly. We have attempted to outline a plan by which we believe this can be done. The plan is presented in Chapter VI — Recommendations — of this report (see page 57). 5. In a general way, so far as training teachers is concerned, these two colleges have served the State as follows: a. Agricultural and Technical College. (1) Teachers of vocational agriculture, trades and industries, manual arts, engineering, home economics. (2) Liberal arts teachers for high schools. (3) Teachers for elementary schools. b. North Carolina College for Negroes. (1) Teachers for high schools in the usual academic or liberal arts subjects. (2) Teachers of home economics for high schools. Note. — Both colleges train students for other vocations and for general good citizenship. 6. In addition to the teachers trained for high school service by these two institutions the seven or eight private colleges are also turning out teachers for high schools. In June 1938, the two public and five private colleges issued diplomas, and the State granted certificates to 347 persons to teach in colored high schools. According to the best estimates obtainable not more than 100 of these could be absorbed by the colored high schools in North Carolina (to fill vacancies in high school teacher-groups of about 1,000). The other 247, so far as high school teaching in this State is concerned were left without jobs, or they sought work in the elementary schools, thus displacing trained ele- mentary teachers — and having themselves to accept a cut of approximately ten per cent in salaries for teaching "out of their fields of training". 7. In the same year, 1938, only 153 (to fill vacancies in ele- mentary school teacher groups of about 6,000) students received both college diplomas and "A" grade certificates for teaching in colored elementary schools. This number was abnormally low because of the change in programs of the normal schools at Elizabeth City and Fayetteville. That is to say, in the number 42 Report and Recommendations of Commission to who received certificates for teaching in elementary schools. No two-year normal school certificates were issued in 1938. 8. The bare statement of the facts included in the preceding few paragraphs exposes a serious problem which both the State and the colleges — public and private — must face and make some definite effort to adjust satisfactorily. This problem is too signi- ficant and too important to attempt in this report to discuss it fully and suggest solutions or adjustments. The best we can do in view of limitations of this report both in time and space is to raise a few questions and offer a few dogmatic statements: a. Within five years, if the trend continues as at present, there will proba- bly be an abundant supply of four-year college trained teachers for the elementary colored schools and a large surplus of high school teachers. b. Each year after that time, without capable guidance and selection there will be increasing surpluses — a tremendous one in the group trained to teach in high schools. c. What will those who cannot get teaching positions do? d. Can the colleges, both public and private, inaugurate and carry forward a more balanced program of training for vocations in addition to teaching? III. Statistics Showing Expansion. 1. The total annual enrollments of the five state institutions have grown rapidly in the last twenty years. No reliable data are available for 1918, — twenty years ago. Enrollments have increased from 109 in 1923 to 805 in 1928, to 1,207 in 1933 and to 2,435 in 1938. 2. Increase in high school enrollments since 1923 also shows remarkable growth as follows : 1923, 3,477 ; 1928, 14,330 ; 1933, 21,980; and in 1938, 33,242. These figures indicate continued rapid growth in college enrollments. Predictions cannot be abso- lutely correct, but based upon increased attendance in the last fifteen years (both in high schools and in colleges) the next ten years will probably show about 3,500 college students in state institutions in 1943 and 4,000 in 1948. 3. Enrollment data for the five state institutions, regular session, summer school and extension classes for 1937-1938 were as follows : Study Public Schools and Colleges for Negroes 43 Regular Summer School Institution Session (1938) Extension A. & T. College 663 929 206 N. C. College for Negroes 430 558 382 Winston-Salem Teachers College .. 547 948 273 Elizabeth City State Normal 404 1,011 396 Fayetteville State Normal 391 1,225 440 Total 2,435 *4,671 **1,697 ♦This figure includes enrollments for first and second sessions accounted for separately. **563 students enrolled for three semester hours only, 1134 enrolled for six semester hours. 4. Eight private colleges contributed to the total college enroll- ment of colored people in North Carolina in 1937-1938 as follows : Regular Summer School Institution Session *Barber-Scotia College 132 Bennett College 295 *Immanuel Lutheran College 78 J. C. Smith University 375 Livingstone College 276 *Palmer Memorial Institute — 63 St. Augustine College 213 Shaw University 414 (1938) Extension 20 47 398 237 197 110 856 589 Total.. 1,846 , **1,451 ***1,003 5. Teacher output of colleges for Negroes in North Carolina 1937-1938. (Both public and private). High School Elementary School Institution Certificates Certificates Total a. Public— A. & T. College 117 ...... 117 N. C. College for Negroes 42 42 Winston-Salem Teachers College. 5 45 50 Elizabeth City State Normal... 22 22 Fayetteville State Normal 42 42 b. Private — *Barber-Scotia College Bennett College : 35 26 61 *Immanuel Lutheran College J. C. Smith University 41 ...... 41 Livingstone College 27 3 30 *Palmer Memorial Institute St. Augustine College _ 32 32 Shaw University 48 15 63 Totals (both) 347 153 500 ♦Junior Colleges. ♦♦This figure includes enrollments for first and second sessions accounted for separately. ♦♦♦252 students enrolled for three semester hours only and 751 enrolled for six semester hours. 44 Report and Recommendations of Commission to 6. Number graduates from Negro state colleges. a. Prior to accredit- b. After its ment as four-year recognition college by State as a Junior Name of College Department of College or Public Instruction Normal School A. & T. College 312 Elizabeth City State Nor- mal School : 1,159 Fayetteville State Normal School ...... 1,055 North Carolina College for Negroes No record Winston-Salem Teachers College 1,650 ...... a. (Estimated) b c. After its ac- creditment as a four- year college 644 313 Four-Year 486 Two-Year 333 Note. — Private colleges report graduates from their institu- tions on the three bases named for public institutions as follows : a. Prior to accredit- b. After its Name of College Barber-Scotia ment as four-year college by State Department of Public Instruction 210 recognition < as a Junior College or Normal School 136 j. After credit as a year its ac- tment four- college Bennett College 241 Immanuel Lutheran _ 23 J. C. Smith University— 629 559 Livingstone College 345 215 Palmer Memorial Institute 30 St. Augustine College 683 225 Shaw University 344 696 7. What have graduates done — or, are doing? In answer to the question: "What have your graduates done to prove themselves very useful members of society in this or other states", replies from the six institutions reporting are so significant they are quoted in part below: a. Public Colleges — (1) Agricultural and Technical College. State Farm Demonstration Agent— Lexington, Ky. Physician and Civic Worker Wilmington, N. C. Director Agriculture W. Va. State College Teacher — French Va. State College Director Health Service N. C. Mutual Life Ins. Co., Durham, N. C. Missionary and Teacher Nigeria, W. Africa Study Public Schools and Colleges for Negroes 45 Cotton Specialist Russian Government Furniture Dealer .___ Norfolk, Va. Physician and Civic Worker Minnesota Teacher — Schofield Normal and Industrial School Aiken, S. C. President, Episcopal Junior College ....Tennessee Director, Auto Mechanics Tuskegee Inst., Alabama Director of Agriculture A. & T. College Treasurer, N. C. Mutual Life Ins. Co Durham, N. C. Attorney Welsh, Va. State Farm Demonstration Agent..— Greensboro, N. C. Dairy Specialist Russian Government Industrial Arts Teacher Monrovia, Liberia, Africa State Director of Vocational Agriculture Greensboro, N. C. Professor of Agronomy. Prairie View State College, Texas (2) North Carolina College for Negroes. Pastor Twelfth Street Baptist Church Boston, Mass. Pastor First Baptist Church... ...Suffolk, Va. Cashier Mechanics and Farmers Bank Durham, N. C. (Largest Negro Bank in United States.) Dean of Men, N. C. College for Negroes Durham, N. C. Dean of Theology, Shaw University Raleigh, N. C. Dentist Durham, N. C. Successful Realtor New Bern, N. C. Dentist Philadelphia Missionary Liberia, Africa (3) Winston-Salem Teachers College. Founded and conducts successfully native schools Zululand, S. Africa Pastor, Mt. Olivet Baptist Church and member Pennsylvania Legislature Philadelphia Acting Dean of Women, Howard University Washington, D. C. Principal Training School, State Normal Fayetteville, N. C. Consultant on Negro Work, WPA in N. C ...Raleigh Director Department of Elementary Edu- cation, Johnson C. Smith University Charlotte b. Private Colleges — (1) Bennett College. City Worker (Has M.S. degree University of Wisconsin and Fellowship to study French in Paris) .Detroit, Michigan Outstanding Social Worker in Maryland. Twenty-eight others have pursued graduate studies and are en- gaged in useful occupations in this and other states. (2) St. Augustine's College. Founder and president of Frelinghuysen University, an ad- vanced adult education center in Washington, D. C. Commissioner of Taxes and Assessments of New York City. Surgeon on the staff of Good Samaritan Hospital, Charlotte. 46 Report and Recommendations op Commission to Founder and Rector, Epithany Chapel, Orange, N. J. One of the best known Negro surgeons in the South, and pos- sesses large real estate holdings. Is making an enviable record as state supervisor of elementary schools in a southern state. Recently appointed to a national commission to study Negro work throughout the National Episcopal Church. Consecrated Suffragan Bishop of North Carolina (1918), the third of his race to occupy this office in the Episcopal Church. Founder of Slater School, later Winston-Salem Teachers College, Winston-Salem. Principal, St. Philip's Normal and Industrial School, San Antonio, Texas. (3) Shaw University. A United States Minister to Liberia. A United States Consul to Free Town, West Africa. A United States Consul to Guadaloupe, South America. A Representative in Congress. A Recorder of Deeds. An Assistant Tax Commissioner. One of the founders of a leading Negro Insurance Co. A Municipal Court Judge in Washington, D. C. Approximately 50 lawyers (one-fourth of the lawyers now prac- ticing in North Carolina). Approximately ten presidents of colleges and normal schools. Approximately 25 deans, professors, and instructors in colleges. Over 100 elementary and secondary school principals and princi- pals of 42 high schools in North Carolina. Six Jeanes Supervisors in North Carolina. A Lecturer on African History on the faculty of City College in New York. An Assistant County Coroner in West Virginia. A Police Surgeon in Philadelphia, Pa. A medical officer in the U. S. Bureau of Pensions. Approximately 500 physicians, several of whom have private hospitals. Fifty-seven of the 141 physicians in North Caro* lina. Approximately 150 pharmacists. Approximately 50 dentists. Ten Missionaries to Africa, including the first female missionary of the race to the Congo. The Founder of Lott Carey Foreign Missionary Convention. A Y. M. C. A. secretary in Africa. Five Y. M. C. A. secretaries in America. Three superintendents of orphanages. Thirty teachers of home economics, including the dietitian at Howard University and the former dietitian at Dillard University. Study Public Schools and Colleges for Negroes 47 IV. Financial Support by the State, — Buildings, Equipment, Maintenance. 1. Permanent Improvements. The property value of the State- owned colored colleges in 1920 (four then) was exceedingly small. Since that time, within eighteen years, the State has given serious attention to the urgent need for buildings and equipment. The total property value of these four institutions in 1920 was about $75,000 each. In 1937-1938 the value* had grown to $4,838,971. The special session of the General Assembly in 1938 made available for them, with PWA assistance, an additional sum of $925,900. When this is expended the property value of these colored colleges (now five) will amount to $5,779,071. The aver- age value of these plants will then exceed a million dollars. The attitude and action of the several Governors of the State and the members of the nine or ten sessions of the General Assembly since 1920 in gradually, but surely, providing these Negro colleges with increasingly satisfactory buildings and equipment has, we believe, been worth untold sums in the im- provement of sound and happy race relations. There are still a few very necessary improvements needed now at these institutions. We understand some of those needs will be presented to the Governor and the General Assembly by the presidents and trustees with requests for action in 1939. We hope these requests will be complied with in full if possible. Be- cause of rapid high school development college enrollments will increase correspondingly, and additional buildings and equipment will be urgently needed in 1941 and 1943. As shown in Chapter I, page 9, the property value of standard state institutions of higher learning was in 1937-1938 about $5.78 for each $1.00 invested in colored colleges. The population per- centages in 1930 was 71 and 29 respectively. 2. Annual Maintenance. a. In 1937-1938 the state-owned colleges for colored people were supported as follows: *Of the five state institutions. 48 Report and Recommendations of Commission to PER CAPITA COST- STATE APPROPRIATIONS -STATE STANDARDS COLORED SCHOOLS-RECOMMENDATIONS OF COMMISSION $150 $125 $100 $75 $50 $25 1931-32 ai i 1933-34 31 i 935-36 1937-38 [] STATE STANDARDS | NEGRO COLLEGES H RECOMMENDATIONS OF COMMISSION Study Public Schools and Colleges for Negroes 49 State Institution Appropriation A. & T. College $ 60,997.00 N. C. College for Negroes 44,455.00 Winston-Salem Teachers College 48,033.00 Elizabeth City State Normal.___ 28,565.00 Fayetteville State Normal 34,696.00 Total $216,746.00 Other Revenues Total $122,828.00* $183,825.00 46,500.00 90,955.00 67,605.00 115,638.00 62,405.00 90,970.00 66,280.00 100,976.00 $365,618.00 $582,364.00 ♦Includes Federal Government appropriations. b. Comparative information about administration and in- struction — Standard and Negro Colleges. 1931-1932 *State Stds. "Colored Schools 1933-1934 *State Stds. "Colored Schools 1935-1936 *State Stds. "Colored Schools 1937-1938(Est.) ♦State Stds. "Colored Schools Average No. Employees: (a) Admr (b) Instruc Average Annual Salary: (a) Admr (b) Instruc Average Enrollment Av. Enrollment per Instruc. Per Capita Cost per Annum (a) (1) Amount (2) Percent (b) (1) Own Receipts (2) Percent State Appropriation: (1) Amount (2) Percent 7 127 $2,671 $2,131 1,409 13.4 362 100 234 65 128 35 $ l.f $ 1,4 295 15 217 100 127 59 126 $1,894 $1,619 1,349 14.5 $ 311 100 216 69 $ 95 31 $ 1,429 $ 1,138 331 20 163 100 107 66 $ 2,291 $1,872 1,610 14.4 $ 360 100 $ 242 $ 118 32 $ 1,988 $ 1,385 525 26 169 100 113 67 156 $2,460 $2,134 1,743 14.1 402 100 $ 252 63 $ 150 37 $ 1,796 $ 1,556 27 192 100 119 ♦These figures represent the composite averages of the six standard public colleges. **These figures represent the composite averages of the five colored Public colleges. The two outstanding facts in the above statements are : 1. The average enrollment per instructor in standard as com- pared with colored colleges, — 14.1 and 27 respectively. It will be noted that the average in colored colleges has grown from 15 in 1931-32 to 27 in 1938, almost doubled, while the standard average has remained almost stationary throughout the six year period — 13.4 to 14.1. Obviously, it is impossible for Negro instructors to teach successfully nearly double the number of students as the 50 Report and Recommendations of Commission to standard college instructor is required to teach. The fact that the Negro instructor, under existing conditions, has had more difficulty to secure adequate training places him at a disadvantage and his students likewise suffer handicaps. 2. The per capita state appropriation for college students en- rolled in standard and colored colleges, — $150 and $73 respectively for 1937-1938. The State cannot hope to buy for its Negro college students instruction of as high value for one dollar as that for which it is paying two dollars in standard institutions. We do not believe the State is doing too much for its fine standard institutions of higher learning; more is needed for them. We do believe it is doing too little for the colored colleges. At the present moment it seems to us the supreme need of the colleges for colored stu- dents is lowering considerably the per instructor average student load, and increasing the per capita student allotment from $73.00 to at least $100 (see Recommendations, pages 56-57). This would make possible the employment of more instructors and better trained instructors. Note. — Two simple comparisons will show excessive loads be- ing carried by colored college instructors. a. If the Elizabeth City State Normal School had been allotted instructors on the same basis of average enrollment per instructor as College (22) for the year 1935-1936, there would have been 27 instructors instead of 19. If the Elizabeth City State Normal School had been allotted instructors on the basis of average enrollment per instructor as .—College (16) for the year 1935-1936, there would have been 37 instructors instead of 19. b. If the Fayetteville State Normal School had been allotted instructors on the same basis of average enrollment per instructor as the College (22) for the year 1935-1936, there would have been 32 instructors instead of 20. If the Fayetteville State Normal School had been allotted instructors on the basis of average enrollment per instructor as College, there would have been 44 instructors instead of 20. Since the lower salary schedule in the Negro colleges tends toward a faculty with less average training, it does seem unwise that the instructor in the Negro college should be responsible for a larger average class enrollment. Unavoidably the State must pay the toll for such overloading of college instructors through the shortages of the teaching personnel provided for its public school system. 3. Allotments needed each year of the biennium 1939-1941. If the recommendations in this report (see Chapter VI, page 61) are approved the colored colleges would receive about $100 for each student in the composite enrollment of the five institutions Study Public Schools and Colleges for Negroes 51 as determined by the Advisory Budget Commission as of 1937- 1938. The total enrollment for that year was 3,329 in the budget estimates. The appropriation on the basis suggested would be for each year of the new biennium $332,900 for all five colored colleges. This sum, while still about $50.00 per student less than similar appropriations for standard institutions in 1937-1938, would enable the colored colleges to make two very essential improvements : a. Add several well-trained, much needed instructors. b. Reduce the large student enrollment per instructor — now almost twice that in standard institutions, 27 as compared with 14.1. V. New as well as Increased Responsibilities. For many years, the major function of Negro colleges has been to train teachers. In North Carolina they have succeeded so well it appears they must begin at least to place emphasis upon training for other services. As previously mentioned in this re- port there is already an over-supply of high school teachers. In a very few years, particularly, since both the public and private colleges are training teachers for elementary schools, there will be a surplus in that field also. Economists, educational and political leaders, as well as sociolo- gists, are claiming that our country is now in the midst of a new era — an era of economic and social crises. They insist that col- leges and universities must step-up their programs to include more of the social sciences, civics, health and vocational education. In broad general terms the colleges for colored people in North Carolina must have the same major aims and purposes as do our standard institutions. In the three colored teachers colleges beginnings are being made, in addition to the regular courses for training elementary school teachers, in three special courses : (a) Home Living, — not intended to train teachers of home economics, but for every stu- dent who is to become a teacher; (b) a practical useful program dealing with certain phases of farm life — gardens, poultry, the cow, etc. ; (c) a unit dealing with the major concerns of rural life, — the school, church, parent-teacher associations, farm and home clubs, home ownership, tenancy, library service, and others. 52 Report and Recommendations of Commission to It is no doubt true that two phases of training, in addition to the time-tried curricula, must be emphasized now by some or all the Negro colleges in North Carolina: a. "Vocational education, health, citizenship, social sciences. b. Beginning a program of graduate and professional instruction at one or more of the state institutions. Note. — For further discussion and recommendations on this subject — graduate and professional education — see Chapter VI — Recommendations, page 53. CHAPTER VI RECOMMENDATIONS I. Introduction. Data included in the first chapter of this report reveal the com- parative standing of the white and the colored schools in North Carolina. The standards achieved in the white schools and col- leges may be considered State Standards in public education in this State. Throughout the report we have used the term State Standards in public education, therefore, instead of white schools and colleges. Using these Standards as a basis of measurement it will be noted that the colored schools and colleges compare favorably with such standards in a few items. On the whole, however, there are wide differences between the status of the colored schools and colleges and the state standards. In a few instances, notably higher education, the financial support (per student) given by the State to Negro colleges is less than half that given to standard institutions. It will be observed that since the adoption in 1933 of a state- wide program of state support of the public elementary and secondary schools for eight months the colored schools, on two of the most important items in public education, length of term and teacher-pupil load, have been brought up almost exactly to the state standard levels. This remarkable gain has been made in five years under state support, and cooperation with county and city units. It seems reasonable to believe that definitely well-worked out plans for certain types of financial aid to the local administrative units and the active cooperation and counsel of the state govern- ment would produce equally valuable results in reducing differ- entials on other items in public education. Among these are: Consolidation and transportation, sorely needed buildings and equipment and more high schools; expansion of vocational edu- cation programs; adjustment of teachers' salaries; largely in- creased support for higher education — including graduate and professional training. We feel, therefore, that our first and foremost recommendation should be to urge upon all who are connected with state and local 54 Report and Recommendations of Commission to governments the very great desirability of reducing consciously and definitely the differentials which now exist in the colored schools and colleges as compared with the standards which the State has established in public education, — that yearly improve- ments be made, even though in some instances they may be slight, in order that these schools which are a part of the state program may be brought up to acceptable standards. Within the present decade North Carolina has undertaken to support its public schools directly from state funds. In this respect it has embarked upon a program which is unique and challenging among the states of the American Union. At the same time it is a system which the State has been gradually developing under authority of and by direction of its own Con- stitution. By gradual growth and development large schools of standard type in the towns and cities, and the consolidated schools in rural districts, have come into being for a large part of the school population. In these schools a modern program of education can and is being offered including health education and vocational training of a superior type. All of the sixty-nine city administrative units, with a few exceptions, have very satisfactory school buildings, equipment and teachers for colored children. In the rural districts, however, the 1,817 one-, two- and three-teacher schools for colored children constitute the weakest link in the state program of public edu- cation. In view of the gradual but steady progress which has been made in recent years and the present standard types of school plants, rural and urban for practically all except rural Negro children, we recommend that the state aid the counties and the rural districts to eliminate the 1,817 small rural schools for colored children, that this aid include financial assistance, and cooperation of the State Board of Education, the State Depart- ment of Public Instruction and the State School Commission; that the State and the counties begin in early 1939 this coopera- tive development to eliminate the weakest and most ineffective segment of the public school program by making careful joint studies of each county to determine where consolidated school units should be established, work out a plan of gradual develop- ment which over a reasonable period of years would bring the rural schools for colored children up to the standard type or pattern for rural schools in North Carolina. Study Public Schools and Colleges for Negroes 55 II. Recommendations. Our specific recommendations are as follows: 1. That an active cooperating committee or commission of some kind be appointed to give direct, definite and continuing assistance to county and city school officials in making studies, or surveys, and in securing financial aid from State, Federal and other agencies for the improvement of colored schools. That this committee or commission be composed of members of the three state agencies responsible for state education programs, viz : The State Board of Education, The State Department of Public In- struction, and the State School Commission. 2. Aid to county and city administrative units. a. That the State make available in 1939 a substantial sum to aid county and local units to build and equip consolidated schools. That about one-half million dollars be made available for the biennium 1939-1941. That grants from this fund be made equal to 25% of the total cost of a consolidated school plant — such completed plant to include: (1) A reasonably adequate class-room, office, library, auditorium building of permanent construction based upon the school needs of the consolidated district. (2) A separate small vocational building to meet the needs of the community. (3) Adequate equipment for both buildings. (4) Reasonably adequate number of busses for transporting chil- dren in the consolidated area to school. The state grant of 25% to cover one-fourth the total cost of the plant as itemized above. Note. — If the State will make available a similar sum in 1941, 1943, 1945 and in 1947, we believe by the end of 1949, that the entire rural school program for both races will be composed of excellent consolidated units in which the children of North Carolina of both races will have opportunities for training unsurpassed by any state in the Nation. Note 2.— It seems possible that considerable aid from the Works Progress Administration and the Public Works Administration could be secured for such a program as that briefly outlined above. Par- ticularly, since the official agencies of the State itself would co- operate with and aid the several administrative units in working out their improvement problems. b. That a small annual sum of about $25,000 be made available for vocational education to aid: (1) In building vocational units. (2) In purchasing vocational equipment. (3) In employing vocational teachers. 56 Report and Recommendations of Commission to 3. Salaries of Teachers. For several years there has been considerable discussion in the State about the differential between the state standard salary scale and the salaries paid Negro teachers. These differences are shown in the comparative figures given below: State Salaries State Standard Certificates Paid Negro Salary Scale (1937-38) Teachers a. Maximum $990.00 A-8 $770.00 b. Median 827.00 B-6 638.00 c. Minimum 660.00 C-2 504.00 Additional data and information on the matter of teachers' salaries are included in our complete report, of which these recommenda- tions form a part. Attention is called here again to the fact that the programs set up by the State for the training and certification of teachers are the same for all teachers of whatever race. That is to say, all groups must meet identical standards for the different types of certificates. In view of these facts, we recommend that the Legislature of 1939 provide appropriations sufficient to reduce the differential between salaries of Negro teachers and the standard salary scale of the State at least twenty-five per cent.* 4. Support for Negro Colleges. a. That the Legislature of 1939 appropriate to each of the Negro col- leges owned by the State for maintenance annually: (1) A sum equivalent to 33%% of the differential between the ap- propriations made for them in 1937 and the standard amount for college education made that year. In 1937-38 these respective amounts per student enrolled were: standard, $150.00; colored colleges, $73.00. If this recommendation is approved it would mean comparative costs, on 1937 basis, of about $150 and $100. (2) Any sum in addition necessary to keep the ratio for 1939-1941 in about the same proportions as that suggested above. Note. — The form of recommendations made for increased state support of these institutions is intended to explain and to emphasize the very urgent need for such added support. These added annual amounts though still small will make it possible to employ and to keep some of the best instructors in the country, to reduce the per instructor number of students in the five Negro colleges from the average of 27 in 1937-38 nearer to the standard state average of 14.1 for the same year, and to render a higher and more satisfactory service not only to our Negro population but to the State as a whole. The recommendations are intended also to encourage a gradual increase each biennium for these institutions so that they may approximate nearer and nearer each year the standards which the State has established for undergraduate college education. ♦See page 38 and graph. Study Public Schools and Colleges for Negroes 57 b. That the Governor be empowered to appoint a committee or com- mission who would aid the North Carolina College for Negroes at Durham, and the Agricultural and Technical College at Greensboro to adjust their programs to the needs, and in accordance with the aims of these respective institutions. (1) The committee or commission above mentioned might very properly be selected as follows: (a) One or two from State College, Raleigh. (b) One or two from the University of North Carolina, Chapel Hill. (c) One from Woman's College, University of North Carolina, Greensboro. (d) One or two from Duke University. (e) Two each from the Negro colleges named above at Durham and Greensboro. (f ) One or two from the State Board of Education. (g) Two at large. (2) The findings of this committee or commission should be re- ferred to the Governor for action by him and the State Board of Education. (3) Such a committee or commission should be a continuing one — at least for a period of years — until the policies and programs of the Negro colleges at Durham and Greensboro become satis- factorily adjusted, and meet the approval of the State in view of its total higher education program for colored people. (4) It seems wise to us that the statute creating such a committee or commission should state clearly that all laws and clauses of laws — whether included in special charters, statutes, or wher- ever found which conflict with the purpose here intended, are repealed. This action would give the committee or commission appointed by the Governor, and the State Board of Education authority and a free hand to change gradually, but permanently a situation which in recent years has caused much discussioD and unwise controversy. Note. We do not think this proposed committee or commission should have any function except to study the programs and policies of the two institutions and to make recommendations of such adjustments as to them may seem wise to the Governor and the State Board of Education, who, in cooperation with the trustees and presidents of the two institutions, will make final any changes in curriculum, program or policy that they may deem proper. 5. Graduate and Professional Instruction. Our State has not made provision for graduate and professional train- ing of its Negro citizens. Eight southern and border states have made such provision. The need for this type of education is in- creasing in North Carolina. By the 1930 census there were 918,674 Negroes in this State. That was 29% of the population. In 1935 the United States Census Office estimated the Negro population iD North Carolina to be 990,000. 58 Report and Recommendations of Commission to The State Negro college faculties in 1937-1938 included six with PhD. degrees, nineteen with two years of graduate training, and sixty- four who have earned the Masters degree. All this graduate in- struction amounting to 120 years of such training above the bacca- laureate degree had to be secured outside of North Carolina. We believe our State should make a beginning in providing graduate and professional training for its Negro citizens, and we recom- mend: a. That courses leading to graduate and professional degrees be offered at the North Carolina College for Negroes in Durham, and that provision should be made in the fields of agriculture and technology for graduate and professional training at the Agricultural and Technical College at Greensboro. b. That sufficient sums be appropriated for these two colleges to: (1) Provide necessary buildings and equipment for the beginnings of graduate and professional schools. (2) Employ faculty members with requisite training to head and teach in the new departments. (3) Provide necessary library and laboratory equipment for the advanced courses offered. c. That reasonable amounts be made available for 1939-1941 about as follows: (1) For North Carolina College for Negroes, Durham. (a) Buildings and Equipment: A dormitory for graduate students. This to be either a combination building with a unit for 75 women and another unit for 75 men, or, a dormitory for men only or women only for 100 persons. The cost of building and its equipment not to exceed $150,000. If the latter is erected in 1939-1941, another for the other group would be needed in 1941-1942. Note. — The new science and class-room building now under construction will probably provide adequate class- room space for the new departments suggested for 1939- 1941. (b) For salaries, heads of departments and others in the grad- uate and professional fields, annually $45,000.00 (c) For library books and materials, annually 12,500.00 (d) Laboratory and other equipment, annually 10,000.00 Total for each year .__. $67,500.00 Note. — Besides the faculty in the fields of arts and sciences, there would probably be need for at least a corps faculty in law, library science, medicine and phar- macy. (2) For the Agricultural and Technical College at Greensboro: (a) A dormitory for graduate and professional men to cost about $100,000.00 to $150,000.00 with full equipment. Study Public Schools and Colleges for Negroes 59 (b) For salaries, heads of departments and others in the grad- uate and professional fields, annually $25,000.00 (c) For library books and materials, annually 10,000.00 (d) Laboratory and other supplies and equipment, annually -•_ 10,000.00 Total for each year $45,000.00 Note. — In the beginning of this program of graduate and professional instruction for Negroes in North Carolina two considerations should be definitely stated: 1. It is possible that both the University of North Carolina (three units) and Duke University can and will offer con- siderable assistance in organizing, teaching, and standardiz- ing the courses in the proposed programs of graduate and professional instruction outlined above. 2. That the heads of departments and others in the graduate and professional schools would do considerable teaching in the undergraduate colleges also, thus providing some of the additional instructors needed in these classes. Note 2. — It seems to us this whole program, in its beginnings at least, should be worked out and guided by the committee or commission recommended to assist the North Carolina College for Negroes and the Agricultural and Technical College to adjust their programs, in cooperation with the State Board of Education and the trustees and the presidents of the colleges. We know that the full fruition of the program of graduate and professional instruction recommended above will require considerable time and the expenditure of much money. A university cannot be built in a year. In the process of its building and development, which we believe should be as prompt, definite and rapid as possible, there are, and will be, Negroes in North Carolina who desire graduate and profes- sional training in the second and third years leading to the Ph.D. and D.Sc. and other similar degrees. For some of these, who themselves prefer such a plan, particularly those who desire third year courses leading to such degrees, the North Carolina Col- lege for Negroes and the Agricultural and Technical College might develop a plan of extra-mural training by which students seeking courses in the second and third years of graduate and professional training, would be sent to other universities for these higher courses, while the two colleges named above are developing on their own campuses programs which will include complete graduate and professional schools in their separate and distinct fields as determined by the State. We understand that a plan of extra-mural training is recognized and used by many of the leading universities in the United States. In the belief that the State will proceed to lay the ground work for graduate and professional training for its Negro citizens, and build upon such foundations as rapidly as possible; and further, that extra-mural training may benefit some Negro 60 Report and Recommendations of Commission to students who are already seeking the last year or two leading to graduate and professional degrees, we recommend: That an annual appropriation of $15,000 to $20,000 be made to enable the North Carolina College for Negroes at Durham and the Agricultural and Technical College at Greensboro to provide extra-mural training for graduates and professional students who themselves prefer such opportunities for the third year, and possibly the second, leading to the Ph.D. and D.Sc. and other similar degrees. d. Summarizing the Proposed Graduate and Professional Instruction Program, we desire to emphasize three considerations in regard to this program which is a new undertaking in North Carolina, but one for which the State as a whole is responsible: a. While the program would be new in this State, it is not new in the South, since eight other southern and border states have already developed similar plans for their Negro citizens. These states alphabetically arranged are: Ken- tucky, Maryland, Missouri, Oklahoma, Tennessee, Texas, Virginia and West Virginia. The experience of these states in outline is as follows: Negro Population 1930 Annual Ap- propriation for fellowships Outside State Amounts Actually Spent Amounts Paid Per Student Fellowship Number Students on Fellowships How Satisfactory States a. To Negroes b. To State Government 226,040 $5,000+$2,500 $7,500.00 added by ceeding $175.00 factory Governor b. Very satis- factory Maryland 276,379 (no data recei ved) 223,840 $15,000 $22,000 each Yr. (1937) 127 past 2 Yrs. only (1938) 123 b. Unsatisfactory Oklahoma 172,198 $5,000 $1,612.61 Yr. ending June 30, 1936 Not to exceed $250.00 (1936) 27 a. Quite satis- factory b. Quite satis- factory 477,646 $2,500 Estimated on comparative revising costs b. Law needs revising 854,964 (State College ing to Maste rs degree) vided b. Feel sane be- ginning made 650, 165 $25,000 1936-$ 9,356.93 1936-126 1937-$18,017.87 Granted as 1937-249 as temporary 1938-"$25,000.00 high as 1938-275 b. No data at least" $460-1 yr. West Virginia 114,893 $8,000 1937-$ 7,000.00 $150 college yr. 397 last 5 a. Satisfactory 1938-$ 5,825.96 $50 summer term yrs. as to operation, but not allow- ances b. Very satis- factory 918,647 Study Public Schools and Colleges for Negroes 61 It will be noted that three of these states are strictly southern states, viz: Tennessee, Texas and Virginia. The other five are border states, with definite southern history backgrounds and traditions, sympathies and modes of life. North Caro- lina has a larger Negro population than any one of the eight states named above. The adoption of the program which we recommend would provide our State an opportunity to make an honest effort to study and to experiment with a problem which squarely faces the State, which has been a baffling one, and one in which we would have the opportunity to observe and perhaps to cooperate with eight other sister states engaged in similar programs. b. The plans we propose for graduate and professional instruc- tion are simple, and outside of buildings and permanent improvements, will not require large appropriations. If the maximum amounts we have suggested are made available the annual total for the next biennium would not exceed: (1) North Carolina College for Negroes $ 67,500 (2) Agricultural and Technical College 45,000 (3) Extra-Mural Training ..._ 20,000 Total $132,500 c. The population to be served by this proposed graduate pro- gram, according to the United States Census Bureau in 1935 is about 990,000 persons. We believe this proposal would ap- peal strongly to Negroes in the State, and would receive the hearty approval and approbation of the State's leaders among our white people. The sum proposed is a small amount to offer for the increased loyalty of our colored people, and for the certain improvement in the friendly race relations which would result. Note. — After some experimentation, further study and observation, the State might desire to investigate the advisability of developing a State Uni- versity for Negroes at Durham with collaboration of the college at Greensboro and possibly one of the teacher-training colleges. A recent study of Negro populations living within a radius of about 200 miles of Durham revealed a population of 2,362,493 in that area. One or two of our neighboring states might be interested in such an institution to the extent of making appropria- tions for its support on condition that Negroes from their states desiring grad- uate training could attend on equal terms with colored students in this State. Such an institution located in North Carolina would be approximately mid- way between Washington, D. C, and Atlanta, where there are now growing universities for Negroes. It could have, too, the cooperation and counsel of the State's two great universities — at Chapel Hill and Duke. 6. Summary. — Estimated additional state expenditures recom- mended for improvement of public schools and colleges for col- ored people in North Carolina, for each year of the biennium, 1939-1941 : 62 Report and Recommendations of Commission to a. Grants of 25% of cost of consolidated school plants, sites, buildings and equipment _ $250,000 b. Vocational education , 25,000 c. Additional maintenance for colleges, based upon 1937 appropriation only 68,333 d. Salaries of teachers (approximately)— _ 250,000 e. Jeanes teachers, 59 counties . 35,000* f. Graduate and professional instruction 132,500 Total , $760,833 This total constitutes a considerable sum of money, but the services it will provide, in our judgment, far outweigh the cost. This sum made available would be a little more than seventy-five cents for each colored person in the State's population, and about two dollars for each of the 340,000 colored school children recorded in the last census. We earnestly recommend that our Governor, members of the General Assembly, and the people of North Carolina seriously consider the wisdom and the justice of adopting the program outlined in this report in its entirety. In advising this action we invite careful study of the statistics in Chapters / and II and other data in this report which show the status of the colored schools and colleges as compared with standards in each item of the educational program the State has established. It will be clearly seen and understood that the Public Schools and Colleges for Colored People in North Carolina will, after the program we recommend is adopted, still be far below state standards in all the forty and more items listed in Chapter / and the facts stated in Chapter 77 of this report — with a very few exceptions. In these few the differences will be small. In conclusion we recommend : 1. That each succeeding Legislature authorize the Governor to appoint a commission of its members who would make a study of Negro education each biennium and thus be in position to recom- mend to the Governor and each next succeeding Legislature the necessary action to be taken to improve the colored schools and colleges of the State. 2. That such action be taken with the definite and distinct purpose of working out over a period of years a school system for Negroes which will approximate nearer and nearer each year the standards which this State has established in public education. ♦Page 21. .' >&&■■ :^>>': , .vr.;'>,:..-:. , :',';-.. ( ;: ! i-i. t . , ';!