University of Southern California Dissertations and Theses

The trend of progress in the light of new educational concepts in a group of American colleges dominated by religious influences

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The trend of progress in the light of new educational concepts in a group of American colleges dominated by religious influences

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Content UNIVERSITY OF SOUTHERN CALIFORNIA THE TREND OF PROGRESS IN THE LIGHT OF NEW EDUCATIONAL-CONCEPTS IN A GROUP OF AMERICAN COLLEGES DOMINATED BY RELIGIOUS INFLUENCES P l . B ............ 'II Hit A Dissertation Submitted to the Council on Graduate Study and Research In Candidacy for the Degree of Doctor of Philosophy SCHOOL OF EDUCATION By Ellis Oneal Knox June 1931 UMI Number: DP23431 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Dissertation Publishing UMI DP23431 Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 This thesis, having been approved by the (K ^ «vC^ special Faculty Committee, is accepted by the Council on Graduate Study and Research of the University of Southern California, in partial fulfillment of the requirements for the degree of..I> o.c.t.or...ojf...BiiJLo.s.o.piiy.„ _ _ ...... i CONTENTS Chapter Page I. SIGNIFICANCE, SCOPE AND PURPOSE OF THE STUDY. 1 Reasons for the study. ........ 1 Scope.................... 4 Purpose...... 3 II. HEW EDUCATIONAL CONCEPTS AND THEIR EFFECTS... 9 Historical background. ..... 9 The need for school for Negroes.......... 10 New educational concepts ..... 12 Standardization and its effects .... 15 The value of successful graduates......... 18 Success of the educated N e g r o 19 The courses of study..................... 20 Preparation of instructors................ 22 The history courses ........ 25 Library f a c i l i t i e s 25 Extracurricular activities ...... 28 Summary................ 50 III. THE NATURE OF CONDITIONS NECESSITATING CHANGES AND IMPROVEMENTS........... -52 Race inequalities in education............ 58 Poor geographical distribution of Negro colleges........... 38 ii The need of united efforts ..... 47 Inadequacy of college attendance......... 49 Secondary school population......... 52 Summary and conclusions......... 56 IV. RELIGIOUS INFLUENCES ON EDUCATION.......... 58 Denominational policies.......... 59 Congregational educational history....... 60 Presbyterian educational history 62 Methodist educational history......... 64 Baptist educational history............. 66 Disciples of Christ educational history.. 68 Effects of religious policies on educa tion ....... 69 The use of the term denominational....... 71 Effects of the Carnegie investigations 74 Denominational attitudes in respect to supporting colleges........... 79 Status of church colleges................ 81 The junior college movemsnt......... . . 82 Summary ....... 83 V. PRESENT STATUS OF THE CHURCH COLLEGES...... 91 The educated individuals1 relation to society. ........... 91 Report of the survey........ ......... , 92 Faculty training. .......... 95 Survey of salaries .........*..... 114 Summary. ...... 122 iii VI. PRESENT STATUS OP THELCHURCH COLLEGES (c o n t i n u e d 124 Accredited Negro colleges........ 124 Enrollment in colleges........................ 129 Summary of enrollment conditions• • •..... 135 Matriculation requirements. ....... 136 Graduation requirements..................... 138 Academic courses in the liberal arts colleges 141 Summary. •••••••••«•••••..... 143 VII. INCOMES, BUILDINGS AND EQUIPMENT............. 146 The need of increased income. ..... 146 Income and building reports ......... 149 Accrediting agencies*. ...... 182 Library Facilities.’ ............ 185 Comparative study of financial standings...... 188 Summary and conclusions»..•••••••••.••....... 192 VIII. THE NATURE OF THE FINDINGS AND THEIR RELATIONS . TO SITUATIONS IN THE INDIVIDUAL COLLEGES..... 195 A general summary.... 196 Situations in the Individual colleges........ 200 IX. REPORTS OF THE INDIVIDUAL COLLEGES............... 204 The outline followed. .............. 204 Conclusions ....... 235 X. THE COLLEGE-BRED NEGRO IN AMERICA................ 238 Training for leadership.......... 238 Increasedof college-bred Negroes in American life .......... 240 i v The institutions where the college-bred Negro is t r a i n e d . ♦................. 248 Summary and conclusions.•*•••.••••................ 255 Moral -influences............................. .... 257 The contribution of the Ghnrch college........ 258 BIBLIOGRAPHY...... .. ............ 260 APPENDIX.................................. 274 V LIST OF TABLES TABLE PAGE I. Library Expenditures .........................,... 27 II. Library Expenditures...................... 28 III. Denominational Duplications........ 42 VI. Total Negro College Enrollment by States and Number of Colored Students Enrolled per 10.000 Population...... ................ 51 V. Total High School Enrollment and Number of Colored and Number of White High School Students per 10.000 Population. ...................... 55 VI* Training of the Faculty of Fisk University......... 97 VII. Training of the Faculty of Wilberforce University.. 100 VIII. Training of the Faculty of Talladega College........ 102 V IX. Training of the Faculty of Shaw University...........104 X. Training of the Faculty of Lincoln University...... 105 XI. Training of the Faculty of New Orleans University.. 107 XII. Training of the Faculty of Wiley College........... 108 XIII• Training of the Faculty of Morris Brown University..................................... 110 XIV. Training of the Faculty of Bishop College.......... Ill XV. Training of the Faculty of Johnson C. Smith University. .......... 112 XVI. Salaries Paid in Negro Colleges............*..... 115 XVII. Salaries of College Professors..... 121 vi XVIII* College enrollment at Fisk University....... 130 XIX. College enrollmnnt at Wilberforee University 130 XX. College enrollment at Shaw University........ 131 XXI. College enrollment at Wiley University....... 132 XXII. College enrollment at Bishop College......... 132 XXIII. College enrollment at Johnson C. Smith University*....... 133 XXIV. College enrollment at Talladega College...... 133 XXV. College enrollment at Lincoln University 134 XXVI. College enrollment at Morris. Brown Uhiversity 134 XXVII. College enrollment at New Orleans University. 135 XXVf II • Income of New Orleans University. * ..... •••• 149 XXIX. Income of Wiley C o l l e g e 151 XXX. Income of Shaw University....... 154 XXXI. Income of Lincoln University. ....... 157 XXXII. Income of Morehouse College.............. 160 XXXIII. Income of Bishop College ________________ 163 XXXIV. Income of Johnson C. Smith University........ 167 XXXV. Income of Talladega College. .... 171 XXXVI. Income of Wilberforee University. ..... 174 XXXVII. Income of Fisk University. ••••••••........ 179 XXXVIII. Enrollment, Income, and Estimated Standard izing Agencies1 Requirements based on Ed- rollment for 1927 in Ten Negro Church Col leges .............. ••••• 183 vii JCXXIX. Value of the Buildings, Grounds,^and Equip ment of the Median Senior Colleges in Fifteen Protestant Denominations, and Negro Colleges.... .......... 189 XL. Median Amount of Productive Endowment Held by the Senior Denomination: Colleges.............. 191 XLI. Negro College Attendance and Graduation, 1930-31 248 XLII. Population of Towns Governed by Negroes......... 253 XLIII. Examples of School Distributions........... .... 275 XLIX. Examples of School Distributions (continued) 277 XLV.' Examples of School Distributions (continued)..... 278 i 4 XLVI. Examples of School Distributions (continued)..... 279 XLVII. Examples of School Distributions (continued)..... 280 XLVIII. Examples of School Distributions (continued)..... 281 XLIX. Examples of School Distributions (continued) 282 L. Examples of School Distributions (continued)..... 283 LI* Examples of School Distributions (continued) 284 LII* Examples of School Distributions (continued)..... 285 TLIII. Examples of School Distributions (continued) 286 LIV. Examples of School Distributions (continued)..... 287 LV. Examples of School Distributions (continued)..... 288 LVI. Examples of School Distributions (continued) 289 LVII. Examples of School Distributions (continued)..... 290 CHAPTER I SIGNIFICANCE, SCOPE AND PURPOSE OF THE STUDY Reasons for the study* A study of comparative educa tion reveals the fact that civilized mankind throughout the world, realizes the necessity of organized educational sys tems* Where these are functioning successfully, they form institutions so patterened, that they contribute unreservedly to the uplifting of the social ideals of the communities which they serve* Since the establishment of the earliest forms of educational Institutions it has been realized that social ideals differ in response to a great number of influences* Race and nationality are two of the most potent of these. As a rule, within the various geographical prox imities the race and nationality groups possess many similar elements to which quite satisfactory and lasting adjustments can be made. The social groups which present without doubt the greatest exception to this rule are to be found among the colored population of America* Biological and social studies show that these groups are the resultants of such diversified hereditary and environmental determinants that they require more con stant readjustments in order to satisfy the demands of social control, than do any other human group. In the United States where public controlled education is every 2 where in vogue, the secondary and elementary school train ing even in the most backward community is expressive of generally established school procedures. It is the colleges and universities of the colored race as of other races that possess the shrines for perpetuation of the noblest and highest of that which is characteristically racial. The record of achievements of the Negro during the past sixty years is sufficient to warrant an investiga tion of his life’s ideals, and a survey of the status of the race during that period leads to a greater understand ing of the type of Negro colleges and universities which have been established. A description of conditions, pub lished by the Department of the Interior, follows: Practically without material possessions, poverty stricken in almost the fullest sense of the term, and qualified by prior training only for labor in the fields or domestic service, the vast majority of this race in America faced obstacles which appeared unsurmountable in their magnitude. Today amazing progress is revealed. The total accumulated wealth of the Negroes of the country now amounts to $2,000,- 000,000. There are 700,000 Negroes who own homes, 232,000 who own farms, 1,000,000 who have the full responsibility of operating farms, and 70,000 who either own or conduct business enterprises. Seventy-three Negro banks have been established with a capitalization of $6,250,000 and with resources of $20,000,000. The business transacted by these banks exceeds $100,000,000 annually.1 This progress has been phenomenal and it is certain that no single factor has contributed more than has edu cation. The American Negro, while submerged in a maze 1----------- United States, Department of the Interior. Bureau of Education Bulletin No. 7. Washington: 1928, 9 p. 3 of ignorance and illiteracy where natural practices and standards of morality were most vile, developed intense emotional concepts. One has but to recall that none of the ideals supported by our national institutions were shared by the slaves. Of the intellectual training of the schools, they knew nothing4 Of the church, they had a kind, which'to them was merely a place of gathering with fellow bondsmen. It was fashioned after the forms of worship of their masters, but it early became a place where murmurs of discontent against their own inhuman treatment were expressed. It was natural that reverence for such meetings waxed strong, for there they could ex press their secret sorrows and solicit mutual sympathy. They had heard of a God omnipotent, and they sought him to deliver them from a condition which permitted un bridled exploitation of womanhood and brutal treatment of the males. Following emancipation the religious habits so formed were of the greatest importance in determining the practices of the negroes and in shaping their social existence. At least partly due to that reason, thirty-two of the seventy-eight or more Negro colleges^ and universities established during the past sixty-five years have been organized and largely supported by religious bodies. In Due to the shifting status of many of the schools and the brevity of their existence, it is impossible to state with any degree of exactness, the number that have been organized. 4 these both white and colored educators, have served so faithfully and successfully that they almost alone deserve credit for the remarkable growth and economic salvation of the darker race* It must of necessity be stated that there is a great scarcity of material which fairly portrays conditions in Negro colleges and universities, and practically nothing v/hich presents information resulting from objective studies* Many opinions have been expressed, however, but very few dependable statistics have been!compiled* Government re ports on this subject, although limited, are by far the most reliable source for reference , and it is with the aid of these and many personal investigations that the author has attempted to trace past conditions and to predict future trends of progress in the colleges studied. Scope of the study* As stated before thirty-two from i the complete list of Negro institutions of higher learn ing were selected for this study* The portion of the title stating, ”. a group of colleges dominated by reli gious influencesindicates one limitation that was observed. It was further found desirable to select a majority of the larger colleges, especially those that have made rapid growth within the past ten or fifteen years, for the reason that one naturally expects a grow ing institution to be more In line with the recent edu cational advancements. 5 In' certain instances however it was found that some of the smaller colleges, because of wise administrative policies and generous financial endowments, had definitely ■aligned; themselves with the principle of educational progress, and were quite worthy of study. Another feature of discrimination in the matter of selection, was as far as possible to select schools which were representative of the various sections in the wide geographical spread of Negro colleges; and universities. Following is a list of the colleges studied with their locations and the principal source of religious support for each: Miles Memorial college, Birmingham, Alabama, Colored Methodist Episcopal Church. Talladega College, Talladega, Alabama, American Missionary Society. Shorter College, North Litte Rock, Arkansas, African Methodist Episcopal Church. Edward Waters College, Jacksonville, Florida, African Methodist Episcopal Church. Simmons University, Louisville, Kentucky, Colored Baptist Association.^ New Orleans University, New Orleans, Louisiana, Methodist Changed to Louisville College in 1931. Episcopal Church.^ Fisk University, Nashville, Tennessee, American Missionary Association. Morgan College, Baltimore, Maryland, Methodist Episcopal Church. Southern Christian Institute, Edwards, Mississippi, United Christian Missionary Society. Tougaloo College, Tougaloo, Mississippi, American Missionary Association. Bennett College for Women, Greensboro, North Carolina, Methodist Episcopal Church. Johnson C. Smith College, Charlotte, North Carolina, Presbyterian Church. Livingstone College, Salisbury, North Carolina, African Methodist Episcopal Zion Church. Shaw University, Raleigh, North Carolina, American Baptist Home Mission Society. Wilberforee University, Wilberforee, Ohio, African Methodist Episcopal Church. Lincoln University, Chester County, Pennsylvania, Presbyterian Church. Allen University, Columbia, South Carolina, African Methodist Episcopal Church. Benedict College, Columbia, South Carolina, American Baptist Missionary Society. Merger with Straight University to form Billiard University planned for 1932. 7 Claflin University, Orangeburg, South Carolina, Methodist Episcopal Church. Morris College, Sumter, South Carolina, Colored "Baptist State Convention. Morristown Normal and Industrial College, Morristown, Tennessee, Methodist Episcoapl Church. Knoxville College, Knoxville, Tennessee, United Presbyterian Church. Lane College, Jackson, Tennessee, Colored Methodist Episcopal Church. Walden College, Nashville, Tennessee, Methodist Epis copal Church. Bishop College, Marshall, Texas, American Baptist Home Mission Society. Samuel Houston College, Austin, Texas, Methodist Episcopal Church. Jarvis Christian Institute, Hawkins, Texas, United Christian Missionary Society. Paul Quinn College, Waco, Texas, African Methodifc Episcopal Church. Wiley College, Marshall, Texas, Methodist Episcopal Church. St. Paul Normal and Industrial School, Lawrenceville, Virginia, American Church Institute (Episcopalian)• Virginia Union University, Richmond, Virginia, American Baptist Home Mission Society. Morris Brown University, Atlanta, Georgia, African Methodist Episcopal Church. Purpose of the study. The purpose of this study may he summarized as follows: To study the new educational concepts and their effects on collegiate programs; to discover the nature of conditions necessitating changes within Negro colleges; to trace the religious influences on education; to examine the educational and administrative policies of certain colored colleges and universities that are at least partly under the control of denominational in fluences; to determine, as far as possible, if the insti tutions studied endeavor to conduct themselves in accordance with present day educational trends; and to discuss the position of the educated Negro in American society* Problem. The problem of this study is to find if ( in the light of certain present educational developments * in the group of colleges studied, their procedures can be termed as being in accord with the trend of educational progress in leading American colleges and universities. The methods employed are to discuss the educational status of American denominational colleges and universities, to review the requirements of standardizing agencies in re spect to higher institutions of learning and to evaluate the findings of surveys made of colored denominational colleges and universities in terms of the standards set up for collegiate educational advancement. , CHAPTER II .NEW EDUCATIONAL CONCEPTS AND THEIR EFFECTS Historical background* The history of education in America has been dividied into three major periods, namely: (1) The Early Period, 1636-1869; (2) The Liberalizing Peri od, 1869-1900; and (3) The Modern Period, 1900 to the present*5 Reckoning on this basis shows that the thirty-two colored colleges studied in this report were all founded during either the Liberalizing or the Modern Period. It was during the first of these periods that President Eliot of Harvard declared in favor of the elective system in col lege. Even though the determination to stress mental dis cipline and scholarly qualities was carried over from the period preceding, a new type of college course came into being; one which has a more practical application to the future needs of the student. Thus, the college course now came into actual touch with common activities and the peri od marks a transition from the narrow classical college course of study to an elective and popular course, ./In deed, such a change was in keeping with the liberalizing Meyer, J. G., Small Colleges and Teacher Training. Public School Publishing Co., Bloomington: 1928, 42 p. 10 spirit created as a result of the successes of the Civil War, and President Sliot and other similarly minded men are to he hailed as great benefactors to an educational system faced with the problems of the post war period* The Heed for Schools for Negroes* Nobody was benefitted as much as was the recently emancipated slave* Political, social and even physical bonds had been removed* It was now necessary to help him to emancipate himself mentally* As a result, a number of colleges were organized during his first twenty years of freedom* The southern and eastern states where there was a large Negro population found it socially and practically impossible to place the uneducated adults in their schools for beginners* Nevertheless they could not Ignore the fact that they had suddenly had an illiterate mass, with apparent equal rights, injected into their public affairs* Alabama was the first to attempt to solve the problem with new educational legislation. As early as 1867 officials of that state attempted to establish schools for adult Negroes, but even though the project was well intentioned, the state as a whole was financially un able to carry out any proposed program* Individual philan thropists from the north and south helped by providing money to defray the expenses of colored youths who would attend eastern preparatory schools, but such cases were of necessity few in number, and the adult mass was at any rate the most disturbing element for whom adjustments must be made* 11 Religious organizations had, even during slavery, established churches among the colored, and the churches of both races.were now forced to realize the need of education* Colleges were first founded under the control of whites, and later colored religious leaders followed their examples. The need was for industrial training, and since the schools which were now organized were mostly for adults, they were called colleges. The new liberalizing college ideas helped, and although the subject matter taught in the white and colored colleges differed greatly in content, the latter at least in form was patterned after the former* Prom the first not only was industrial training necessary, but just as Harvard, William and Mary and other pioneer American colleges were founded in response to the need for a trained clergy,^ so the Negro; churches found it necessary to establish schools to educate their ministry. Some of these latter even objected to industrial training, but they soon realized that such schools made the most successful talking point when appealing for philanthropic’ aid* Struggling for the most part against poverty, the col leges made definite accomplishments in training for vocations even at a very early stage in their history, and with the approach of a new period in American College History we find 0 Sharpiess, Isaac, The American College* Doubleday, Page & Co., New York: 19T5~9 IbT p* 12 still more significant and praiseworthy advancements* New educational concepts* The American College in the Modern Period has made a definite step toward the complete revision of its curriculum. It has discarded the tradition al aim of teaching truth for truth’s sake, and has replaced it with a doctrine of truth for the sake of the distinct service which truth may render, ”which," states Hudson, "creates a new thing, serviceable truth, or truth trans formed into serviceAs a result we no longer find that colleges offer only the classical subjects and a wide selec tion of courses in such fields as English and social sciences. In addition physical sciences, mathematics, and vocational subjects are taught today in a manner that involves a direct application of the information presented to industrial life, and to the commercial activities of the student in every day affairs after his college career has ended* The new psychologies of learning have been responsible for many changes in the liberal arts-colleges. Leading educators today no longer support a doctrine of formal dis cipline as It was first propounded by John Locke and up held by educational leaders for nearly three centuries* Such a doctrine held that learning trained the mental faculties as practice trained the athlete* The significant thing was a stress on learning rather than on what was Hudson, Jay-William, .The College and New America* D. Appleton & Co., New York: 1920, 7 p. 13 learned. Today, with data on individual differences and aptitudes available, more and more emphasis is being placed upon the exact and appropiate nature of the subject matter. The college student can now commence to do in school ex actly that which he will continue to do later in the advance ment of his life!s work. New philosophical and sociological views*of education are also demanding constant changes in the curricula of institutions of higher learning. Educators now realize that it is the business of education to supply precisely what nature fails to secure. Thus, we aim today to habituate an individual to social control and to subordiante his natural powers to social rules. The result of this is an increased recogniation of social efficiency, not however by negative constraint, but by the positive use of native individual capacities in occupations having a social mean ing. A fuller understanding of the implications of the term ”social efficiency” can be gained from the following statement by John Dewey: Translated into specific aims, social efficiency indicates .the importance of industrial competency. Persons cannot live without means of subsistence; the ways in which these means are employed and consumed have profound influence upon all the relationships of persons to one another. If an individual is not able to earn his own living and that, of the children dependent upon him, he is a . drag or parasite upon the activities of others. He misses for himself one of the most educative experiences of life. If he is not trained in the right use of the products of industry, there is a grave danger that he may deprave himself and injure others in his possession of wealth. No scheme of education can afford to neglect such basic considerations. Yet in 14 the name of higher and more spiritual ideals, the arrange-? ments for higher education have often not only neglected them, but looked at them with scorn as beneath the level of educative concern. With the change from an oligarchical to a democratic society, it is natural that the significance of an education which should have as a result ability to make one’s way economically in the world, and to manage economic resources usefully instead of for mere display and luxury, should receive emphasis.^* As a result of such views educational programs are not only enriched by the addition of new courses, but also by the revision of the old ones, ’ ’Each subject that is other wise justified,” says Thorndike, ”is coming to be viewed from both its ideal and utilitarian side.-The former liberal arts and cultural colleges must how provide for the great number of students who demand professional and scientific courses. Colleges of medicine, law, dentistry, education, engineering and of other subjects are becoming a part of our great universities, and cultural requirements must be so fashioned that they will suffice for graduation from college and still not prevent the attainment of at least preliminary professional knowledge. ”ln keeping with the progress of mankind,” says Kelly, ”the present tendency is for the college to offer curricula of varying lengths* Dewey, John, Democracy and Education. The Macmillan Co., New York: 1916, 139 p. 9 Thorndike, E. L., Educational Psychology. Teadhers College. New York: 1914, 76 p. 15 taught by able and highly trained instructorsThese concepts are supported by leading American colleges, and such ideas form the bases for organizing educational standardizing agencies# Standardization and its effects# Every Negro College which is not already accepted, is today attempting to fashion its curriculum so that it will become a standard college, or one whose graduates are admitted into full standing as regular students in the graduate schools of the leading universities of the country. It is highly grati fying to know that a great deal of recent progress has been made along that line by Negro colleges. They are applying in ever increasing numbers to the standardizing agencies organized in state departments of education, state univer sities and regional associations. These bodies lay down from time to time standards for professional, academic and vocational subjects, and make minimum conformity obliga tory to those colleges desiring to send forth graduates or non-graduates qualified to teach in the public schools of the United States or to enter lines of work requiring collegiate preparation# These agencies set up standards based upon entrance requirements, graduation requirements, size and training of faculties, salaries of teachers, teaching loads, finances, libraries, laboratory equipment, curriculum programs and the scientific spirit of the schools concerned. Colleges ■^Kelly, P. J#, The American Arts College. The Macmillan Co., New York: 1925, 122 p. 16 meeting the minimum standards are assigned ranks of accreditment classified as A, B, C, and sometimes I, II, III, or they may simply be designated as being ,ffully accredited.1 * There are several standardizing agencies other than the Departments of Education and Universities, with in the states. The best known of these are as follows: Association of Colleges and Preparatory Schools of the Mdddle states and Maryland, North Central Association of Colleges and Secondary Schools and the Association of Colleges and Secondary Schools of the Southern States. These associations operate wit hin the area in which all the Negro colleges studied are located. The American Medical Association determines the fit ness of the colleges for pre-medical work. The Association of the American Colleges, the Association of American Universities, the American Council on Education, while not accrediting agencies in the strictest sense, admit only to membership those colleges and universities that are regionally rated and in addition to this satisfy cer tain other requirements. A detailed discussion of recent achievements along this line will be found in chapter IV. Standardisation in America is a voluntary action. No college is surveyed for the purpose of accreditation except upon application. But despite the voluntary aspect'of; collegiate accreditment it is virtually impossible for a 17 college to exist as an important American institution with out the approval of these rating bodies* In the first place public school officials and university authorities discrimi nate against any student coming from a non-accredited insti tution, and in the second place even Negro students today will not seek entrance to non-accredited colleges if they can help it. Publication of lists of accredited schools have -an adverse effect upon institutions Y/hich do not appear* To the struggling Negro colleges or so-called universities in the South, rating by standardizing agencies is a thing primarily worth striving for, and admission to the society of standardized colleges is a sort of academic heaven Y/here those in charge of checking standards are revered and almost worshipped. ~ Especially is this true of small and needy church colleges* In case of the state supported colleges this reverence is not quite so intense, since the states are more considerate with students in their own schools* As a result there has been a reconstruction of fac ulties and boards, the dismissal of a few npreacher- presidents,” the converting • of Hbook rooms’ 1 into libraries, the removal of chemistry, physics, and biology from the field of traditional libersJL arts into laboratory science, the budding forth df that most profitable collegiate activity known as research, and our present impulse and impetus for substantial endowment* These changes show 18 the effects of the influence of standardising agencies* The value of successful graduates. Another move in accord with modern educational concepts is the attempt of Negro colleges to stand ontthe records of the achievements of their graduates* Recently a great number of them have issued statements setting forth noteworthy progress made by their alumni. The value of a study of school’s graduates and the present day importance placed upon it is well exemplified in the following statement from Dr. Earl Hudelson: Last fall I sat on a committee of the Association of American Universities. This Committee was concerned with the question of rating institutions to determine their facilities for training their graduates to begin graduate work. We had before us the papers of two institutions in the same state and within a relatively short distance of each other. They had both been inspected and the inspectors were present. Reports were‘made on faculty, equipment, and incidentally in this case, on the upkeep of buildings and ground. The majority of the committee seemed in favor of institution A. School B looked a little seedy; the grass wasn’t cut, and the buildings weren’t being kept up. The question was asked as to what sort of teaching was being done in school A. Did it inspire anyone to think that knowledge is worth while and that going to college isn’t all fun? It turned out that school A had had no graduate who had gone into a graduate school or into any of the better law schools, or medical col leges. Institution B, on the other hand, had in its body of teachers the kind of men and women who make school seem worth while. They had a living, influential record of their teaching. Their alumni were their ambassadors. In such eases you don’t have to have inspectors. You can get at the proof of good teaching without an elaborate system tion. If not, God help the college and With an increase of age of colored colleges and univer sities, and an increase of opportunities for the individuals - L- LHudelson, Earl, Problems of College Education# The University of Minnesota Press, Minneapolis: 1928, 63 p. 19 of its alumni there is no doubt that similar ratings in the not so far distant future can he valuably made. It is a fact that such ratings enable a school to know whether or not its students are being properly equipped in terms of the most recent educational advancements. Success of the educated Negro* The fact that the edu-> eated members of the colored race are, in a vast majority of cases, succeeding in their chosen pursuits of life is generally accepted. Above all else, education provides elasticity to any individual in meeting changes. The Negro has demonstrated his ability to adapt himself to rapidly changing influences in a democratic society and as a result has gained the confidence of the American public in his existence as a desirable citizen. This is not only shown by advancements made in the educational field, but in political, econmical and social adjustments as well* As more Negroes meet the qualifications set up in the various walks of life, a greater respect Is certain to be accorded to the race as a whole, and more opportunities presented for the demonstration of worthwhile capacities* A note worthy example of such consideration can be found in the following Lincoln Day Celebration radio broadcast by Dr. Ray Lyman Wilbur, President of Stanford University and Secretary of the Interior2 •l~Abbot, Robert, ’ ^Editorial Comment,” Chicago Defender, 4:41, November, 1928. 20 The Negro is now making good in all walks of life. Some have attained distinction in law, medicine, dentistry and education# Others have shown good capacity in administra tion# These leaders in these fields have not only great opportunities but great responsibilities, far it is impor tant that others should follow them. Along with the develop ment of these outstanding leaders there has been the general rise in the condition of the masses of the race. Out of these masses must come more leaders. A steady improvement will depend upon the increase of educational opportunity and an increase in the share that the Negro will have in the economic life of our country. Our educational aims are no longer based upon authority or caste, or tradition, but rather upon the needs of the individual and society and the innate capacities of those to be trained.....More and more men and women are devoting themselves to the scientific investigation of the Negro boy and the Negro girl. This will permit an improvement of the educational work in all of the different grades and in the higher levels of education. The courses of study. The Negro colleges and univer sities are also in many instances doing their part to keep pace with the modern day offerings of the larger teacher train ing institutions of the country. A survey of some of the courses now offered in the departments of education in the col leges studied will be presented. There is no attempt to compare the value of the courses offered today with those offered in the past. Such a comparison would not in all cases be fair; for the race institutions have only too often been the vic tims of wno longer used,1 1 books and teaching material from white colleges; material which even though it was recog nized as not being the most desirable was at least the best that the limited appropriations could provide. More over, the problems of this study to not deal with con siderations of the past, but rather with nthe trend of 21 progress in the light of new educational concepts.1 1 That progress is being made can be shown by such instances as the following: New Orleans University-*-^ describes its course in Educational Psychology as a study of the practical application of the principles of psychology to educational problems. An investigation is made of the learning process during the different periods of mental development and mental and educational tests for determining the efficiency and ability of children in different school grades are made. The course in Educational Tests and Measurements offers an introduction to the latest scientific methods of measuring intelligence and achievement. In both of the above courses Thorndike’s, Gatefs and Pintner’s books in Educational Psychology form the bases for study. Supplementary read ing lists for these courses include such recognized books as Aver ill, ’ ’Psychology for Normal Schools!” Monroe, De ¥oss and Kelly, ‘ ’Educational Tests and MeasurementsGarrett, ’ ’Statistics in Psychology and Education;” Huch, ”Improve ment of Written Examinations.” The history of education is presented in a course in which the aim is to study the development of educational thought and practice from the simple customs of the ancient people, to the more complex organizations of Medieval 13 New Orleans University and Gilbert Academy, Fifty- sixth Year Catalogue. New Orleans University, New Orleans: 193G 22 Renaissance and Modern periods. The textbook in this course 3 sjl Cubberley, ”Public Education in the United States#” A course in elementary education is offered in order to give prospective teachers an understanding of the principles of elementary education, and to show with what success these principles are now being applied in our public school system in matters of curriculum, organization and administration# The textbook used in this course is, Grazier and Armentrout, ”An Introduction to Teaching#” There is a course which requires teaching and observing in a well organized Model School. Each student is required to teach a different class for a period of at least five weeks under supervision. There are regular group conferences which devote special attention to specific problems of practice-teachers. Observation trips are made to various near by private and public schools for the purpose of seeing expert and experienced teachers at work and noting their peculiar excellencies of technique and procedure# There is also a well organized course in school adminis tration and supervision in which a study is made of county and state school officials, boards of education, superin tendents, teachers, building, equipment and a detailed in vestigation of the state of Louisiana School Law. Preparation of instructors# There are three professors in charge of the above described courses# One has a Master 23 of Arts degree from the University of Illinois, another the same degree from Iowa State University; the third is a man who is a graduate of Columbia University with the degree of Bachelor of Arts. Although in some instances the textbooks referred to are not the latest in their particular fields, still the educational preparation of the instructors indicates that with the class of books used some very thorough courses in education should be offered. One is at least justified in making the statement that there is evidence that the university courses In education are organized in a manner that is expressive of the most recent advancements. The report of the Department of the Interior in regard to Negro colleges and universities states, 1 1 an examination of the assignments of the members of the faculty shows a reasonable development of subject-matter departments under «14 able leadership.” The history courses. The courses offered in other depart ments are often just as commendable as those offered In the department of education. Wilberforce University of Wilb'erforce, Ohio, is reported as possessing one of the most thorough departments of history to be found in any Negro college. For the purpose od demonstrating what has been considered a well balanced program in history by some colored educators who have commented United States, Department of the Interior. Bureau of Education Bulletin* op. cit. , 421 p. 24 upon the excellent offerings of that university-^ a brief description of the complete list of history courses offered in the college year 1928-29 by Wilbefforce is given: History of Medieval Europe, A study of the institutions and customs of Europe from the fall of the Roman Empire to the beginning of the Protestant Reformation. History of Modern Europe, A study of the social and political situation in Europe from the Reformation through the Great World War. Current History. A study of history in the making. Lectures and extensive use of periodicals including Current History, Literary Digest-and the Worldfs Work. History of Contemporary Civilizations. An orientation course introducing the student to the social sciences in general and history in particular. American History, 1492-1928. A study of the rise of social and political institutions in the United States with emphasis upon the European background. American History, 1828-1928. Continuation of 104 empha- •sizing, the Civil War, Reconstruction, Evolution of Big Business in America and the Rise of the United States to a position of World Power. History of England. A study of the people and insti tutions of England from the Roman invasion through the Tudor PerilodU Condensed statements from the Annual catalogue 25 History of England in 19th Century* An intensive study of the growth and expansion of England into the British Empire and her part in the World War* Imperial England. An intensive study of the Colonial-.. Policy of Great Britian in India, Africa and the Indies. Color Complex and American History. A study of the Negro in American History, empahsizing his African background, the slave period and the race problem* Color Complex in American Labor* A study of the eco nomic history of the Negro, his status as a laborer, and the attitude of the labor unions toward him. History of the Religious Development of the Negro* A study of beliefs of the southern Negro, and the rise and development of the Negro church* Methodology in Historic Research* The purpose of this course is to train the student in making independent his torical investigations* Philosophy of History. A study of current theories in interpreting history which requires intensive research* History of Religion* A scientific and comparative study of the religions of the world, emphasizing religion as a conservation of social values* Library facilities. A vast majority of the Negro colleges and universities have very inadequate library facilities. A few are able to make regular budget appropriations for their 26 libraries. The buildings in which the books or reading rooms are housed are for the most part unsuited for that purpose. They are usually spare dormitory or class rooms transformed in appearance and fitted with shelves for books and tables for reading. Due to the stimulus of meeting the requirements of standardizing agencies a great deal of recent improvement has been made. Wilberforce University serves as an example of those institutions who have yielded to the pressure from such sources and have persuaded their governing boards that in order to conform to the modern educational trends more adequate library facilities would of necessity have to be provided. The Bureau of Education survey committee describes the conditions at Wilberforce University in 1928 as follows: nThe survey committee found the main library of a standard type, equipped with modern facilities, and con taining ample space for reading rooms. Practically all the books were well selected works for reference and collateral reading in college curricula. The institution makes a regular annual outlay for library purposes as indicated by the accompanying table giving expenditures for the past five year s . . United States, Department of Interior. op. cit., 621 p. 27 ■TABLE I LIBRARY EXPENDITURES Item 1922-23 1923-24 1924-25 1925-26 1926-2 Books Magazines Supplies Salaries $420.00 36.65 400.56 2,132.24 $276.17 244.90 617.82 2,275.00 $606.12 171.40 595.80 2,275.00 $933.59 319.05 560.40 2,275.00 $579.51 257.70 359.95 2,275.00 Total 3,132.24 3,413.89 3,547.32 4,088.04 3,471.16 New Orleans University, on the other hand, has been found to be very inadequate in the matter of library facilities. In 1928 their library contained 5,040 volumes. No expenditure for new books had been made during the past five years, with the result that the contents were deficient from the standpoint of a college or university. The institution employed two librarians, each giving one-half day to the work, and one student assistant. The following table offers a striking contrast to what would be expected from a progressive school, and indicates a state of affairs which cannot help but greatly impede what ever other factors might contribute to an advanced academic program: 28 3?ABLE II LIBRARY EXPENDITURES AT NEW ORLEANS UNIVERSITY Item 1922-23 1923-24 1924-25 1925-26 1926-27 Books $ 0 ■ $0 $ 0 $0 #0 Magazines 100 100 100 200 400 Supplies 0 0 0 0 0 Binding 0 0 0 0 0 Salaries 160 160 160 425 900 Total #260 #260 #260 $625 $1300 In a later chapter the requirements and expenditures recommended by the society of college librarians, will be given. There will also be presented a comparison of the library expenditures of the college studied with the amount that It would be recommended to be spent in accord ance with a more ideal program# Extracurricular activities# Another modern educational procedure which is in accord with modern concepts is the only recent movement for better organization of extracurricular activities# All of the colleges studied have a number of such activities# These Include many kinds of literary organ izations and debating clubs which are participated in by the members of the undergraduate student body# There are also a number of societies for the encouragement of 29 dramatics, classics, foreign-language study, religion, commerce, music, engineering, history and sciences. The Negro fraternities are as follows: Alpha Phi Alpha, Omega Phi Psi, Phi Beta Sigma and Kappa Alpha Psi; for medical men, Chi Delta Mu; for dental men, Cusp and Crown-Freternity; for men in pre-medical courses who have attained scholarship, Mu Delta Phi (honorary); for men students of law, Tau Delta Sigma* The sororities are: Alpha Kappa Alpha, Delta Sigma Theta, Zeta Phi Beta; for yeomen students of law, Epsilon Sigma Iota; for women students of medicine, Hho Psi Phi. Every college studied has a committee which functions as a hoard of athletic control which has supervision and administration of all matters pertaining to athletic ac tivities and funds. Summary. A historical survey of the institutions " studied shows that all the colleges were founded during either the Liberalizing or Modern Periods of American Edu cation. During the earlier of these periods educators advocated a general revision of college courses of study. Subject matter was introduced which came into actual touch with common activities which resulted in a transition from a narrow classical course of study to an elective and popular course, it was during this period that a definite need arose for educational training for Negroes. The government of the Southern states were financially weakened by the expenses of the Civil War and as a result were unable to 30 assume the "burden of educating the recently emancipated Negroes. Philanthropic agencies and church boards soon after the CiviljWar established-colleges for Negroes# These were colleges more in name than in terms of the con tent of their curricula, but from the first they served to train their students for th&ministry and to provide a form of industrial training, and thus were of definite service to the former bondsmen# In the Modern Period new psychological, philosophical and sociological advancements were made in American edu cation. Individual differences and mental abilities were studied and as a result an educational program was offered which had a definite relation to the needs of the individual students. At the same time it was realized that education must do more than make for individual improvement. It must prepare the trained individual for social adaptation and a higher form of social organization. In order to meet the j new demands of education Negro universities and colleges revised their programs with a view of becoming accredited by leading American standardizing agencies. Special attention was now given to such matters as entrance requirements, graduation requirements, size and training of faculties, salaries of teachers, teaching loads, finances, libraries, laboratory equipment and curriculum programs in general. As a result an attempt was made to employ a higher type of of academically trained administrators and faculties, to construct commodious libraries and to purchase modern laboratory equipment* Attention was also turned, in keeping with modern educational trends, to the matter of graduates and their successes* Even though records of Negro college graduates are meagre, it has been shown that for the most part they are successful in their life’s work after they leave col lege* A study of the typical subject matter offerings in education and history prove that Negro colleges are today offering standard college courses, using modern text books written by recognized authors, and that the method of presenting the courses is in keeping with the best edu cational practices, such as supervised practice teaching and the visiting of model schools* In spite of the fact that the libraries were increasing their expenditures each year, their total number of volumes, andiappropriations for expenditure were still found to be low, and expenditures varying from $1,300 to $3,471 for 1926-27, were found* Both sums are too small from a viewpoint of the requirement of standardizing agencies* requirements* The extracurricular and athletic programs were found to be well organized in every institution in accord with modern educational practices* The athletic association for Negro colleges and universities established standards for organization and control of athletic committees* All the institutions studied belong to the same association# ^CHAPTER III THE NATURE OP CONDITIONS NECESSITATING CHANGES AND IMPROVEMENTS The causes for dissatisfaction with the present status of Negro higher education are many. Some of these causes are of a nature that require rapid and immediate remedial adjustments. Others are such that it will require a great number of years of labor to gain the conditions and improve ments desired. Most of the colleges studied are located in . the south. Only recently the superintendent of schools in Alabama, Dr. J. W. Apnbercrombie, a former congressman and a former president of the University of Alabama, after a survey of educational conditions in his and neighboring states, made the following statement: The south is making no pretense at giving equal educational advantages to the white and Negro races, and furthermore equal education in the south is an impossibility unless the federal government takes over the problem, and the south be forced to assume a financial burden which would stagger it. Such a responsibility the south is unable to undertake because It has only a comparatively small, population, and is not as prosperous in comparison as the rest of the coun try. If the nation can educate and repay the Indian for the injustice of depriving him of his land, if the nation can spend millions in educating the Filipinos, if it can make federal appropriations for dams and the eradication of the boll weevil, how about this problem of Negro education? ^Barnett, I. B. W. , ’ ‘Education in the South,” Chicago Defender, 6:19. January, 1920. This condition is of general alarm to the colored race. The white race, on the other hand, often dis regard it. For this reason it is noteworthy that Dr. Apnbercrombie and a great many other educational and industrial leaders of the south feel the need of giving open recognition to the horribly unfair educational situations of their section. Whether or not this rec ognition is being given because the south is shamefully trying to neglect its own just burden, or is defiantly making a polite statement; of its intentions, does not destroy the significance to be attached to the statements. All available data or comparable studies of racial edu cational conditions make most deplorable revelations. It is well known that opinions, at least partially due to racial prejudices and partialities, increase the difficulty of obtaining more adequate state aid for Negro education in the south. That section of the nation has formerly regarded the Negroes as its most dependable assets in agriculture and menial labor. For that reason many southerners have tried to prevent any type of Negro education. Moreover, the South as a whole is against higher education because of a fear that the Negro will discontinue his agricultural endeavors, but statistical reports compiled by Mrs. Julia E. Johnson show that there is actually an increase of Negro farmers 34 in most states.!® The south further assumes the attitude that the Negro is worth more without a higher learning because such learning tends to make him lazy* For the Negro to be as efficient a helper as the South would desire, it is certain that he must be educated by a training far superior to that which the elementary school can give* To be a successful producer from the soil, in this age of mechanical and chemical edvancements, re quires a person to qualify as extensively as possible* : \ The average southerner- is quite unwilling to give any consideration to this fact if it seems at all likely that he must help pay for it* Hoke Smith of Georgia, former United States Senator from the State of Georgia, while speaking in the senate expressed an opinion^which is quite representative of the attitudes of southern legislators. The fact that they permit themselves to be placed on public records as advocates of unequal opportunities is itself significant* Senator Smith stated: To tax the people of Georgia for conducting a plan of education for the Negro,.which fails to recognize the difference between the Negro and the white man. Negro education should have reference to the Negroes’ future work, and it will not be necessary to tax the white man’s property for the purpose. A ..distribution of school funds according to taxes paid by each race would meet the re quirement s."19 Ts------ Johnson, Julia'S., Negro Problems* W. Wilson & Co., New York: 1921, 183 p. 19Ibld. 185 p. 35 Mrs* Julia B. Johnson made quite a creditable study of Negro problems prior to 1921, and has published several volumes on the educational and social status of the American Negro. Mrs* Johnson, after a survey of the conditions provided by the South for Negro higher edu cation, found that the majority of Southern whites are universally opposed to education for Negroes. A state ment from Mrs. Johnson follows: It has been advocated that the mind of the Negro is incapable of being developed, that as far as‘he can get along educational lines is to read and write, that he can only grasp an elementary education, and that all beyond that is wasted effort*w20 Facts afe available which show that even today many of the Southern whites argue that it would save time money and energy to give up the idea of college training for Negroes. 1 1 If there Is one thing a Southern white man cannot endure,” states Thomas Dixon, a prom inent legislator from that section, ”it is an educated Negro.”23 * Such men would have us believe that the darker race has been destined by nature to the position of laborers, and that because of their inferior native endowment that they are incapable of receiving any benefits from a college education. In 1908 Governor Vardman of Mississippi gathered statistics to show that the Negroes were unwilling to ‘ ^Johnson# Julia E., op. cit., 191 p. Ibid., 193 p. 36 acquire a secondary education and that therefore he was opposed to higher education for them* A statement "by the governor is illustrative of the actual forces which have very often prevented and discouraged southern legislational facilities for the Negro youth. Governor Vardman reported as follows: I recommended to the legislature to strike out all appropriations for Negro schools on the grounds that the money spent today for the maintenance of public schools for Negroes is a robbery of the white man and a wastes upon the Negro. It does him no good, but it1 x does him harm and you spend it upon the Negro to make of the Negro that which God Almighty never intended should be made and which man cannot accomplish. Charles P. Johnson, while collecting material for a doctoral dissertation,^ considering the state of Mississippi as typical in sentiment of southern states, sent a questionnaire to tax assessors, county superin tendents to learn their opinions and attitudes toward Negro education. His questions were of such a .nature that the answers showed the beliefs of the persons ad dressed on the question of whether or not the educated Negro made a better citizen than the uneducated one. He also asked what kind of education and a subject matter 22Hart, Albert, The Southern South. New York: D. Appleton & Co., 1912, #2 p. 0*at ^Johnson, Charles D.9 The Negro Problem in Relation to Education in-the South. State University of Xowa, Iowa City: 1922, 162 p. they deemed to be best fop Negro instruction* The results of his questionnarie study show that very decisive opinions were expressed by the three groups addressed* A brief summary of his findingsifollow: The tax assessors believed, first, that Negroes should have only a rudimentary education* Second, that higher education except in certain practical schools is not desirable* Third, that professional education, as well as higher education, should lay stress upon the practical rather than the theoretical* Fourth, that the Negroes should be given that kind of education that will make of them better home makers and housekeepers, better farmers and laborers* The county superintendents, men and women more academically minded than the tax collectors showed as a group that they were more favorable toward higher edu cation for the colored race than were the latter mentioned group. However, university education for Negroes was not generally accepted as being desirable if of the profes sional type, and agricultural college training was highly, favored above any other type of advanced study. A great number of them stated that they preferred the common school over the high school educated Negro for laborers. The county high school superintendents, men in intimate contact with the school conditions in the south, 38 also favored vocational education for the colored student* The majority favored merely a common school education, and significantly enough, not a one of them replied that they favored a university education for the Negro. Such statements and reports show conclusively that no matter what the cause, or the degree of justifications for his beliefs, the southern white man is inclined to do very little to encourage or assist in Negro collegiate training* Race Inequalities in education* We find also that the Negroes, partly because of economic disabilities and partly because of social backwardness, do not properly foster nor encourage educational participation among their youths* The state of Mississippi is rated as possessing more Negro wealth than ai y other state in the union* It \ had in 1928 an estimated colored population of 936,656 and an estimated white population of 853,962. The ratio of Negro students attending colleges in the state is three for every 10,000 persons in population, while the ratio attending preparatory schools is only fifty-six per 10,000. On the other hand the ratio of white youths attending sec- 24 ondary schools is 211 per 10,000 persons in population. The Bureau of Education survey published In 1928 United States', Bureau of Education, Bulletin No, 9, Washington, D.C.: 1928. Also catalogues and periodicals from the individual schools* 39 gives authentic data on many additional inequalities of educational opportunities in the south which need to be considered* Poor geographical distribution of Negro schools* In the first place, the colleges for Negroes, organized and supported by church boards, are in some southern states the only means for higher education provided for the Negro youth in such states. These schools are in a vast majority of cases found to be very unfavorably situated in respect to geographical locations and the distribution of the race*s population. This fact greatly handicaps their efficient functioning as further consideration will show. The Bureau of Education Bulletin No. 9, published in 1929 and the annual catalogues and periodicals published by the schools them selves form a basis for these findings* In Alabama three of the colleges are grouped near the city of Birmingham in the north-central and two In close proximity to Montgomery in the south-central portion of the State, leaving the entire western and south-western sections of the state, therefore, without higher educational facilities for Negroes* In Georgia the geographical distribution of institutions is equally disadvantageous* There are five dolleges con centrated within the city limits of Atlanta* A land-grant school of higher rating is located in the eastern section and a privately controlled institution is situated in the north-western portion of the state. Thus, the southern and central portions of the state are practically left without facilities for college training of the Negro youth* In Louisiana it is likewise found that the geograph ical distribution of colleges does not meet the require ments of the large Negro population scattered over the entire state. The four principal higher institutions are located In the city of New Orleans, and the entire western part of the state is without Negro college edu cational facilities of any type. In South Carolina where seven universities and col leges of high repute are located, there is found to be - too much concentration in the central cities of the state. As a result the youths residing in the northeastern, southern, and eastern outlying districts are compelled to travel considerable distances in order to secure col lege training, and It has been found that a great number are deprived of the opportunity of obtaining such train ing in South Carolina on account of the disadvantageous geographical distribution of these institutions. In Texas there are located eight colleges, the geographical distribution of which,in many respects, is to be considered very poor. Pour of the colleges are situated in the northeastern part of the state, with two located in the city of Austin. The other four are so 41 located that they are in geographical areas which do not conflict with one another, although there is not a single college located in the western part of the state* Other, examples of poor distribution of the Negro colleges and universities within a state could be shown** In fact it is found that of the nineteen states contain ing Negro institutions of higher learning, in only three, Mississippi, Virginia, and especially North Carolina, can the distribution in respect to either population or geo~ graphical location be described as favorable* It can be shown that philanthropic agencies and church boards have only too often acted very unwisely in their methods of selecting locations for their schools and colleges. It cannot be denied that both of these groups have done commendable work in the establishment of educational institutions for the Negro, but as the years have gone on and the work of the respective bodies has increased and multiplied there has resulted a very inade quate distribution of schools* The multiplicity of col leges, however, is not the reason for weaknesses, at least not multiplicity of creditable colleges* Rather, the unsatisfactory condition is due to duplicity in the sense of a repetition of too many colleges in certain developed centers, to the exclusion of educational offerings in other localities. The United States Commissioner of Education's reports^ 42 the reports of the Slater Fund for the advancement of higher learning among Negroes and the reports from the Negro colleges and universities themselves, all:’ .contain statements of regret for the conditions found. Table III shows that denominational duplication exists. This table should be read as follows: The African Methodist Episcopal Church has eight colleges each of which is in such close proximityof some other college supported by that church, that it is classified as a college duplication. TABLE III DENOMINATIONAL DUPLICATIONS25' ' Denomination Number of Duplications African Methodist Episcopal 8 Colored Methodist Episcopal 3 African Methodist Episcopal Zion 4 Methodist Episcopal 15 Congregational 15 Presbyterian 9 Protestant Episcopal 5 Lutheran 2 Roman Catholic 2 United Presbyterian 2 Baptist 32 25United States, Bureau of Education, Bulletin No. 9, Washington, D. C.: 1988, 257 p. Also catalogues and periodicals from the individual schools. 43 In considering this list it should be borne in mind that the Baptist, Methodist, and Congregational churches have a great many more schools than the other denominations, and, accordingly, are exposed to more chances of duplication* In a list of 196 of the lead ing colored schools the Baptist have forty-nine schools, the several bodies of Methodists together have forty-two schools, and the Congregationalists have twenty-nine schools* The Presbyterian bodies come next with eighteen schools* A number of tables are presented in the appendix which show the exact nature and degree of inadequacy of distribution of colored schools in certain southern cities and states. Fifty schools, all affiliated with church boards and dominated by religious influences, have been selected to Illustrate the extensiveness of this improper situation* Such a selection necessitated schools being included which cannot properly be called colleges* Many oT them do a great deal of elementary and secondary school work in addition to an attempt to carry on collegiate work, which alone indicates another condition which necessitates improvement* A summary of the facts presented in the tables follows: In Alabama there was found to exist twenty-one cases of duplication of schools* Four small cities with less than fifty thousand population were found to have an average 44 of three schools each, while Birmingham contains five Negro higher schools and Montgomery contains four* Arkan sas has five cases of duplication of Negro colleges, three in Little Rock and two in Pine Bluff* Florida has four institutions in Jacksonville and two in Pensacola. Georgia has twenty-seven cases of duplication and six Negro colleges in Atlanta* Kentucky has three schools in Louisville* Louisiana?has five r .colleges in .New Orleans. Mississippi has six Negro colleges, two in each of three small cities, Holly Springs, Jackson and Meridian. North Carolina has twenty schools in nine cities, Edenton, Greensboro, and • * Franklinton each having three schools. South Carolina has twelve colleges, in five cities, with four in the small city of Rock Hill. Tennessee has seven institutions in two cities, four being located in Nashville. Texas has two schools in each of four small cities. The cities are i < Austin, Tyler, Marshall and Waco. Virginia has seven col leges in three cities, with three located in Richmond. A study of the table shows that in many places in the south from two to five different denominations have established and maintain as many separate schools for the Negro. Such a condition has become general. It is con fined to no particular denomination nor to any special section of,the South. Reasons for school duplications# However, the - reasons for the multiplication of schools at given centers 45 are many. In the early days In Negro education railroad, facilities in smaller places were poor, and the markets and stores were not well developed outside of the larger cities and towns. So the schools were practically forced into the better places for the sake of the ordinary con veniences* *They also went to the cities to get proper police protection* In time-a number of less worthy motives led to the duplications of schools* Denominational rivalry and proselyting played their parts. With increasing intelli gence and material prosperity among the Negroes there should surely come a race awakening* One expression of this development has been the creation of schools often In competition with the older schools. Personal ambition is responsible for many being situated in what appeared to be good territory already occupied by other schools. As an example we find that a man raised money in the North for a school he proposed to locate in a torn in the South which he had never seen* He bought a miserable site for the school without visit ing the town or finding out that another old and well- established school was already on the ground. Both schools are now mainly doing elementary work and Incidentally re lieving the tov/n of a large part of its responsibility to Negro children* 46 However, due to the lack of ample provision for colored children in the elementary schools of the South, the private schools are to some extent justified in carry• ing elementary courses. This is particularly true in cities like Macon, Georgia, and Hew Orleans, Louisiana, where the public schools do not take the colored children beyond the sixth grade, and in cities such as Atlanta, Augusta, and Savannah, in Georgia, where many hundreds of colored children are given no seats in the public schools at all. The greatest loss and harm is from the wasteful duplication of classes, teachers, plants, etc., that result from unrelated efforts. Though the school authorities rarely make sufficient provision to care for all the Hegro children, yet by the action of these schools they can count upon a large number for whom it will not be necessary to provide. These are often the better children, those most regular in attendance at school, whose constant presence would increase the necessity for ampler provisions for all in the public schools. Low average attendance is frequently the cause of inadequate facilities, furthermore, the parents of these more favored children would take more interest and be the more influential, in all probability, in se curing proper schooling for colored children generally, 47 if they were not relieved so largely by the private schools of providing means for the education of their own children* The need of united efforts* From a study of the annual income of most of these competing schools, and of their enrollment and the teachers employed, to say nothing of the other operating expenses, it is apparent that most of them are not prepared to do effective work* Yet, altogether, they draw heavily upon the public for the support of their weak, unrelated efforts* While it is probably not possible to get these various bodies to forget their differences even for work of this kind, it ought not to be impossible to effect some sort of a union of effort in Negro education* In most places one school, perhaps the strongest, would be sufficient to take care of the field* The other schools might contribute to this work at considerable saving to themselves, and put the rest into some strong central college or industrial institute whose graduates would be fitted to carry forth the particular faiths of the several denominations* Or if no one church school might be left with the work, especially in elementary education, then might not all withdraw to advantage and cooperate with the public school authorities in providing better educational fa cilities? If even the individual denominations would cease 43 attempting to operate grammar schools which the states do after a fashion at least, and perhaps would readily do to a greater extent if urged to:, &nd would properly pool their finances, their institutions of higher learn ing could certainly be much benefited.' * It is encouraging to know that there is a decided trend along that line at present* In 1927 a pact was formed between three African Methodist Episcopal Col leges in Atlanta, Georgia. All prior to that year had been doing undergraduate work. Now, one does secondr ary work, one undergraduate work and the third specializes in graduate work* all under the administration of the same Board of Trustees* Plans for other mergers have for some time been under way, but actual accomplishments are slow* How ever the outlook is bright for the value of such is at least being recognized as the following indicates: If the plans discussed at Shelbyvilla Tuedsay are carried out, Can^bell college at Mound Bayou, Miss*, Payne college, Birmingham, and Turner college at Shelbyville, will be merged into one college, which will be located either in Mound Bayou, Birmingham, or here. The proposed merger was discussed here by Bishop K. A• Grant of Alabama and Bishop W. E. Johnson of Mississippi and three trustees from each of the institutions. The value of the three institutions was set at $250,000 and it was the belief of the churchmen and schoolmen that better results could be obtained through the operation of one large col lege.26 26 Chicago Defender* Chicago, Illinois, January 5, 1931. 49 Inadequacy of college attendance. The ratio of college students to the total colored population of the states also shows that the college is not functioning as it should if it is to be of the highest possible de gree of service to the citizens of.the various states. A 'survey of conditions as they existed in 1928 shows that in states whose Negro population totals between 250,000 and 750,000 the average number of students enrolled in the higher institutions of learning was 313 with a median of 276. Figures from such states as Alabama, Florida, Maryland, Kentucky and Louisiana are included in this computation. South Carolina has a Negro population of 1,229,500, the highest of any state in the United States, 27 and a total college enrollment of 688. Mississippi with its colored population of 936,656, the second highest in the United States, has aicollege enrollment of only 282, which is itself a direct evidence of a most deplorable condition. Only four states were found with a colored college enrollment of over one thousand, namely, Texas, 1,746, Tennessee (with Fisk University a large Land-grant College) 1,512, North Carolina, 1,351 and Virginia, 1,279, Tennessee has a total Negro population of 435,400 and the other three states have populations totaling about 750,000 each. —gw---------- - United States, Bureau of Education, Bulletin No. 9, Government Printing Office, Washington, D. C.: 1928, 492 p. 50 Again, because of the fact that reports of the race’s progress since emancipation laud highly the Negroes1 academic achievements, it was desirable to investigate further, and determine the percentage of Negroes being benefited by the opportunities offered in the various states. The number of students enrolled in colleges per 10,000 colored inhabitants of states having separate college facilities was computed, and the findings are presented in the following table United States, Bureau of Education, Bulletin No. 9, 1928, op. cit. Also bulletins and college catalogues from the institutions studied* 51 TA BLE T V TOTAL NEGRO COLLEGE ENROLLMENT BY STATES AND NUMBER OF COLORED STUDENTS ENROLLED PER 10,000 POPULATION 1 , , Total College Number per State Enrollment 10,000 Colored Alabama 498 5 Arkansas 477 2 Maryland 379 21 Blori&a 291 16 Georgia 982 43 Kentucky 411 3 Louisiana 879 29 Mississippi 282 3 Oklahoma 110 9 Missouri 393 25 North Carolina 1,351 28 West Virginia 267 21 South Carolina 688 80 Tennessee 1,512 21 Texas 1,746 24 Virginia 1,279 *:29 Average number per 10,000 inhabitants 22.4 52 The average of sixteen states was found to be 22*4 eollege students per 10,000 Negroes* However, the median is higher and shows forty-one per 10,000 inhabi tants* The four lowest states were Arkansas, Kentucky, Mississippi and Alabama. In their respective orders they showed two per 10,000, three per 10,000, three per 10,000 and five per 10,000* The four highest states and their numbers per 10,000 colored inhabitants were South Carolina, eighty, Missouri, forty-five, West Virginia, thirty-five, and Texas thirty-four. The secondary school population* It is of course the secondary schools that are the sources from which the college population must originate. Also, since secondary schools are a part of the state’s system of public education, they reflect quite truly the educational policies of the state, and indicate the Negroes1 oppor tunities as well as his achievements. For this reason a comparison of the ratio of the number of Negro inhabitants and the ratio of the number of white youths in high schools for every 10,000 white inhabitants was made. The results presented in the table below reveal the fact that the enrollment of the colored youths is much in ferior to that of the whites TABLE V. TOTAL HIGH SCHOOL ENROLLMENT AND NUMBER OP COLORED AND NUMBER OF WHITE HIGH SCHOOL STUDENTS PER 10,000 POPULATION mnma m i — —mmmmmmmmmmm i i m w i ■ i m ■ n i hibh h !■ i m ,■ ■ ■ ■ , r - - m n i tmmmmm— ■— .COLORED WHITS Total high Number per Total high NUmber per STATS school en- 10,000 school en- 10,000 rollment colored rollment white Alabama 3,435 40 47,986 300 Arkansas 2,181 40 32,571 230 Maryland 2,901 110 30,377 230 Florida 1,271 31 33,704 383 Georgia 5,617 45 59,929 320 Kentucky 2,684 122 32,780 186 Louisiana 3,864 56 41,261 341 Mississippi 5,208 56 37,910 446 Oklahoma 2,487 124 not found not found Missouri 881 45 49,372 334 North Carolina 8,197 98 76,370 382 West Virginia 2,324 223 - not found not ‘ found South Carolina 7,347 80 40,497 440 Tennessee 3,812 88 49,490 245 Texas 13,067 166 1,790,235 405 Virginia 5,729 81 63,947 356 g^LQ R^D WHlfE Average Number per 10,000 inhabitants 9&.8 328.7 Median 127 316 54 A consideration of* such facts shows that the colored citizens of Mississippi cannot feel justly proud of their leaders, who excuse the poor educational showing of their group by a constant and often overdrawn reflection of the niggardness of the other race * Figures representing this situation in other states show similar results* Referring again to South Carolina with its 229,500 Negro residents, the high school* enroll ment amounts to only eighty per 10,000 inhabitants which is only 18*1 per cent of a similarly proportioned white enrollment* The city of Atlanta, Georgia is often referred to as the outstanding center of race educational and cultural advancement* Five of the best recognized colleges, Clark University, Morris Brown University, Morehouse Col lege, Atlanta University and Spelraan College are all located there. The preparatory schools which are feeders for these universities In the vicinity of Atlanta, show a very high enrollment. However, for the state of Georgia* as a whole we find the number of students enrolled in.such schools to be 5,617 or forty-five students per 10,000 population. On the other hand, the number of white high school students per 10,000 population is 320., * There are three states which have very laudable secondary school enrollments. West Virginia is the leader of these with a total colored population of 104,300, and a colored high school population of 2,342, or 223 for each - 10,000 Inhabitants# Oklahoma possesses the second high est secondary school enrollment# Her Negro population is 202,400 with 2,487 race students in high school, or 124 per 10,000 population. The third state is Kentucky. The total Negro population of that state is 215,800, with 122 Negroes attending high school in the state for each 10,000, as compared with 186 white students per 10,000 white population which totals 2,300,000. Undoubtedly one would expect to find some significant correlation between the total Negro population of the various states and the college and high school enrollment per 10,000 inhabitants. At least there should be a rather high correlation between the college and preparatory school enrollments. In neither case was this found to be true. The actual reasons for such can only be presumed. Furthermore, the colleges that we are concerned with here do not re present , strictly speaking, state interest, but are supported by church appropriations; therefore the older and largest colleges attract students whose parents are members and friends of their church affiliation, from all over the United States. Often such students attend public schools in states with mixed educational facilities, and are there fore not included among the secondary school figures of the state where they attend college. Again, until quite recently most colored colleges were at best only secondary schools, and often admitted students from the ninth grade 56 up# In such cases it would be difficult to segregate figures for high school and college enrollments for the students were often not susceptible of being classified as members of a definite grade# We can conclude then that racial inharmonies, inade quate school distribution and laxity in regard to edu cational advancement on the part of the Negro himself are certainly very potent causes of poor colleges for Negroes# In each ease satisfactory remedial., measure will be hard to apply# Still a most commendable start has been made# Summary and conclusions# The causes for dissatis faction with the possibilities for Negro higher education in the South are, (1) that statements and speeches from leading political and educational leaders in the South show that these leaders are opposed to higher education for Negroes, and do not feel it just for the South to tax itself to support Negro higher schools; (2) that the replied to a questionnaire received from several counties’ officials in Mississippi, in which counties there were a great many Negroes residing, showed that the officials were of the opinion that higher education was not needed for the Negro; (3) that the average number of colored youths attending college per 10,000 population in sixteen southern states is only 22#4 pupils per state; (4) that 57 the average number of colored youths attending high school per 10,000 population in the same sixteen states is 92*8 pupils per state, v/hile the average for white youths per 10,000 population is 328.7 pupils per state; (5) that in eight southern states, which states include more than ninety per eent of the Negro population of the South, there is an average of three cases of duplication of Negro col leges and higher schools in cities whose total population is less than 50,000. The reasons for duplication are many, the most outstanding of which is that the founders of Negro schools and colleges refuse to go into rural sections to establish schools because of the meagre or lack of transportation facilities provided in such dis tricts, or else because of a lack of proper police protection in rural districts. In vie\¥ of these conditions which necessitate changes and improvements, it is concluded that the Negro schools and colleges in the eight southern states studied would greatly strenghthen themselves as educational institutions if mergers could be accomplished of two or more schools, located in the same city. Also, since the reasons given by the s outhern whites in expressing opposition to Negro higher schools are that higher education will not benefit the Negro, it behooves the colored people to more actively support the higher educational institutions provided for their youths. CHAPTER IV RELIGIOUS INFLUENCES ON EDUCATION Denominational policies* The general policies of denominational bodies in the matter of organizing and main taining colleges apply .with equal force to both Negro and white colleges. A survey shows that all the older Negro colleges were first organized under the control of white church boards, and were able to exist only because of the financial support received from such boards. The various denominational bodies realized from the first, however, that the colored institutions would of necessity be compelled to offer educational programs which would vary to a large extent from those offered by white colleges, and as time passed at tempts were made to study the needs of the Negroes in respect to their different environmental influences, and to adopt procedures that would be in accord with such needs. As soon as it was possible, Negroes were given the control of the actual operations of many of the colleges organ ized for their group, with, however, the same general principles affecting them as affected any school that the denomination supported. Thus, a historical survey of denominational policies In the United States is as necessary for an understanding of the influences governing Negro church colleges as for white church colleges. 59L Prom almost the very beginning of this nation1s history small local societies were organized by various denominational groups for the advancement of education. This was in keeping with the general ideals which caused the Pilgrims to migrate from Europe and to establish homes in the unew world.1 1 Thus, we find that first in New England, and later in some of the Middle Atlantic colonies a great number of parochial schools were founded which afforded disorganized educational offerings of a more or less'elementary school level. It was in 1815, however, before any definite organization was established for educational purposes. In that year the American Educational Society was founded under the name of, HThe American Society for Educating Pious Youth for the Gospel Ministry.1 1 This society was formed for the purpose of aiding individual students to secure an education and had no direct relation to the institutions where they 20 received their preparation. This organization at the beginning was a pact between the Congregational and Presbyterian churches. Individual philanthropists, especially in New England, were so generous in their contributions to this society that it decided within ten years after its first organiza tion to extend its scope of activity, and to support and 'American Education Society, Third Annual Report. American Education Society, New York: 1918, pamphlet. establish educational institutions* Records show that the first organization in America to give direct aid to institutions for the advancement of education was the society for the promotion of "Collegiate and Theological Education at the West,” which was established in 1843* This society, although interdenominational, was supported chiefly by the Congregational and Presbyterian churches. Five colleges had been founded between 1826 and 1834 in 30 Ohio, Indiana.and Illinois* ' After the financial de pressions in 1837 these schools became involved in debt and the society rendered invaluable aid to these "western" institutions between 1843 and 1874. . Congregational educational history* In the latter year It united with the American Educational Society and the new organization became known as the American College and Education Sbciety, and confined Its duties to the aid of students for the ministry. Gradually the Presby terian church had been withdrawing its support from the congregationalists although this was not accomplished in its final form until 1894. In the previous year the American College and Education Society merged with the New West Educational Commission, which was estab lished in 1899 by the Congregationalists "to promote Chris- Western Reserve College, Wabash College, Marietta College, Illinois College and Lane Theological Seminary. 61 tian Education in Utah and adjacent states,”" and formed the American Education Society. After the Presbyterians withdrew, this became the Congregational Education Society and announced its object as follows: For the promotion of Christian education by assisting needy young men' of piety and ability in acquiring an edu cation for the gospel ministry; by aiding theological and collegiate institutions, academies and other schools in which children and youth are trained under Christian tea chers; and by the employment of any kindred agencies which may de deemed desirable.^ The powers and purposes of the Congregational Edu cation Society remained unchanged until 1921. At the National Council meeting in that year a committee was appointed by the Commission on Missions to survey the whole educational situation among Congregationalists and recommended the establishment of a new organization. As a result, the National Council formed the Congregational Foundation for Education, with the following purposes: (a) To promote the ideals of the churches of the Congre gational fellowship through institutions of secondary and higher education which possess those ideals and share in that fellowship; (b) To make available the resources of our fellowship for the counsel and encouragement of these institutions in the realization of our common pur- ' “ wew West Education Commission, Annual Reports. Congregational Church, Boston: 1881, 5 p. birectors of American Colleges and Education Society, Annual Reports. Congregational Church, Boston: 1894, 68 p. 62 poses, (c) To establish a permanent fund, the income of which shall be used to aid the upbuilding and maintenance of these institutions, (d) To provide an agency for the study of the educational problems of these institutions and for the administration and distribution of these funds in such ways as shall best further the common interests and ideals of these institutions and our churches, by the maintenance in these institutions of high standards of educational efficiency and moral and religious purpose• 5 The National Council instructed the Congregational Education Society to transfer to the Foundation such phases of its work as had to do directly with Congregational edu- • . . . . cational institutions, but to retain the work with students at state universities. The separate existence of the Foundation for Education was of comparatively short duration, however, for 1925 its directors were instructed to effect a consolidation with the Congregational Education Society, although this did not take place until 1927. Of the Negro colleges Included in this study, Fisk University at Nashville, Tennessee is the only one that owes any part of its development to the Congregational Church. In 1866 Fisk was established under the auspices of the Congregational Church of New York and the Western Freedman1s Aid Commission of GIncinatti. The institution is now independent, but still has a close relation with k the latter body. Presbyterian educational history. This church prior ^National Council of Congregational Churches, Minutes. Congregational Church, New York: 1921, 281 p. to 1894 had been gradually withdrawing its support from the educational organizations which were more and more becoming dominated by the Congregational Church, It is said that up to about 1870 of every four dollars furnished for such institutions that the Congregationalists supplied three, and the Presbyterians, one dollar. In 1870 a de finite split between the two churches1 activities became apparent, as a result of the reuniting of the Old School and New School branches of the Presbyterian Church. It was felt that-there was need for more adequate support and closer supervision of church colleges, and a separate organization. The Presbyterian Board of Aid for colleges and academies, was established in 1883. The primary function of this board was to aid and establish pioneer schools in the West. Under pressure of the need of securing more adequate endowment for the colleges, this board was reorganized in 1904 as the College Board. All the institutions affiliated with the Presbyterian Church in the United States of America, were now more definitely related to the Board. In a further reorganization In 1916, the Board of Education again absorbed the functions of the College Board and the resulting society was called The General Board of Education. Finally, in line with a com prehensive realignment of denominational agencies, the Board of Christian Education was created in 1922 and under its direction have been placed all phases of the educational 64 work of the Presbyterian Church. The powers of this board * in relation to colleges were not essentially altered by these recent reorganizations. Two Negro colleges have been established and aided by the Presbyterian Church. One is Johnson G. Smith College in Charlotte, North Carolina. This institution was founded in 1867, and was known as Biddle University until 1925. It is under the control of the division of missions for colored people of the board of missions of the Presbyterian Church in the United States of America. The other is Lincoln University, Chester County, Pennsylvania, and was founded in 1859. It is administered by a self- perpetuating board of twenty-one trustees, of whom eleven are clergymen of the United Presbyterian Church. Methodist educational history. We find that In the case of Methodistr Churches, that Negro colleges have been founded and are supported by four different branches of the original churches. These are, the Methodist Episcopal Church, the Methodist Episcopal Zion Church, The African Methodist Episcopal Church and the Colored Methodist Episcopal Church. All four bodies are controlled by separate church boards, entirely independent of one another. Seventeen of the schools studied in this report were orga nized and are still supported by these denominational bodies. As the main tenets of the church are adhered to by all its branches, a brief statemente of the historical back ground of the educational policies of the Methodist Epis- .copal Church is sufficient for this study. The Board of Education is an agency of the General Conference, from which it derives all its powers* At the beginning of the Board1s history doubt was expressed of the wisdom or practicability of any assumption of control over educational institutions by the General Conference* The need of support and supervision of colleges was recognized in the functions first assigned to the Board in 1868. Almost the sole activ ity of the Board for a number of years thereafter related to the aid of students for the ministry through the income of the Centenary Educational Fund which has been intrusted to it, 'and through annual offerings from the churches. By an appeal to the Methodist Church, for systematic conduct of denominational activities, the leaders of the Board secured the formation of a standardizing agency, the Univer sity Senate, in 1892. Since then the Board has been able to supervise scholastic work of the colleges more closely and to regulate the expansion of educational programs. It was not "until 1924, however, that legislation was passed which required that any proposed change of classification or establishment of a new institution must be submitted to the Board for approval. MThe Church has not made recog nition of its institutions dependent upon any form of 66 ecclesiastical control, and the relation of the Board to colleges is only advisory; yet the aetual authority of the Board is strong because no institution can re ceive official recognition..- by the Ghurch or receive support from Ghurch funds without its approval.*^ The Annual Conferences can establish and support colleges and universities only with the sanction of the Board of Education, and their educational societies are regarded as auxiliaries of the Board* Baptist educational history* In a like manner we find that the Baptist Ghurch organizations have undergone several subdivisions* The Negro Baptists have gone further and divided these subdivisions. As a result It is practically impossible to give a historical account of the various smaller groups, even though some are supporting colleges and are aided largely by white philanthropists. The Northern Bap tist Convention organized the American Baptist Education Society in 1888. This society functioned as an educational agency for all Baptists in the United States, and was even instrumental in the establishment of the University of Chicago in 1890. It was due to the efforts of the society also that the first national educational program was established, as a remedy for the individualism which 1 --------- ^Methodist Episcopal Church, Doctrines and Discipline. Methodist Book Concern, New York: 1924, 337 p. has formerly characterized Baptist educational efforts* The Education Society ceased to function in 1902 v/hen Mr. John D. Rockefeller turned his educational benevo lences into other channels; for the Society has not sue* ceeded in winning general denominational support. The Northern Baptist Convention, organized in 1908, established a Board of Education as a committee of the Convention in 1912. This Board has had general power to advise, promote, and distribute the educational funds of the Convention, but it has little authority over State Conventions or 35 individual colleges. There are four Negro colleges supported by the Baptist denominations, included in this study. Bishop College at Marshall, Texas is the largest. It was founded in 1881, and until the present time has continued to operate under the jurisdiction of the American Baptist Home Missionary Society. Shaw University at Raleigh, ^outk Carolina is the next in size. It was founded in 1865 as Raleigh Institute, and its name was changed to Shaw University in 1872. The University is governed by a self-perpetuating board of' trustees of fourteen members, tY/o of whom represent the American Baptist Home Mission Society ex-officio. Northern Baptist Convention, Annals. Publishing House, Philadelphia: 1909, 156 p. 68 Virginia Union University, Richmond, Virginia, was founded in 1865 by the American Baptist Home Mission Society. It assumed its present name in 1899, following the merger of Wayland Seminary and Virginia Union Univer sity* It is governed by a self-perpetuating board of trustees, which includes four representatives of the American Baptist Home Missionary Society* Simmons University, at Louisville, Kentucky was founded in 1873 by the General Association of Colored Baptist State University, under #hich title it operated until 1918, when it was renamed Simmons University* The control of the institution is vested in a board of twelve members, all elected by the Colored Baptist Association* Disciples of Christ educational history* The last denominational organization which it is necessary to consider in this report is that of the Disciples of Christ. The Disciples attempted, first in 1894 and again in 1901, to establish a permanent educa tional society. The society organized in each case was of short duration, because of a lack of sufficient support* This lack was due to the independence of central authority, v/hich has always characterized the Disoiples movement. A Board of Education was established in 1914, which was a development from the Association of Disciples College, and not from the national organization of the churches* The Board was reorganized in 1922, and a closer relation- 69 ship to the International Convention was established*36 It derives its power largely from the colleges which cooperate, although it makes annual reports to the Inter national Convention and has some of its members selected by that body* The constitution gives the Board power to promote and investigate higher education and to serve as the clearing house for all gifts for educational pur poses* It is a general policy of the Disciples to exercise extreme decentralization of authority in all matters and this extends to the conduct of the Board of Education* Two Hegro colleges operate under the control of the Disciples of Christ* Southern Christina Institute, Edwards, Mississippi, was organized in 1875 and is con trolled by the Christian Missionary Society at St* Louis* Jarvis Christian College, Hawkins, Texas, a junior college, was founded in 1914 and firs managed directly by a president, without a board of trustees* The President, however, is subject to the jurisdiction of the Christian Missionary Society* Effects of religious policies on education* A study of the religious policies of the various de nominations as it effects education in their colleges "* " Board of Education of the Disciples of Christ, Annual-Report* Board of Education of the Disciples of Christ, Indianapolis: 1929, 9 p* 70 and universities shows that there is no agreement on the characteristics of a Christian college. The reason for this is that the different denominations expound different conceptions of religion. A great many issues arise in the study of such a situation. Whether the Christian religion is to be expressed in fixed standards as a final revelation, na faith once and for all de livered to the saints,t f or as primarily a matter of individual and social experience which must be worked out anew for each generation, is one such issue. Again, is Christianity primarily concerned with the relation ship between an individual and a higher power, or is it the fellowship with a higher power achieved primarily in social relationships? It is agreed that the great goal of Christian education is ,fcharacter building, but whether this is to be conceived chiefly in terras of an individual goodness achieved by following ex ternal rules or in terms of a self-realization and social idealism achieved by individual independence of thought and judgment, is still as undecided as any of the other issues. Denominations which have a historic confession of faith, to which all members of the church are re quired to subscribe, put the most emphasis upon orthodox religious instruction in their colleges. They organize their religious programs in general harmony with the 71 constitution and confessions of their church. The Presbyterians, with a great stress on the reading of the bible, and the Lutherans, are examples of denomi nations which do this. The Methodist Episcopal Chureh stresses religious experience and right conduct rather than doctrinal statements# Thus, in the teaching of religion in Methodist colleges a great amount of freedom is given to local administrators and teachers and no legislation has been passed by the denomination in re gard to the viewpoint to be followed in religious in struction. Likewise, the Baptist and Disciples of Christ churches have never established authoritative statements of creeds for the entire denomination, but have insisted upon the Hew Testament as their sole rule of faith and practice, and so have fostered ex pressions of individualism. The Congregationalists have always been consistent exponents of religious freedom, and as such they have never attempted to domi~ nate the religious instruction in their colleges, but rather strongly insist upon the right of individual judgment in religious questions. The use of the term denominational. Studies show also that there has been much confusion in the use of the term "denominational1 * as applied to colleges. In the strictest sense, denominational institutions are those institutions which are owned or controlled by a 72 religious organization* These, in turn, are dividied into colleges owned by the church as a corporate body or by a separate corporation identical in membership; colleges owned by a regional body-synod, conference or association; colleges separately incorporated, but part or aLliof whose governing body must be elected, nominated, or approved by an ecclesiastical body* In a broader sense, institutions are called denominational when there is a requirement, either by charter conditions or by vote of the trustees, that a majority of the trustees, officers, or teachers must be members of some religious organization, even though the governing board is self-perpetuating. In a still broader sense the term denominational colleges is used to include all.; of those which are established by the members of a particu lar church, or have been supported to a considerable extent by it, and still maintain synpathetic relations with the denomination. Such relations are considered to include the submission of an annual statistical report to the particular denomination^ educational agency and attendance at conferences of administrators of col leges of that denomination* Because of the shifting status of colleges and universities in general, and of Negro colleges and universities in particular, it is found that although 73 twenty-seven of the colleges herein studied could, when organized, have been classified under the first two of the above groups, today reports from these institutions show that only eighteen would be thusly classified* It is not proper to state that Negro denominational colleges are fortunate or not fortunate to be classified under the first two groups* It is a fact that five of the colleges so classified are very successfully functioning as edu cational institutions, both from an educational and a financial view point. On the other hand four of the fourteen colleges not so classified are just as success fully operating. Educational standards are so set up to day that it is for the most part the business of each r - ; ' individual institution to conduct itself so that it can measure up to as high standards as possible* Financial support,is,’ of course, above all else necessary, and Negro colleges either owned or controlled by denominational boards of trustees are assured of regular appropriations* On the other hand the other fourteen institutions which are now merely 1 1 in sympathetic relations with a denomi nation,” have endowments and'ar; e the regular recipients of aid from philanthropic agencies to an extent which permits them to become financially stable. Since 1906 there has been a further general broadening of the use of the term, , ! denominational.” In some cases 74: church organizations have found it convenient to either abolish altogether their relations with educational institutions organized under their auspices, or else have permitted their contacts with the colleges to be- 4 come so loose that even their nsympathetic relations1 1 are no longer publicly, evidenced* The reason for this was that in 1906 Andrew Carnegie made the restric tion that none of the money from the foundation which he established should go to denominational institutions• The officers of the Carnegie Foundation for the advance ment of teaching gathered data on the various methods of legal connections between denominations and institu tions of higher learning, due to the urge for aid from many schools which elaimed that although generally re garded as such, they were not denominational institutions* Effects of the Carnegie investigations* The year books of various denominations were carefully examined and it was found that a great deal of laxness was exer cised in,the matter of listing colleges* n0n© finds grouped together as church cblleges,” the investigators stated, winstitutions whose relations vary from strict control by the denomination to one of tradition and friendship*u Officers of the Foundation of Advance ment were finally persuaded to make their own indi vidual classification of denominational colleges and univer- Carnegie Foundation for Advancements of Teaching, Second Annual Report* New York: 1907, 62 p. 75' sities, and as a result stated that they would consider all educational institutions as coming under one of the following five types of religious relationships: Institutions under absolute denominational control and ownership* institutions In which the governing body is appointed by and is directly responsible to a formal religious body* Institutions whose governing board must be confirmed by and must report to a religious organization. Institutions having no formal relations with a re ligious body, but which require, either through the pro visions of their charter or* by votes of their trustees, that a majority of their trustees, officers or professors shall belong to a specified denomination* Institutions which have no formal connection with a denomination but a strong sympathetic one, but are still publicly looked upon as denominational. It can be seen that such Classifications do not :var,y greatly from those formerly accepted; still a loop hole was made, and colleges in the last group were granted benefits from the Carnegie Foundation. In cases where the charter was not specific, the trustees of the institu tions were required to certify by resolutions that no denominational tests were imposed in the choice of trustees, officers, or teachers, or in the admission of students 76 and that no distinctively denominational doctrines were 38 taught to the student# It was further advised by the * Foundation that any institutions which were not under ecclesiastical control hut which were named in denomi national yearbooks, should be placed by them in a separate list under a heading which stated that, f,The following institutions are not connected with a church by any legal ties, nor are they subject to its control# Their his tory, however, and associations with the life and the work of the church are such as to justify our earnest cooperation with them#w^ The reactions of denominations to the Carnegie Foundation varied# Some, for example the Baptists, con sidered it against their honor to alter the charter of their educational institutions, which had been founded and maintained primarily by them, and decided that they should remain permanently under the influence and control of that denomination# Although two Methodist colleges^ modified their relationship to the denomi- "" " * ‘ Carnegie Foundation for Advancement of Teaching, op# eit•, 89 p. ^Ibid* 2 p. 40 Dickinson and Coucester College# nation to accord with the regulations of the Carnegie Foundation, a committee of the Methodist Episcopal Church after carefully defining what constitutes a Meth odist College and making an extended investigation of the charters of their colleges, reported in 1910 that they did not consider that the time had come when a formal definition of Methodist Episcopal institution should be given, but did make * the following statement which has never been supplanted: A Methodist. Episcopal Institution is one which, frankly declaring that it is under the auspices of the church and distinctly claiming that It aims to plan and con duct its work so as to serve the Kingdom of Christ as represented by the life of the Methodist Episcopal Church shall have the recognition and support of some Conference Mission Conference-, or Mission, the indorsement of the Board of Education, and official classification by the University Senate*« The United Lutheran Church officials stated very defiantly to investigators from the Carnegie Fund that their educational institutions, in order to have an unquestionable claim to the moral and financial support of their church, must put themselves as soon as possible under the direction and control of a synod or synods by providing for the election of their Boards of Directors. Methodist Episcipal Church, Journal of the General Conference * Methodist Episcopal Church, Philadelphia: 1194 p. 42 by Synodical action. ■ The Congregational Foundation for education listed in its annual reports all institutions having historic association with the Congregational Church, and included such universities as Harvard, Yale and Dartmouth* How ever they stated that their policies were very broad in respect to the matter of control of institutions. This was not inconsistent however with their earlier tenets, for in 1903 the Directors of the Congregational Education Society stated, 1 1 Our schools are Christian without creeds, religious but not denominational. The aim is not to graduate Congregationalists, but to fit young men and women by higher education to become leaders in church and state. The Presbyterian Church followed the rulings of the Carnegie Fund by listing their colleges in two groups, and in some cases even changed college charters so as to make them eligible for aid under the Carnegie Foundation Regulations* ”So far as the board sees,” stated the Presbyterian Board of Christian Religion, 1 1 there is no near1 -------- United Lutheran Church, Minutes of the Biennial Convention* New York: 1920, 8 p. 43 Directors of the Congregational Education Society, Annual Report* New York: 1903, 155 p. 79 immediate danger that such colleges as have changed their charters will lose their Christian character, or will he less loyal to the standard of education and of positive Christian influence expected hy the church# Denominational attitudes in respect to supporting / colleges# Such actions as reviewed ahove give rise to a consideration of why churches desire to assume the obligations of sustaining colleges* Denominational leaders are fairly well agreed that the church must sustain colleges in order to train religious leaders and develop Christian character in students, even though there are wide differences as to the meaning of the Christian religion and its implications for higher edu cation# Statements of views issued by two denominations will serve as examples of the general types of arguments used to justify the establishement and upkeep of their schools• In 1927 the Baptist Bible Union of North America took over Des Moines University and issued the following statement: It is the aim of the Baptist Bible Union to develop in Des Moines University a great Christian school df higher learning which will be absolutely free from the taint of modernism# We hold there is no good reason for the existence of a denominational university if It be ...... -- Presbyterian Church, U. S# A., Minutes of the General Assembly# Chicago: 1910, 108 p# 80 nothing more than a duplication of the state institutions. It would he folly for Baptists, being compelled to pay their share of taxes for the upkeep of a state educational system voluntarily to tax themselves again for other schools and colleges which are no different and no better than similar institutions operated by the State. But there is a mighty argument in favor of the establishment and maintenance of a university which shall be essentially Christian through and through, and distinctively Baptist.*5 This illustrates that the Baptist organization con cerned was very desirous of propagating their particular forms of doctrine, to such an extent that they assumed the responsibility of operating a well established college. * An example of a denominational statement in defense of a church college, which is much more liberal than the Baptist viewpoint, is the following: This modern Christian college should be a great constructive force. It should make religious thought and teaching modern and vital for the next half dozen generations....ilt should be known the country over for its high excellence, for its thorough modern scholarship and teaching, for its constructive spiritual interpretation of human life, for its emphasis upon Christian ethics and the Christian ele^ ment in social reconstruction*^ i More recently Secretary Bovard has pointed out the way in which Church colleges may be champions of the truth: ^American Baptist Education Society,.Proceedings. Baptist Education Society. Hew York: 1899, 19 p. 46 Hichelson, H. E. , The Christian Student* Hew York: 1914, 96 p. 81 It makes no difference what the nature of the pressure may he, institutions fostered on behalf of the Kingdom of Christ must not consent to be driven'into the betrayal of truth in the interests, of traditions, prejudices, or platforms, religious or political. There is no promise that propaganda will make us free* The truth only will make us free. 'Devotion to the truth as we are able to know the truth, is the only justification for the support of Christian education.*1 ? These views justify church colleges on the basis of presenting a greater freedom of thought than the state college does. In spite of the variety of denominational policies, religious conceptions and ecclesiastical rulings, it is commonly agreed today that by a church college is meant the traditional, fixed Institution of higher education under the support and direction of denominational Christi anity. It Is no# fitting that we should consider the present status of the church colleges in America. Status of church college. A review of current liter ature shows a general concensus of opinion among the various writers that the church college in America is on the de cline. Most of these colleges and universities possess student bodies ranging from 200 to 450, with their first two years of study offering subjects of the liberal art courses, and the programs of the last two years presentlg majors in one or more types of professional education. In General Conference of the Methodist Episcopal Church* Conference Journal. Methodist Book Concern, New York: 1888, 443 p. 82 all of the colleges there is more or less emphasis placed upon religious, studies* The ideals of European colleges, which before the introduction of well organized scientific courses catered to the needs for f,genteelt t citizenship, were early adopted by these colleges* As reuult, prior to 1875 the church college furnished almost exclusively train ing for the ministry, law and medicine* The junior college movement* Modern educational con cepts, however, have necessitated a general reorganization of educational conditions* As a result of such educational reorganisation a new type of institution, the junior col lege, has become an integral part of the public school system. It has imposed on top of the high school course two years of general academic training. This is rapidly robbing the American four-year colleges of their freshman and sophomore years* The success of this new type of institution is due largely to the fact that the average age of seventeen years and four months at which the student finished high school and is ready for college, is too early for him to leave home and wisely assume the responsibility of directing his life, even though he is relieved of financial worries, which the great majority of students are not. Again college communities often become the centers for undesirable Civic practices and the gathering places of many persons of undesirable characters. The universities have not been able to provide safeguards against such, for the Immature youths, This, the opportunity that the junior college affords of lengthening by two years the period of parental discipline is highly favored by the American public* Due to the necessity of conforming to standardizing agencies, the curriculum of the church college Is deter mined by the professional pattern of the tax supported institutions. Whatever profession or calling a student plans to enter, he does his broad preliminary work that leads up to his highly./ technical training in the last two years of his college course. The denominational col lege "stops him here and offers an A. B. degree, which merely means that the student now must go to a profes sional school, most frequently supported by the state to complete the training necessary for the professional de gree. Thus, we can see that the junior college is taking over the first two years of the church institutions offer ings, and the state university Is offering an academic advantage to the prospective student for the last two years if completed in a state institution. The question Is then, what is left to the church college? The future of the church college. The history of education shows that parochial schools were forced to give way almost wholly to public grammar schools when It was proved that the public could best present at this time elementary training. After an obstinate struggle, the academy lost out also to the public high school. There is every indication today that the church educational higher institution will very soon find that the public can offer the first two years of college training better than it can. Even psychologists have discovered that on the basis of I. Q. ratings there is a high school-junior college type of mind. It seems, then, that if the church college expects to survive that it will be forced to offer at least two years above the A. B. degree, and in this manner alone can it meet educational competition and offer a natural four year unit. It would certainly impose a heavy additional expense upon the religious colleges to to this• Statistics show that it cost seventy per cent more to offer work in the junior and senior years of the present four year college than It does in the freshman and sophmore years, and about three times as much to offer work in the graduate field as it does in the under graduate field. - - That the church colleges could stand this additional ex pense is certainly not indicated by a study of their total appropriation figures for the past ten to fifteen Kent, Raymond, Higher Education in America. Ginn & Co., Nevtf York: 1930, 211 p. 85 Finally, it cannot longer be advocated by even the most orthodox Christians that the church college carries a more wholesome moral and spiritual atmosphere than other colleges* The educational offerings and general* collegiate activities typical of church colleges are in general the same as those of a state college or university. Also many of thevState universities now offer credit for courses in the Bible and the State University of Iowa recently placed the teaching of the Bible in the college of liberal arts upon the same basis both as to competency of instruc tion and credits, as history, botany or any other subject* A-recent statement by Andrew D. Harmon, who as former president of Transylvania College was in most intimate touch with church colleges, is worthy of being given here as indicative of the trend of opinion in regard to the future of church colleges: The forces that terminate institutions have: a long drift, but they move inexorably* Usually the change is at hand before society is aware* The passing of the church college is now taking place and most of its devotees are looking upon the transition; some are even players in the drama and do not recognize it* They are moving toward their end along four lines: 1. Those colleges that are well endowed and have an un occupied field have for a time a grip on life. It cannot, %imbert, T. M., Denominational Policies in the Support and Supervision of Higher Education* Teachers College, New York: 1929, 170 p* however, be regarded as permanent. 2. Ghurch colleges situated in cities where there are no state colleges are moving rapidly toward municiapl institu tions. The city either takes them over and supports them from taxes, or the board is modified from a distinct church board to a private independent board that represents the various religious, economic and social groups of the support ing municipality* This type has greatly increased in number in recnt years. 3* Other church colleges are becoming junior colleges. Their field has'been encroached upon by the State and their re sources are too limited to survive competition. They change the type of their work from a four-year standard college to a junior college, which gives them a budget their resources can meet. 4. The colleges that have not already assembled sizable endowments, and do not have a natural territory from which to draw students and financial support, are being forced to the wall.*® Peter Ainslie, in a paper read before .the annual meeting of the American Society of Church History in 1927 made the following statement: The presence of the denominational college in present day education therefore is a fundamental error because: 1. It follows the prejudices of the denomination and re flects its general thought, whereas the function of a school is to lead the people and to direct the general thought of the community. 2. It is too much absorbed in its own denominational pro gramme at the exclusion of the programmes of other denomi nations and therefore is concerned with only a part of the Church— and necessarily a small part at that--whereas the function of education is to cultivate an idealism that is above all divisions, whether those are divisions by Chris tian denominations or political parties, and to give it self to making practical its ideals. 3. It teaches loyalty to the denomination and attempts to establish a denominational conscience, whereas the function of education is to teach loyalty to society and to estab lish a conscience so thoroughly Christian as to. include the whole Church. Garmon, A. D. , nDecline of Church Colleges,H Cur rent History. 5:392-5, December, 1930. 4. It seeks to conserve the power acquired hy its students for the use of its denomination and to make more evident the importance of its denomination in the eyes of the world, whereas the function of education is to conserve the power of its students for the good of society and to make more evident the blessings of education, 5. It is concerned with the rights of its denomination and the place of its denomination In religious affairs, whereas the function of education is to emphasize duties to others and service to the community in general. 6. It perpetuates division in the Church and attempts to make sacred the divisions of Christendom as though they were from God, whereas the function of education is to unify the interests of mankind and to establish the prin ciples of cooperation.^ Thus we have briefly reviewed the trend of the church college movement, and even though the college of a denomination is on the decline, still within the last fifty years ecclesiastical bodies have appropriated more for Negro Colleges and Universities than have any other two sources together. Again, in the south the Negro church college does not have to compete with the Negro state colleges, for where the latter exists they Offerj for the most part, merely vocational training. ■It is my opinion then that the'church college of the Negro can for many years yet render valuable service to the race’s progress. The next chapter will present a detailed review of facts concerning Negro church colleges. This will show that such colleges are still progressive. ■ ■ ' ■ ■ *>i ^American Society of Church History, Union Quarterly. American Society of Church History, New York: 1927, Summary. Prom almost the very beginning of this nation's history; small local {Societies were organized by various denominational groups for the advancement of education, and as a result a great number of parochial schools were founded. In 1815 the American Educational Society established the first definite organization for educational purposes. Individual philanthropists, the Congregationalists and Presbyterians were the chief sup porters of the early movements to establish denominational colleges. The first educational society supported solely by the Congregational Church was founded in 1894, and was later named the American Educational Society. It was through the medium of this society that Fisk University, one of the colleges studied in thiA report, was founded. The Presbyterian Board of Aid for colleges and uni versities was established in 1883. This church is respon sible for the founding and partial support of two Negro colleges, Johnson C. Smith and Lincoln Universities* The Methodist Ghurch founded its first educational board in 1868. There'are many Negro Methodist denominations, sub divisions Of the parent denomination, and seventeen of the colleges herein reported upon were founded by Methodist Churches. .‘The Northern Baptist Education Society was founded in 1888 and although the original Baptist Church has also undergone subdivisions, four Negro colleges depend upon the Baptists for their support. These are 89 supported by the mission board of the American Baptist Home Mission Society. The Disciples of Christ first organized a permanent educational society in 1914, after unsuccessful attempts in 1894 and 1901. Southern Christian Institute and Jarvis Christian College are supported by this denomination* The several denominations have varying policies re garding the application of Christian doctrines to their educational teachings. The Presbyterians and Lutherans lay great stress on the reading of the bible* The Metho dist Episcopal Church stresses religious experience and right conduct rather than doctrinal statements. The Bap tists and Disciples of Christ have never establsihed authoritive statements of creeds for their entire denomi nations. and the Congregationalists have always advocated religious freedom. As a result of their desire to re ceive aid from the Carnegie Foundation many denominational colleges and universities have been reclassified in respect to their denominational relations, and a general loosening of struct denominational adherence has resulted. The Baptists, however, still hold that their colleges shall propagate some of the doctrines of the Baptist denomi nation* The Junior colleges and state supported colleges are rapidly encroaching upon.the domain of the church college, with the result that the church college in America is on the decline# This is partly due to the fact that the state college is better financially prepared to carry on an expansive educational program, and partly to the fact that the church college no longer presents a more wholesome collegiate atmosphere# The Hegro church colleges, however, do not have rigid state college com petition, and a distinct need exists for the service which they render# .CHAPTER V PRESENT STATUS OP THE CHURCH COLLEGES The educated individual*s relation to society* Education for the Negro is peculiarly significant* The colored race in America is served more definitely hy its schools than is any other single group in our popula tion by any one set of schools. Largely through this medium alone is the colored youth trained for that type of citizenship which will makd him valuable to his coun try. Only too often the Negro has found it necessary to segregate himself from his fellow racial groups'in order to acquire the highest possible educational level* This has resulted in two types of statements being hurled at the educationally qualified Negro* Outside the rade he is termed by those acquainted with his achievements as, ttan exceptional Negro.Within the race, he has been designated as a ’ ’snob,1 1 or ,feducated fool, who thinks himself to be too good to mingle with his race*” ?7ithout doubt, both the educated individual and the less fortunate members of the race can find justifica tions for their attitudes. However, all such attitudes are to be deplored, because the race as a whole is the loser. It is up to the schools then, and especially those particulary adapted to the relief of racial problems to so expand that the individual will be more culturally 92 qualified, without there being any causes for inter racial misunderstanding as a result thereof* Individual aloofness means social condemnation* Social condemnation means racial degredation* John Dewey has sa’ idir Any individual has missed his calling, farmer, physician, teacher, student,Who does not find that the accomplish ments of results of value to others is an accompainment of a process of experience inherently worth while* Why then should It be thought that one.must take his choice between sacrificing himself to doing useful things for others, or sacrificing them to the pursuit of his own exclusvie ends, whether the saving of his own souldorr the building of an inner spiritual life and personality? What happens is that since neither of these things is persistently possible, we get a compromise and an alter nation* One tries each course by turns. There is no greater tragedy than that so much of the professedly spiritual and religious thought of the world has empha sized the two ideals of self-sacrifice and spiritual self-perfecting instead of throwing its weight against this dualism of life* The dualism is too deeply estab lished to be easily overthrown; for that reason, It is the particular task of education at the present time to struggle in behalf of an aim in which social effi ciency and personal culture are synonyms instead of ant agoni s t s♦52 Report of the survey* It should be the purpose then of those who educate the Negro to thoroughly understand this* Upon the Negro colleges rests the brunt of responsi bility for disseminating such views* In order to construe# tively remedy the situation an exhaustive survey must be made of present collegiate conditions. As stated before, the colored institution of learning, and especially the church college is nthe shrine for the perpetuation of that which Dewey, J.ohr* Democracy and Education* op. cit/, 143 p 93 is distinctly Negro.n In an effort to study their con ditions a specially prepared form was mailed to fifty- one college and universities. Thirty-nine responded generously. The part of the form which was most valuably responded to follows: A sample copy of as many as possible of the following is requested: Your college catalogue for 1929-30, (Also the ”circular of information,” if published separately.) A copy of your student body directory for the present or past school year. A sample copy of any student body publication. Copies of any published statements or statistics from your appointment or employment offices. Titles and authors of texts or other books published under the auspicies of your school during the past five years. (Very important.) The following statement secured a wide variety of valuable contributions: Every available government report, all books published and periodical articles referred to in the general periodical indices have been received. Suggestions of material not likely to be included in such sources, which will help to evaluate educational trends in col ored colleges and universities, will be appreciated.S3 It was found -that' the general n earmarks1 1 stated by Dr. Limbert as designating church colleges certainly apply to Negro church colleges as well. His statements follow: The chief characteristics of a Christian college as the Board of Christian Education views the matter are: —— - Appended to a letter mailed one year later to the addresses that had responded to the original form. 1. The professors and instructors are professing Christians and members of some evangelical church* 2. Teaching of the Bible is organized into the regular curriculum with a professor ranking as a faculty member. 3. Regular services of public worship in which student, attendance and faculty participation are expected. 4. Positive Christian point of view in the teaching of all subjects is laid down in the curriculum. 5. The development and culture of Christian character as the supreme end of all academic influence.- Furthermore, a glance over the catalogue material of Negro colleges substatiates this fact. The reverend professor assumes the responsibility for instruction, and is aided by other Christian gentlemen who know the Bible, the art of public prayer, and have mastered with a fair degree of success other religious techniques, whether their teaching 'field is mathematics, natural sciences, or any other unrelated subject. It is found that their colleges have been rather fastidious about the moral and religious qualifications of their teach ers, demanding of applicants church affiliation of some kind, and that they refrain from dancing, smoking, and wworldyttsociality. An examination of application blanks which prospective teachers have been requested to fill out shows evidence that they were required to answer far more questions bearing on moral, religious, and social life than on points relating to academic Limbert, P. M., Denominational Policies in the Support and Supervision of Higher Education. Teachers College, New York: 1929, 78 p. 95 preparation and training, A great many ncollege teach- ersw hold only first degrees. By fdr the greatest per centage of the ”hiringnand especially the n firing1 1 can he traced to moral causes. Holders of the ad vanced degrees in all their paucity are often the objects of academic suspicion. The principle of academic freedom, so much demanded by professors in the American colleges and universities today is a -'.thing not only not practiced, but virtually unheard of among the admin istrative circles in our Negro higher institutions. Faculty training. In order to illustrate the present status of the faculties of the colleges and universities studied in this report, a set of ten tables is presented. These ten tables well represent the type of training of faculties in the case of all the institutions studied. The most complete authentic data along this line is found in the reports of surveys made by the Bureau of Education, Although certain facts found in these re ports vary from those given in information received from the schools, and even from the facts found in their catalogue lists of wofficers of administration and faculty,the statement by an official of the research department of one reputable Negro college is to the effect that, Negro colleges and universities have ndeeoratedw their catalogues with ! , multifarious doctor- 96 ate degrees," which have been conferred "honoris causa" rather than "in cursu." The Bureau of Education1s survey committee traced many of these degrees to the institutions which were suppo-sed to have conferred them and found that in some cases not only were the de grees never given, but the names of the reported issuing institutions were even ficticious. Also the dates upon which the degrees were issued were found in many cases to be years when the institutions named did not confer such degrees. Both white and colored instructors have been guilty of these discrepencies. They are men and women- iu many cases in high positions, who have spent years in the service of the various institutions and tenaciously cling to their positions of power. For these reasons the following tables are based solely upon the last Bureau of Education survey made 55 in 1927-28. it is recognized however that there is a desire for more recent data. In each case the first and advanced degree, and where each was obtained is given. In the case of no advanced degree, the amount of work completed toward such a degree is given. ^United States, Bureau of Education, Bulletin No. 9.ou.eit fi/a-shingtpn,*D*. : 1928, 943 p. 97- TABLE VI .TRAINING OP THE FACULTY OP FISK UNIVERSITY First degree Y/here obtained or studied Ad. degree or grad, work Where obtained or studied None Grenu Inst., Germany A.B* Fisk University B.D. 1‘ summer Oberlin College Univ. of Chicago A.B. Knoxville College A.M. 1 summer H Univ. of Wis. Harvard Univ. Columbia Univ. B.S. Mass Agri. College Boston Univ. New York Univ. B • S . Purdue University University of So. California None Vandebilt Univ. A.B* Scarritt College A.M. Scarritt College None Detroit Art. Acad. Art Inst, of Chicago A*B* Earlham College 1 summer Columbia Univ. A.B* Oberlin College A.B* Chicago Univ. 2 years Univ. of Chicago A.B. Howard Univ. S.J.D. New York Univ. LL.B. Columbia Univ B*S. Columbia Univ. A.M. Columbia Univ. A.B. Howard University None Iowa State College A.B. Fisk University A.M. University of Wisconsin TABLE VI (continued) TRAINING OP THE FACULTY OF FISK UNIVERSITY First degree Where obtained or studied Ad. degree or grad.work Where obtained or studied None Columbia Univ. None 1 summer M.D. A.M. Univ. of Pa. Meharry Med.Col. Fisk Univ. A.B. Wellesley College Inst, du Bon Pasteur A.M. 2 summers Chicago Univ. Harvard Univ. Univ. of Maine A • B * Yale University A.M. 1 summer n Yale University Univ. of Wis. Chautauqua Ph.B. Travecca College A.M . George Peabody College B.S. George Peabody Col. A.B. Fisk University A.M. Fisk University B.S. University of 111. A.B. Weslayan Univ. A.M. 1 year i t Wesleyan Univ. Peabody College Middlebury Col* A.B. Fisk University A.M. 1 summer Fisk University Harvard Univ. B.S. Purdue University 1 summer University of So. California A.B. Univ. of Michigan A.M. Harvard Univ. A.B. Smith College A.M. Columbia Univ. None Newark Normal school Mus.B. Oberlin College Of the thirty-two members of the faculty of Fisk University, twenty-two hold first degrees* Seven received their first degrees from colleges for negroes and fifteen received their degrees from institutions attended by other races. Thirteen hold the master of arts degree from insti tutions such as the University of Wisconsin, Columbia Univer sity, Fisk University, University of Chicago, Yale University, George Peabody College, Wesleyan University and Harvard University. Professional degrees comprising bachelor of laws, doctor of medicine, and theadvanced degrees of S. J. D. and bachelor of divinity are held by different members of the teaching staff from well-recognized institutions. Four of the eleven Negro teachers are graduates of Fisk University. Four of those without graduate degrees have been engaged for one or more sessions in graduate work at such institutions as Boston University, New York University, University of California, University of Southern California, and Columbia University, TABLE VII TRAINING OP THE FACULTY OF WILBERFORCEL UNIVERSITY First degree Where obtained or studied Ad. degree or grad, work Where obtained or studied A.B. Harvard University 1 summer Hew England Cols* lege of Lang. B.S. Wilberforce Univ. 1 summer Univ. of Kansas B.S. Howard University M.S. Univ. of Chicago A.B. University of 111. 1 summer Univ. of Illinois B.S. Syracuse University 1 semester Univ. of Chicago Ph.B. Univ. of Chicago 1 semester Ohio State Univ. A.B. Univ. of Vermont A.M. B.D. Univ. of Vermont Yale University Ph.B. Brown University M.S. Wilberforce Univ. A.B. Wilberforce oUn iv• 1 semester Univ. of Chicago B .Mus. Chicago Musical Col. B.S. Wilberforce Univ. 1 summer Univ. of Chicago. A.B. Univ. of Wisconsin B.S. Wilberforce Univ. 1 summer Univ. of Wisconsir A.B. Univ. of Wisconsin A.B*. Virginia Union Univ. A.M. Univ. of Chicago Ph.B. Univ. of Chicago B.D. Univ. of Chicago A.B. Iowa State Univ. A.M. Iowa State Univ. B.S. Boston University A.M. Boston University A.B. Univ. of Bombay A.M. Univ. of Calif. 101 TABLE VII (continued) ^RAINING OP THE FACULTY OP WILBERFORCE UNIVERSITY First degree Where obtained or studied Ad. degree or grad, work ’ Where obtained or studied B.S. Univ. of Oregon M.S. Iowa State Univ. B.S. Bates College M.S. Howard Univ. A.B. Virginia Union Univ. A.M. Univ. of Mich. Of the twenty-two members of the faculty, everyone has a first degree• Ten have master’s degrees from such institutions as the University of Chicago, University of Vermont, Iowa State University, Boston University, University of California, University of Michigan, Howard University and Wilberforce Uni>“ versity. Two of the master’s degrees were received from Negro universities. Not a member of the faculty has a professional degree. Eight have done advanced work, and in three of these cases the individual is a candidate for the Master of Art’s degree. 102 TABLE -VIII TRAINING OP THE. FACULTY OF TALLADEGA COLLEGE Hi . , First degree Where obtained or studied Ad. degree of grad, work Where obtained or studied A.B. Fisk University M.S. Yale University A.B. Yale University A.B. Tufts College A.M. Univ. of Michigan A.B. Talladega College A.M. Univ. of Ghicago A.B. Oberlin 1 semester & 4 summers Columbia Univer sity. B.Mus• Oberlin College 1 summer 1 year Oberlin College New York Inst, of Musical Aft. A.B. Dartmouth College B.D. A.M. Yale University Univ. of Chicago A.B. Fisk University B.Ph.Ed. International Y.M. C.A. College A .B. Morehouse College 5 summers Rochester Theo logical Seminary Univ. of Chicago A.B. Univ. of Pittsburgh A.B. Howard University B.D. Yale University A.B. University of Kansas A.B. Hunter College A .'M • Columbia Univ. A.B. A.M. Ph.D. Univ. of Pa. Univ. of Pa. B.Mus. A.B., B.Mus • Ph.D. A.B. Talledega B.D. Yale University Of the' seventeen members of the faculty all have first degrees. There was no evidence substantiated of any degree in the case of our. There are seven master1s de gress from such institutions as Yale, the University of Michigan, the University of Chicago and Columbia University. There are two Doctor of Philosophy degrees. One from the University of Pennsylvania and one does not state where the ^degree was obtained. It is noteworthy that Dour of the eight advanced degrees were received from Yale University. TABLE IX.' . . . TRAINING OF THE FACULTY OF SHAW UNIVERSITY First" degree Where obtained or studied Ad. degree or grad, work Where obtained or studied A.B. Brown Univ. A'?M. Harvard Univ. Pd .B. Hartford School Work at Univ. of Chicago A.B. Univ. of Chicago A.M. Harvard Univ. Ph.B. Brown Univ. A.B. Elmira .College Work at Univ. of North Carolina A.B. Shaw Univ. A.B. Iowa State Univ. Work at Univ. of Chicago A.B. Lane College A.M. Iowa State Univ. A.B* Brown Univ. A.M. LL.B. New York Univ. Hamilton Law College B.S. Norwich Univ. A.B. Fisk Univ. Work at Univ. of Chicago B.S. Howard Univ. M.S. Howard Univ. Th.B. Gordon College A.B. Morehouse College Work at Cornell Univ. B.S. Shaw University A.B. M.D. Shaw University According to the foregoing information, eight members of the staff have received their first degrees from northern 10.5 institutions, and eight have received their first degrees from well-known colleges for Negroes. Eleven of the sixteen have carried on graduate work, and five hold the master’s degree, and one the degree of doctor of medicine* The institutions represented by the master’s degrees are Harvard University (two cases), Iowa-State University, New York Univer sity, and Howard University. The others have been carrying on graduate studies at the University of Chicago, University of North Carolina and Cornell University. TABLE X. . ■ TRAINING OF THE FACULTY OF LINCOLN UNIVERSITY First degree Where obtained or studied Ad. degree or grad, work Where obtained or studied A.B • Princeton Univ. A.M. B.D. Ph.D. Princeton Univ. » i t Columbia Univ. A.B. Princeton Univ. A.M. Princeton Univ. A.B. Univ. of Pennsylvania Ph.D. Univ. of Penn. A.B. Lafayette College A.B. Marietta College D.D. Marietta College B.S. Pennsylvania State College A.M. Univ. of Penn. A.B. Moravian College B.D. Moravian College B.S. Middlebury College A.B. Moravian College Th.B. A--.M. Princeton Theologi cal Seminary I. ' n Univ. of Penn. 106 TABLE IX (continued) TRAINING OP THE FACULTY OP LINCOLN TOIVERSITY > 4 First degree Where obtained or studied Ad. degree or grad work Where obtained or studied A.B* Bates College A.B* Muhlenburg College A.B* Lincoln Univ. A.B . A.B. A.B* Not given A.M. Central College Not given Ph.B. Yale University Undergraduate degrees of the entire faculty were obtained from principal northern universities, with the exception of four of the part-time teachers, who are graduates of the 1926 class of Lincoln University, Graduate degrees held by the staff were also secured from leading northern institutions. There are three Ph.B. degrees held by members of this faculty, one from Yale University, one from the University of Pennsylvania and one from Columbia University. Three members of the faculty have advanced degrees from Princeton University. It is to be remembered that the complete faculty of Lincoln University has always been white* TABLE5 XI' TRAINING OF THE FACULTY OF NEW ORLEANS UNIVERSITY First degree Where obtained or studied Ad. degree or grad, work Where obtained or studied A .B. New Orleans Univ. Columbia University A. 3 • State Univ. of Iowa 3 summers Iowa State Univ. A.B. New Orleans Univ. A ♦ B • Wiley College 1 summer 3 summers Northwestern Univ. Univ. of Calif. B.S. Howard Univ. * 3 summers Cornell Univ. B.S. Walden Univ. 1 summer 1 summer Univ. of Chicago Calif. State Teach ers College A.B. Talladega College 1 summer 2 summers Univ. of Chicago Iowa State Univ. Ph.B. Univ. of Chicago A.B. Bennett College B.D. Gammon Theologi cal Seminary A.B. Northern Illinois State Teachers College 1 summer Univ. of Chicago & Tulane Univ. Ph.B. Baker Univ. A.M. Baker Univ. A.B. Lincoln Univ. (Pennsylvania) A.B. New Orleans Univ. A.B. Iowa State Univ. A.B. New Orleans Univ. A.B. Central Wesleyan College A.M. Central Wesleyan College Twelve of the staff hold first degrees from eight colleges and universities for Negroes and four hold first degrees from northern institutions. Two hold the bachelor of arts degrees from both New Orleans University and the State University of Iowa* Only two members of the staff have the master’s degree. One has received the bachelor of divinity from Gammon Theological Seminary. All but four have spent considerable time in graduate studies in well-known graduate schools. It would appear from these facts that a number of the faculty should be eligible for the master’s degree within a comparatively short period of time. TABLE XII - TRAINING OF THE FACULTY OF .WILEY COLLEGE First degree Where obtained or studied Ad. degree or grad, work Where obtained or studied A.B* Beloit College A.M. Columbia Univ. A.B. Virginia Union Univ. A.M. Colorado Univ. A.B. Lincoln Univ. 2 summers 4 quarters Columbia Univ. Ghicago Univ. A.B. Syracuse College 1 summer Columbia Univ. A.B. Indiana State Normal A.B. Iowa State Univ. B.S. Claflin Univ. M.S. Chicago Univ. A.B. Northwestern Univ. A.M. 1 jjrear. n Univ. of Calif. Univ. of Oregon Clark Univ. State Univ. of low* 109, TABLE .XIi: (continued) TRAINING OF THE FACULTY OF WILEY COLLEGE First degree Where obtained or studied Ad. degree or grad. work Where obtained or studied A.B. Wiley College A.M. Wiley College B.S. Central Tennes see College A.B. . Lincoln Univ. 1 summer & 1 autumn La Salle Law School A.B. Fisk Univ. A.M. Fisk Univ. A.B. 2 summers Chieago Univ. A.B. Lincoln Univ. Mo. A.M. State Univ. of low; Of the fourteen undergraduate degrees held by the staff, six were obtained from northern colleges* Five of the master’s degrees were obtained from northern universities. It is believed that the masterf r s degree received from Wiley College by one of the teachers is an honorary degree rather than an earned degree, as this institution does not conduct any graduate or professional schools* ,110 TABLE XIII• : TRAINING OF THE FACULTY OF MORRIS BROWN UNIVERSITY First degree Where obtained or studied Ad. degree or grad• wo rk Where obtained or studied A • B • Yale Univ. B.S. Univ. of Illinois Work at Univ. of 111. A.B. Univ. of Illinois Univ. of 111. A.B. Butler College A.B. Morris Brown Univ. A.B. Howard Univ. A.M. Georgia State College A.B. Howard Univ. Work at Univ. of Penn. A.B. Wilberforce Univ. Work at Ohio State Univ A.B. Morris Brown Univ. Work at Northwestern Uni The president holds the degree of bachelor of arts from Morris Brown, the degree of master of arts from the University of Chicago, and the degree of bachelor of divinity from Yale University, Some of the teachers hold degrees from the larger uni versities, while as few hold degrees from Negro shcools. Ill a? able xiv ■ TRAINING OP THE FACULTY OF BISHOP COLLEGE First degree Where obtained or studied Ad. degree or grad, work Where obtained or studied A«B « Bishop College A.B • Bradley Polytech nic Institute A.B. Iowa Univ. B.S. Bishop College A.B. Bates College B.s.* Dennison Univ. A.B. Kalamazoo College M. A. Univ. of Chicago A.B. Kansas College A.B. Berea College A.B. Baylor College B.Th. Gordon College M. A. Columbia Univ. None B.S. Bates College A.B. Bucknell Univ. M. A. Bucknell Univ. None Of the fifteen teachers holding undergraduate-degrees two were obtained from Negro colleges, while the remainder were distributed among northern institutions. The three masterfs degrees were all obtained from graduate schools of principal northern institutions. 112 TABLE 'XV' TRAINING OF THE FACULTY OF JOHNSON C. SMITH UNIVERSITY First Where obtained Ad. degree or ?iJhere obtained d egree or studied grad, work or studied A.B, Lincoln Univ. A.M. Clark Univ. 2 yrs. grad. n « work 1 summer Univ. of Chicago A .B • Durham Univ. 2 yrs. grad Durham Univ. (England) work 1 summer Columbia Univ. Exten. work Oxford Univ. A.B* Biddle Univ. 1 summer Harvard Univ. 2 summers Columbia Univ. A.B* Harvard Univ. A.M. Harvard Univ. A.B. Colgate Univ. A.M., Columbia Univ. A.B* Columbia Univ. A.M. « u A.B. Howard Univ. A.M. Western Reserve Univ * LL. B. . c Hamilton College B.S. Univ. of Mich. Grad, work to■ Univ. of Michigan ward A.M. degree A.B. Indiana Univ. A.M. Durham Univ.,England B.Th. u u 1 1 A.B. Lincoln Univ. - ■ 1 summer Harvard Univ. 1 summer Columbia Univ. A.B* Biddle Univ. 1 summer Columbia'Univ. 113 TABLE XV. ; (continued) TRAINING OP THE FACULTY OF JOHNSON C. SMITH UNIVERSITY First Where obtained degree or studied Ad. degree or T #here obtained grad. Vi/ark or studied A.B. S.T.B. A.B. S.T.B. A.B. S.T.B. Lincoln Univ. H H Biddle Univ. »t u n « t i tt Ten members of the college faculty hold the bachelor of arts degree from well-known universities and colleges. The bachelor of science degree is held by one member of the faculty. Two of the three members of the teaching staff of the theological school hold the bachelor of arts and bachelor of sacred theology degrees from Biddle Univer sity, novj Johnson C. Smith University. Six of the college faculty have the master of arts degree from recognized universities. A summary of the foregoing tables shows that in ten of the largest church colleges that i67 instructors were employed In 1927. Of this number 152 or ninety-one per cent had received their bachelor’s degree. Likewise fifty- 114 eight or thirty-four per cent had "been conferred either the degree of Master of Arts or Master of Scinece* Only five or thr'eb per cent had received the degree of Doctor of Philosophy. One can readily realize that all these percentages are too low* The modern day college professor should certainly qualify much higher than an elementary school teacher, and many states now require a bachelor*s degree or its equivalent for the elementary credential* Practically all require the baccalaureate degree for the high school credential. Surely then the situation of only ninety-one per cent of a faculty teaching college subjects holding their first degree should immediately be improved* The percentage of masters degrees is even deplorable in view of the fact that standardizing agencies^6 consider that the master*s degree represents the minimum amount of preparation required for the teaching of col lege students. The Doctor of Philosophy degrees should be held by each of the sixteen department heads. It can be realized then that if Negro colleges are to compete with modern higher institutions of learning, their faculties must certainly qualify to offer subject matter of a higher standard* Survey of salaries* Such a review gives rise to the question as to whether or not the salaries paid to the Ratcliffe, Ella B*, Accredited Higher Institutions, op* cit., 29 p* 115 faculty members justify or even permit a higher type of preparation* Many college instructors have in the past figured on increasing their preparation after obtaining their first positions* Compensation bears a direct relation to ability to increase academic prepara tion* The range of salaries received by the faculties reviewed above is shown in the following table TABLE XVI SALARIES PAID IN NEGRO COLLEGES Number of Teachers Receiving Annual Salaries of College $1,000 or #1001 #1400 #1700 #2000.#2500 #2600 #2900 under 3.399 I699 lggg *2299 ^2599 2899 or over Fisk 4 11 1 5 3 1 Talladega 5 1 1 4 1 1 Shaw 5 6 3 1 1 Lincoln 2 1 1 6 Straight 5 7 1 1 Wiley 1 4 8 1 Bishop 1 12 1 1 J. C. Smith 20 Wilberforce 3 3 10 1 A great deal of difficulty was experienced in attempts to obtain salaries. The Bureau of Education survey in 1927-28 pub lished only general reports of salaries. Two college adminis- ^United States, Department of Education, Bulletin No* 9. op. cit.*Also private correspondence to author. 116 trators refused to mail salary schedules, and in no case was salaries obtained for the full number of teachers whose training is reported upon. However, as full a dis cussion as possible is given. Salaries paid the members of the faculty of Fisk University, while above the average generally in the institutions surveyed, are low. Of the thirty-two teachers, one received $3,000 annually; one, $2,500; two, $2,400; five, $2,000; one, $1,700; one $1,650; one, $1,575; two, $1,500; seven, $1,400; one, $1,350; two* $1,200; and one, $1,125. The salaries of nine, members were not furnished. From these figures it is evident that fourteen of the teachers receive stipends of less than $1,600, which «is rather small compensation. While the annual salaries of the faculty at Wilber- force University are above the average paid in Negro institutions, there are at least three members whose compensation is low. The median salary in the college is $1,760, while the average salary is $1,699. Five of the teachers receive quarters in addition to their cash remuneration, two being teachers whose salaries amount to only $1,210 and $1,265, annually. A summary of the salaries being paid in the college follows: One teacher receives $2,238, one $1,925, one $1,860, eight $1,760, one $1,685, one $1,659, one $1,512, one $1,375, one $1,265, and one $1,210. The president of Wilberforce 117 University receives an annual compensation of $5,000* Salaries paid the members of the faculty of Talledega College are as follows: One receives an annual salary of $3,000; one, $2,400; four, $2,200; one, $1,900; one, $1,500; one $1,320; one,i,$l ,080; one, $1,000; two, $850; one, $150; and one, $600* The compensation of one teacher was not furnished the committee* Although the salaries of Talladega College are higher than those in many other colleges surveyed, the training and experience of the faculty warrant these compensations. The annual remuner ation of the president is $3,800 “ with a perquisite of $700. The salaries of the faculty at Shaw University vary from $350, in the case of part-time teachers, to the sum of $2,000 paid to full-time professors. The salary of the president is $2,500, in addition to a perquisite valued at $500 annually. All! of the members of the teach ing staff receive perquisites valued at $150 to $300 in addition to their salaries* Notwlthstanding the excellent training of a large proportion of the faculty, it is appar ent, in the case of those who are carrying on graduate studies, that the salaries are inadequate* Full-time members of the faculty at Lincoln Univer sity are well paid, particularly when their salaries are compared with the average of teachers in other negro colleges. The dean of the university receives $4,000 an nually, while one teacher is paid $3,500; two, $3,200; one, u s §5,100; one $3,000; one $2,400; one $2,150; one, $1,500; and one $1,400. The latter two receive room and hoard as perquisites, in addition to their cash salaries. Compen sation of the president amounts to $5,000 per year. The part-time teachers are paid from $200 to $600 annually. Pour receive hoard and room free. The salaries paid the faculty of New Orleans University are not obtainable, and the salaries paid by Straight College, also in New Orleans are given instead. Straight has a smaller enrollment than New Orleans University. Salaries of the members of the faculty of Straight College compare favoravle with other negro institutions of higher learning, although the scale of pay is not high. The dean of the college receives $2,800, and one professor $2,000. The salary schedule lists the compensations of the remainder of the faculty as follows: Seven teachers, $1,200; one teacher, $900; two teachers, $750; one teacher, $700; and one teacher, $550. All of the teachers receiving $1,200 or less are allowed perquisites consisting of board, room, and laundry. The salary schedule at Wiley College is as follows: One teacher receives $2,100, one, $1,600; one, $1,585, four, $1,500, two, $1,450, one, $1,280, one, $1,250, one $1,150, one, $1,100, and one $950. A study of these figures shows the compensation of professors varies from $950 to $1,600 and associate professors between $1,150 and $1,525. Eight professors are paid less than the maximum salary of $1,525 received by the associate professors and in a number of other cases the stipends of the associate professors exceed those of professors. The compensation of one profes sor who only receives $950 annually is entirely incompatible wi-th the rank he holds in the faculty or the amount of work performed. The average salary paid by Bishop College to its teach ing staff is $1,261 a year, a rather low figure consider ing the fact that no perquisites except in two.instances, are granted the teachers. Stipends of full professors vary from $1,260 up to $1,740 and of associate professors from $500 up. to $1,260 annually. Of the fifteen teachers, one receives $1,740, one, $1,650, one,$1,395, one, $1,350, five, $1,305, two, $1,260, three $1,215, and one $500. The scale of salaries of the entire .staff should be substantially raised. The salary of the president amounts to $3,500 a year, $2,500 of which is paid in cash and $1,000 in per quisites. Salaries paid by the Johnson C. Smith University are slightly above the average Negro colleges generally. The minimum slary is $1,700 and the maximum $1,900, seven members of the staff receiving the latter figure, while five receive $1,800, and eight receive $1,700. Consider ing the educational requirements of the different members of the staff, however, and the extra effort expended by 120 the majority in the prosecution of graduate studies, it can hardly be said that the compensation of the college teachers is adequate. The president receives a cash salary of $3,500 a year, in addition to a house. A summary of the above figures shows that the average salary paid by the colleges considered is $1,393 while the median salary is $1,511. These figures do not include perquisites and since the amount of such additions are given only in a few cases it is impossible to reckon with them or with the costs of board and other living expenses which vary in different localities. However, if such per quisites were given to every instructor, as the foregoing reports show they are not, the salaries would still be far too low to permit very much additional training on the part of the faculty members. As a basis for reliable comparison in this field a 58 table has been prepared from data, obtained from Har vard, Yale, Ohio State, Michigan, Illinois, Wisconsin and California Universities, showing the average salaries for college professors for 1900 and 1925, and the percent age of increase during that period. 50 Bureau of Education, Bulletin No. 39 Government Printing Office, Washington: 1926, 232 p. 121' TABLE XVII salaries op college professors 1900 1925 Increase Executives $3,115 #6,904 122% Professors 2,791 5,318 87% Assoc. Professors 1,956 3,895 99% Asst. Professors 1,605 3,004 87% It can readily be seen that the low salaries paid by Negro colleges cannot attract individuals who have succeeded in training themselves* For this reason exceptionally trained men of the race often relinquish their teaching in such colleges for^more promising fields. The following statement shows another reason why highly trained individuals seldom remain on church college . faculties: The administration of church schools takes on a religious complexion as might be expected. Religion is at its best conservative * and dogmatic. If professors are scientific ally trained, then they in only a few saving exceptions are guided by administrators sympathetic with the method of science. Instructors receive from their directors in struction in what not to do rather than direction in what to do* Pastor-presidents fed their sheep (the teachers) in a manner almost similar to the method of wfeeding” the congregation in the churches. Docility and not originality is a virtue fine and fitting for professors in the majority of the Negro church colleges.^ : «The Crises. New York: July 1,930* 122 Such a condition is not universally found today, but records show that in many cases similar situations still exist. And it is certainly true, that wherever, or to whatever extent such conditions do exist they tend to lower the type of service, which it is possible for a faculty dominated by religious influences to render. Summary. The educated Negro today is often looked upon as an anti-social Individual by the fellow members of his race. It is necessary then, in view of the fact that education must continue, that the Negro student be so trained that he will be socially serviceable. In order to more definitely determine the actual character of the educational training in the institutions studied, a questionnaire was sent to a representative group of Negro colleges, followed one year later by a request for any additional information available* As a result of the in formation obtained and with the aid of reports made by the Bureau of Education in 1927-28 the faculty training and salaries of a representative of colored colleges is presented in eleven tables. A summary of the facts discovered as a result of the studies of faculty training are presented on page 122 and it was found that of the faculties surveyed, ninety-one per cent had received their bachelor’s degree, fifty-eight per cent had received their master’s degree and only three per cent had received the degree of Doctor of Philosophy. In view of the requirements of standardizing agencies it was found that all these percentages were too low# A summary of salaries shows that the average salary paid by the colleges studied is #1,393 while the median salary is #1,511# A schedule of salaries received by college professors, as reported In the Bureau of Edu cation Bulletin No# 39, shows that average salary-paid associate professors in 1925 was $3,000 which is more than twice the salary paid the average professor by Negro * colleges# Administrative officials of Negro denominational col leges have been reported as requiring docility rather than originality# Such a policy Is detrimental to a progressive spirit, and when considered in addition to the low salaries paid a possible reason can be found why higher academically trained individuals do not seek: employment on the faculties of colored church colleges# CHAPTER VI PRESENT STATUS OP THE CHURCH COLLEGES (continued) Accredited Negro colleges. It has been stated before that every Negro college is desirous of being accredited by an American Standardizing agency. It is found that up to the present time fewer colored church colleges than non colored church colleges have been accredited# Records show that three agencies have accredited Negro colleges and universities. The Association of Col leges and Preparatory Schools of the Middle States and Maryland have accredited three colored institutions. Two of these, Lincoln University in Pennsylvania AndUMorgan College in Maryland, are both church colleges.Two institutions have been accredited by the North Central Association of Golleges and Secondary Schools. Neither 61 of these are hhurch colleges. Membership in the Asso ciation of American Colleges has been approved for eight . gg In addition, Howard University of Washington, D. C., is accredited. 61 West Virginia State College and Teachers College of Lincoln University, Missouri. colored colleges. Six of these still receive church appropriations, but only in the case of four is the amount of church appropriations over ten per cent of the total annual appropriations. The complete six are, Lincoln University, Morgan College , • Fisk,.. Wilberforce, Morehouse 62 and Spellman Universities- The American Council has admitted to membership, four Negro colleges. Two of ■fi ^ these, Lincoln and Morgan are church schools.4 * A summary shows that a total of nine Negro colleges and universities have either been accredited or given membership in national agencies. Only four of the nine can be strictly classified as church colleges. The natural question is, why are not more Negro institutions accredited? The statement of policy of every standard izing agency includ.es consideration of .wthe efficiency of instruction,’ 1 or its equivalent.. The tra.ining of faculties in Negro institutions has already been dis cussed. It will be worthwhile to review the complete statements of the agencies that have recognized or may gST--------------------------- The non-church institutions are Howard University and West Virginia State College. 63 The other two, Howard University and West Virginia State College. 126: be called on to recognize Negro universities or col leges* The American Council on Education, not itself an accrediting agency, sets the standards used by most accred iting agencies. The Association of Colleges and Secondary Schools of the Southern States has especially been appealed to by the Association of Colleges for Negro Youth, to sur vey the Negro schools in that area to determine their fit ness for standardization. Twenty-nine of the schools in cluded in this study are under the jurisdiction of the Southern Association. A statement of its requirements for faculty training in schools desiring accrediment by it, follows: The training of the members of the faculty of professorial rank should include at least two years of study in their respective fields of teaching in a fully organized and recognized graduate school. The training of the head of a department should be equivalent to that required for the doctor*s degree or should represent a corresponding professional or technical training. A college will be judged in large part by the ratio which the number of persons of professional rankv with sound training, schol arly achievement, and successful experience as teachers bears to the total number of the teaching staff. Honor ary degrees are not recognized as a qualification for teachers•^ The Association of Colleges and Secondary Schools of the Middle States and Maryland was the first to accredit Negro colleges. As stated before, three are now accredit- ; — • Ratcliffe, Ella B., Accredited Higher■Institutions, 1928-1929, U. S. Government, Printing Office, Washington: 1930, 9 p. 127 ed by it. The association’s requirements for faculty training follow: The size of the faculty should bear a definite relation to the type of institution, the number of students, and the number of courses offered. For a college of approx imately one hundred students in a single curriculum the faculty should consist of at least eight heads of depart ments, devoting full time to college work, and trained by preparation equivalent to that required for a doctor’s degree. With the growth of the student body the number of full-time teachers should be correspondingly increased. The development of varied curricula should involve the addition of further heads of departments. The training of the members of the faculty of professional rankishould include at least two years of study in their respective fields of teaching in a recognised graduate school. It is desirable that the 1 training of the head of a depart ment should be equivalent to that required for the doctor’s degree, or should represent a corresponding professional or technical training. A college should be judged in large part by the ratio which the number of persons of professorial rank with.sound! training, scholarly achieve ment and successful experience as teachers bears to the total number of the teaching staff *^65 The Association of AmericantUniversities is not regional. It publishes annually an approved list of colleges and universities which is the most complete list of any American standardizing agency. It has been stated that up to the present date it has placed eight Negro institutions on its approved list. The statement of its standards for faculty training follows: The size of the faculty should bear a definite relation to the type of instit&tion, the number of students, and the number of courses offered. For a college of approx- :65 Ratcliffe, Ella B., op. cit. 14 p. 12& imately one hundred students in a single curriculum the faculty should consist of at least eight heads of depart ments devoting full time to college work. With the growth of the student body the number of full-time teachers should be correspondingly increased. The development of varied curricula should involve the addition of further heads of departments. The training of the members of the faculty of professional rank should include at least two years of study in their respective fields of teach ing in a recognised graduate school. It is desirable that the training of the head of a department should be equiv alent to that required for the doctor*s degree, or should represent a corresponding professional or technical train ing. A college should be judged in large part by the ratio which the number of persons of professorial rank with sould training, scholarly achievement, and successful experience as teachers bears to the* total number of the teaching staff.®0 From the above statements it can be concluded that more Negro colleges and universities will be approved by standardizing agencies when they improve along at least three lines: (1) The training of the members of the faculty of professorial rank must be increased by one, and in many cases, by two years in a recognized graduate schob}.; (2) The colleges must seek individuals with an equivalent of the doctor1s degree for their department heads; (3) The evidence of scholarly achievement of the faculty mem bers must be increased* Another statement of the standardizing agencies to be considered is, f *the size of the faculty should hear a definite relation to the type of institution, the number ^Ratcliffe, Ella B., op. cit. 14 p. 129 of students and the number of courses offered.”^ Enrollment In colleges. The number of students in the institutions \¥hose faculites have previously been dis cussed will next be considered. The ten schools hereOdis- cussed fairly represent the ranges of enrollment in all the colleges studied. Since it is impossible to obtain figures for a school year since 1926-27, a table showing the college enrollment, in each college year and the grand total, for that year and for four previous years, will be presented. Prom such statistics population estimates could be made, if more detailed data were available on other local conditions which influence the population in the ease of any institution. In the absence of such additional date no such estimate will be attempted, but the facts as given by the Bureau of Education^® will at ♦ least show the trend of progress. The growth of attendance at Fisk University for the past five years has been rapid, as indicated by table eighteen. — ------------------------------------------------- Statement made by all standardizing agencies herein reported upon. ^United States, Bureau of Education, Bulletin No. 9, 1 9 2 8, op. cit. 130 TABLE XVI11 COLLEGE ENROLLMENT AT FISK UNIVERSITY Year Fresh man Sopho more Jun ior Sen ior Total Music depart ment Grand total 1922-23 133 61 40 4© 274 76 350 1923-24 188 47 34 50 319 81 400 1924-25 194 44 30 66 324 83 407 1925-26 162 100 60 68 390 86 476 1926-27 199 139 88 79 505 58 563 The enrollment of college students at Wilberforce University has shown only a slight gain during the past five years, as revealed by the accompanying table* A decrease of forty students is shown for 1926-27. TAB IS XIX f COLLEGE ENROLLMENT AT WILBERFORCE UNIVERSITY Year & Freshman Sophomore Junior Senior Total 1922-23 237 143 78 41 499 1923-24 247 179 85 53 564 1924-25 287 158 60 56 561 1925-26 271 213 82 27 593 1926-27 221 192 85 55 553 Between 1922-23 and 1926-27 the student body in the university classes at Wilberforce increased by only fifty- four students, which represents a gain of only ten and eight tenths per cent. The total collegiate enrollment at Shaw University in 1926-27 was 237. This shows a remarkable increase during the past five years, as is shown by the following table: TABLE XX ' . ' COLLEGE ENROLLMENT AT SHAW UNIVERSITY Year Freshman / i Sophomore Junior Senior Total 1922-23 53 28 21 13 115 1923-24 .56 34 23 19 132 1924-25 83 34 25 23 165 1925-26 86 55 24 26 191 1926-27 99 57 51 30 237 Wiley College1s enrollment has shown growth during the past five years, as the following table shows: 13 2 TABLE XXI COLLEGE ENROLLMENT AT WILEY COLLEGE Year Freshman Sophomore Junior Senior Total 1922-23 169 24 24 28 245 1923-24 220 46 20 23 309 1924-25 185 50 49 45 329 1925-26 220 64 37 38 359 1926-27 184 82 56 30 352 TABLE XXII COLLEGE ENROLLMENT AT BISHOP COLLEGE Year Freshman Sophomore Junior Senior Total 1922-23 56 24 29 16 125 1923-24 62 52 23 28 165 1924-25 105 48 41 23 219 1925-26 113 74 50 42 279 1926-27 131 82 51 52 316 The total college enrollment for Johnson C. Smith University has been steadily increased during the past five years* The following table shows this situation: 13.3 TABLE XXEET I COLLEGE ENROLLMENT AT JOHNSON C. SMITH UNIVERSITY Year Freshman Sophomore Junior Senior Total 1922-23 ■ 27 18 19 21 85 1923-24 35 24 19 18 96 1924-25 54 32 24 17 127 1925-26 75 40 29 23 167 1926-27 119 45 28 29 221 The following table shows the number of college students (not including theological students) enrolled in Talladega College during the last five years, TABLE XXIV::, COLLEGE ENROLLMENT AT TALLADEGA COLLEGE Freshman Sophomore Junior Senior Total 1922-23 38 33 26 20 117 1923-24 52 24 22 27 125 1924-25 55 26 19 21 121 1925-26 65 34 32 18 149 1926-27 97 39 35 32 203 Compared with other Negro institutions, the growth in enrollment of Lincoln University has not been large for the past five years as the following table shows: X34 TABLE 'XXV ' TOTAL ENROLLMENT AT LINCOLN UNIVERSITY Year Freshman Sophomore Junior Senior Total 1922-23 83 67 56 48 254 1923-24 87 70 56 55 268 1924-25 92 67 67 45 271 1925-26 98 73 62 61 294 1926-27 123 60 72 50 305 Total enrollment of college students in Morris Brown University lias shown a gradual increase in the past five years, hut it has not been so rapid as we find generally in Negro institutions* COLLEGE ENROLLMENT AT MORRIS BROWN UNIVERSITY Year Freshman Sophomore Junior Senior Total 1922-23 (not found) 1923-24 ( 1 1 " ), 1924-25 40 42 9 14 105 1925-26 82 52 20 11 165 1926-27 117 52 23 16 208 Enrollment of students at New Orleans University has grown at a rapid rate during the past five years, in- creasing from seventy-one to 309 students. The following table shows the college registration by years: TABLE XXVII COLLEGE ENROLMENT AT NSW ORLEANS UNIVERSITY Year Freshman Sophomore Junior Senior Total 1922-23 57 12 0 0 71 1923-24 58 21 6 0 85 1924-25 60 34 9 3 106 1925-26 82 83 8 8 181 1926-27 115 104 69 21 3G9 Summary of enrollment conditions. The total college enrollment for 1926-27 in the institutions referred to above Is 3247 with an average of 524 for each institution. The median, however, is 277. In the previous chapter it was shown that the total number of instructors in the same ten institutions was 167. This gives an average of 16.7 or nearly seventeen instructors per college. The median, however, was only fourteen instructors per college. The 1931 standards of the American Council of Education^?.recom mend one or more instructors to each twelve students. On this basis the average enrollment of 324 per college would require an average faculty of twenty-seven. The average of seventeen instructors per college is then ten less than the number required. Likewise the median enrollment of 277 would require twenty-three instructors per college. The 68Ratcliffe, Ella B., op. eit., 12 p. 136 median number of instructors is but fourteen, or nine less than the standards of the American Council on Education requirements* In order to make more valuable estimate of the pos sibilities of standardization, even from a faculty viewpoint, information would be necessary in regard to the number of department heads, which information is not available. The standardizing agencies agree that a college of arts and science of approximately one hundred students should main tain at least eight separate departments. Matriculation requirements. In the matter of admission of students the American Council on Education makes the foilowing statement: A college should demand for admission the satisfactory completion of a four-year course in a secondary school approved_by a recognized accrediting agency. The major portion of the secondary-school course accepted for admis sion should be definitely correlated with the curriculum to which the student is admitted.§9 This requirement is the same for all the accrediting agencies. The Negro church colleges surveyed attempt, at least in form, to enforce this requirement.*7° It is quite universally found that matriculating students are required to show proficiency in fifteen or sixteen units of high school subject. The number of prescribed sub jects varies from eight to twelve. Six schools do not prescribe any definite subject, but merely recommend nine. The subjects either prescribed or recommended generally are English, mathematics, history, foreign eyRatcliffe, Ella, B., op. clt., 6 p. 70 tooo United States, Bureau of Education, Bulletin Ho. 9 , 1928, op. cit., 182 p. ---------------------L, languages and sciences. The prescribed units include three units of English, two units of foreign language; one unit of algebra; one unit of plane geometry; one unit of history and one unit of physics or chemistry. Difficulty is met, however, in the matter of requir ing graduation from an accredited high.school, for many Negro high schools, especially those in the southern states, are not accredited. Many of the rural high schools and even some of the schools in the cities have been es- . tablished in districts, where the local or county education al systems refuse to provide for adequate educational facilities. In such cases church organizations or groups of individuals provide the only, instrumentalities for giving secondary training. Such secondary schools are usually insufficiently financed, and it is impossible for them to gain recognition from accrediting agencies. Yet, they offer the best training the Negro youth can obtain, and after graduation, he is often desirous of going to the college of his denomination. Many church colleges handle this condition as well as possible, and require that all entering students take an examination before being admitted to regular freshman standing. This is at least the best solution, for the southern states cannot be forced to provide educational facilities if they do not desire to do so. Some of these statesbhavespassed legislation in the past twenty 138 years to the effect that Hequal elementary and seconadry educational facilities must be provided for all children, of race*1 1 Such legislation is practically never universally enforced throughout the state* Another weakness in the matter of matriculation re quirements is that some colleges, even some of those requiring all students to take entrance examinations, admit students who pass, even though they have one conditioned subject; requiring only that such a condition be made up before the and of the freshman year. The question arises, if a subject cannot be satisfactorily completed in high, school, can the missing training be made up in addition to;the regular first year program at college? The high schools should require removal of conditions before graduation. The colleges should consider only bona fide high school graduates, Then, in order to meet the non-accredited situations, the passing of matriculation examinations could be required of all* Graduation requirements* The graduation requirements of all institutions conform also to the requirements of the American Couhcil of Education. These requirements are 71 stated as follows: A college should require for graduation the completion of a minimum quantitative requirement of 120 semester hours of credit (or‘the equivalent in term hours, quarter hours, points, major, or courses) with further scholastic qual itative requirements adapted by each institution to its ^Ratcliffe, Ella B., op. cit. , 9 p. conditions. On account of the different methods of measuring work in the various institutions, interpretation of graduation requirements is difficult. Many universities operate their liberal arts colleges on a quarter-hour basis but their theological seminaries or normal and industrial departments on a semester-hour basis, and then confuse an otherwise simple procedure, and weaken their standards by stating that, ”in the case of certain subjects a quarter-hour is accepted as the equivalent of a semester- hour* 1 1 It is presumed that in such subjects exceptionally comprehensive courses are given, but a program should be consistent, and a quarter hour should never carry more than 2/3 the weight of a semester hour if unit requirements for graduation are. to have any meaning. A survey^shows that generally one hundred and eighty quarter hours of credit (120 semester hours) are required for graduation in the curricula leading to the degrees of bachelor of arts and bachelor of science. In addition, six quarter hours of credit must be earned in religious education. Students are required to major and minor in all the curricula, the number of hours t>f credit that must be earned in the majors and minors being dependent on the particular subject selected. The number of credits required in the colleges of yg The catalogues, bulletins and periodicals of the colleges herein studied. liberal arts varies from thirty to forty-five quarter hour credits, in order to fulfill the requirements in a subject for a major. There is also a wide range in the number of prescribed credits. On a quarter hour basis the range among the several colleges is as follows: English, eighteen to thirty-five credits; modern language fifteen to eighteen credits; natural science, fifteen to twenty credits, with not more than ten in any one depart ment; mathematics, nine to fifteen credits; history or political science, five to nine credits, education, five to thirty-five credits. Certain additional subjects are required in certain colleges, such as sociology, psychology, philosophy, hygiene, military training for boys and physical education for both boys and girls. Five credits in ethics is required by two colleges and five in economics by two othersi. At least five credits in religion is required by all except four of the church colleges surveyed. In spite of the wide range of subjects and major requirements, it is seen that the requirement as to mere number of credits for graduation, as recommended by the American Council of Education, is met. The requirements of prescribed studies for the bachelor of science degree comprise the following range among the various universities; English, eighteen to thirty credits; mathematics, fifteen to twenty credits; 141 sixty to sixty-five in natural scienee, of which thirty to forty-five constitute a major; ten to fifteen in either sociology or economics; Some colleges require five in psychology, and all but four institutions require five in religion. Academic courses in the liberal arts colleges. Among the various colleges there is a wide difference in the number of courses of study offered. i+: This number varies from 165 to 232. In the case of every college except two there has been an increase in the number of courses listed during the past five years. This increase is certainly in accord with modern educational tendencies, and in every case the courses added are improvements on the previous curriculum. The general trend of such improvements is to reduce the number of courses in Latin and Greek and to add more modern’language courses; to reduce the number of courses in biblical subjects and to add more courses in social sciences, especially in American history, political science and economics; and to increase the professional courses offered during the last 'two years of the academic program. In general, most of the academic courses in the liberal 74. arts colleges can be classified under the following groups? (a) Languages and literature: English, German, Latin The catalogues, bulletins and periodicals of the colleges herein studied. 74IMd. 142 French, and Spanish. (h) Natural sciences: mathematics, physics, biology, and chemistry. (c) Social sciences: American history, European history, political science, economics, and sociology. (d) Philosophy and religion: English Bible, philosophy, psychology, and ethics. (e) Education: philosophy, psychology, methods and i admini s tr at i on. It is found that seven of the colleges require eyery student in the college of liberal arts to pass a phycholo- gieal test upon entering or before the end of the first year. These tests are some form of standard group tests, and one school has stated that, ” they are proud to reply that they are administered efficiently.”^ In a later chapter, the statement that, f t Negroes are opposed to anything that Is termed ’typically* Negro,” will be dis cussed. It is the opinion of the author, however, that further experimental work should be continued, and if there is found to be any measure of intelligence that is especially well adapted to measuring colored pupils, it would be advantageous for Negro universities and colleges to consider it. Gomraunication to author regarding Wilberforce Univer sity. 143 Summary# Every college studied has designated that it is desirous of becoming accredited by a standard accrediting k association which is either a state regional or national agency It was found that a total of nine Negro colleges and universities had either been accredited or given membership in national agencies. However, only four of the nine could be strictly classified as church colleges. In j order to understand why more ctairch colleges*had not gained accrediment, a study was made in the chapter of the require ments of accrediting agencies in regard to such matters as enrollment, and matriculation and graduation requirements. It was found that the agencies* requirements for faculty training and size bear a definite relation to the number of 76 students and number of courses offered. fables are presented and a detailed study has been made of the enrollment situation in a representative group of the church colleges reported upon. It was found that in ten colleges,3,247 students were enrolled with an average of 324 for each institution. The median, however, is 277. The previous chapter showed that the total number of in structors in the same ten institutions was 167. This gives an average of 16.7 or nearly seventeen instructors per col lege. As the American bouncil of Education recommends one or more instructors to each twelve students, the average • . t ■ ■ ———— ■ . ■ ■ Page 134 of this dissertation. 144 number of instructors per colored college is ten less than the number required for standardization* The median number of instructors is nine less than the number re quired for standardization. Matriculation reqiurements of standardizing agencies are not met in the majority of colleges studied. Many Negro high schools find it impossible to become accredited and college accrediting agencies require thaththe college matriculant be a graduate of an accredited high school. Also Negro colleges have often made a practice of admitting to freshman standing pupils who present on© conditioned grade in a high school subject. This lowers the matriculation standards of the colleges studied. The American Council of Education requires 120 semester hours of credit or its equivalent in quarters hours for graduation. The Negro colleges meet this requirement, but different departments within the same universities have different basis for assigning the number of credits given for the completion of courses. Some universities permit credits in one department to be granted in terms of semester hours and another in another department in terms of quarter hours, without evaluating a quarter hour tv/o-thirds of a semester hour. The courses in the liberal art colleges are similar to the courses offerings in the smaller American colleges. 145 Psychological and mental testing is also done in accord ance with established practices in American colleges. It is felt that if there is anything characteristically peculiar in regard to the mentality of the Negro that such should be given careful consideration. CHAPTER VII INCOMES, BUILDINGS AND EQUIPMENT The need of increased incomes- Authors discussing the future of the church college quite generally agree in the prediction that within the next two or three decades, most of the denominational institutions will be “forced to the wall” because of the fact that,, the state can 1/ better administer collegiate programs, just as it has been found that it can better administer elementary and secondary education. Formerly, most Negro colleges and universities included high schools and a survey of thirty-three colored *7*7 institutions made in 1922 showed that all but eight had elementary grades as well. Since that time, the elementary school training as a part of the college*s program, has been largely discontinued. In the case of all but six of the institutions surveyed, the high schools are either no longer maintained, or else they are completely separated from the college plants. This move on the part of the college has resulted in a strengthening, of their institutions and has per mitted a more satisfactory distributing of their financed. Formerly, often the classes for the various grades were V" - w w - — . Williams, W. ,T. B., Negro Colleges and Universities. John F. Slater Fund, New York: 1922, pamphlet. held in the same “ buildings, and the same dormitories and mess halls were used by all students. Expenditures for class room equipment could not possibly be satis factorily made when the rooms had to be used for students on such different grade levels# In many cases where the charter.prevents an institution from discontinuing pre paratory schools, special arrangements have successfully been made, and the latter schools while legally a part of the colleges1 domain, for all practical pruposes are 78 operated separately. Again this has resulted from pressure brought to bear by the requirements of standardizing agen cies. These bodies generally agree that a college should not maintain a preparatory school as a part of its college organization* If such a school is maintained under the college charter it is to be kept rigidly distinct and separate from the college in students, faculty, buildings, and discipline. The peculiar status of Negro schools, however, often causes such a separation to be unfortunate for the pre paratory schools. The standard of a college depends part ly upon the type of training its matriculants have had. As stated in the previous chapter, the south frequently does not provide adequate preparatory school training for Negro children. Only recently, Paine College in Augusta, Georgia, conducted by the Methodist Episcopal Church South and the Colored Methodist Episcopal Church, invited six 78Rateliffe, Ella B., op. cit., 116 p 148 representatives of the Jeans-Slater and Rosenwald Funds to its campus in order to conduct an unbaised investiga tion of public school conditions in Georgia. A report of this committee of representatives follows: As an example of information gathered by this fact-finding committee we give a synopsis of conditions in Aiken county, S. C., which has a total revenue of $579,438.29 and pays its teachers a total of $16^,325.91. The average annual salary paid male teachers is $363.58. In this same county there are two town and seventy-nine country schools. The average’attendance from the town schools is 628; coun try schools, 3,445, which means that more than four-fifths of the children are in the country schools. The, amount expended per capita in South Carolina for the education of each white child is sixty dollars and for each Race child $7.58. The committee also found that in the county of Richmond, in which Augusta and Paine College are located, there are four schools claiming to teach high school grades, but have no pupils enrolled above the eighth grade. There are only 2,270 patented desks for 5,023 pupils, which means that 2,653 pupils are without desks. This county spends only $>7.04 per capita'for * each child. The buildings are valued at a total of $54,917, which makes the average cost of school buildings in Richmond county $2,034. The committee discovered that there was thirteen volumes of books in each librapy, valued at $55. This is typical„of what was found in the fourteen other counties studied.'^ If satisfactory improvements can be provided as a result of this survey, the church college concerned can set an example of how valuable investigations can be spon sored by colleges, which may be helpful In the matter of urging the state to assume its just burden. It can be seen that the educational status of a whole state is affected by the practice of such policies by its public officials. 79 Chicago Defender. Chicago*, March' 21*, 1931. 149 Income and building reports of institutions survey ed'. A study of the income for the past five years in the institutions included in this report shows that the pro gress in that direction is very definite. Tables forty-one to fifty-one give the income reports, and the various sources contributing appropriations, for ten of the col- 80 leges studied.' These are illustrative of the complete range of incomes found. TABLE XXVIII INCOME OP NEW ORLEANS UNIVERSITY Source 1922-23 1923-24 1924-25 1925-26 1926-27 Church appropria $15,000 $15,000 $15,000 $15,000 $15,000 tions Interest on endow ment 4,500 4,500 4,500 5,000 5,000 Student fees 13,583 17,954 22,456 Gross income from sales and services 200 12,066 12,116 Other sources 877 3,710 1,900 Total $19,500 $19,500 #34,160 $53,730 $56,472 The principal sources of income for New Orleans Univer sity are the annual appropriations of the Board of Educa tion of the Methodist Episcopal Church, the Interest on the endowment fund, and the student fees. There has been a growth in income primarily from one source only--students < / fees. No satisfactory information is available regarding ' ^United States, @T^^am--’ bf^-lldu^a, t'ion^IiBulletin No. 9., 365 p. and private correspondence. Positively no other units of income were reported upon* 150 the student fees and the sources of income other than the interest on endowments and church appropriations prior to 1924-25, consequently comparisons can be made only for the last three years* From 1922-25 the income from the church, including the interest on endowments, was $58,500. In 1925-26 and 1926-27 this was increased to $20,000 a year. The university possesses a productive endowment of. $105,000. From 1922 to 1925 it was $1 0 0,0 0 0, in 1925-26 it was increased by $5,000, and in 1926-27, $5,250 was added, making an actual endowment of $110,250 in 1926-27. The annual yield on the endowment is' not being paid to the institution in full every year, a portion being reserved through the board of education of the Methodist Episcopal Church for an addition to the endowment. There are ten buildings belonging to the university, with a valuation of $328,000. Equipment and furnishing owned by the school was valued at $30,455. On the basis of these figures the estimated value of all the property of the institution is $708,455.;. The main college building is a five-story brick structureerected in 1886 and contains ninety-six rooms. Of this number, nine are used for recitations, four for offices,, and the remainder as quarters for teachers and students. Another building is the college annex, three stories in height, of brick construction, and used for the classrooms, laboratories, and the library. The value of the main building and annex amounts to $2 0 0,0 0 0. TABLE 'XXIX INCOME OF WILEY COLLEGE Source 1922-23 1923-24 1924-25 1925-26 1926-27 Church appropria tions $19,222 $25,000 $23,000 $23,000 $23,000 Gifts for current expenses 1,500 1,500 1,500 1,400 1,750 12,037 12,047 15,842 18,018 20,540 Student fees Net income from sales and services 1,325 6,507 597 6,250 3,600 Total $34,084 ‘ 145,054 $40,939 §48,668"$48,890 Wiley college is supported almost entirely by church appropriations and revenues from student fees. The Board of Education of the Methodist Episcopal Church holds the title to the real estate and other properties of the school, the local board of trustees having no jurisdiction over them. The educational income In 1926-27 amounted to $48,890, of which 47.1 per cent came from church appropri ations and consists of annual contributions by the Board of Education of the Methodist Episcopal Church and donations from the. Texas Negro conferences of the Methodist Epis copal Church. The remaining 10.8 per cent of the 1926-27 income was distrubuted as follows: 3.5 per cent from gifts for current expenses and 7.3 per cent from net income on sales and services. The annual operating income of the institution has hhown an increase during the past five years. Total revenues advanced by $14,806 between 1922-23 and 1926-27, a gain of 43.4 per cent. The greatest gain was made over the five years in student fees, which•increas ed by 70.6 per cent, while church appropriations advanced 19.6 per cent, gifts for current expenses 16.6 per cent, and net income from sales and services 171.6 per cent. Wiley has had a capital outlay income ranging from $12,000 to $46,000 annually and totaling $95,312 for the past four years. The figures are as follows: $16,812 in 1923-24; $20,000 in 1924-25; $46,000 in 1925-26; and $12,500 in 1926-27. This income was derived from special appropriations made by the Board of Education of the Methodist Episcopal Church from donations of the General Education Board. The College has a very small productive endowment which totals only $860. The fund amounted to $460 in 1922-23, and there were no additions to it over a period of four years until.1926-27. when it was increased by $400. The buildings at Wiley College are valued at $297,300* Value of the school equipment and furnishings is fixed at $80,- 681. The entire property plus the land is worth $389,481. The main college building was erected in 1919 at a cost of $65,000. It is three stories in height, contains the dean1s office, eleven recitation rooms, and four laboratories. Other buildings used for educational work in the college include the Carnegie Library, a two-story structure erected 153 in 1901, in which are located four recitation rooms, In addition to the library; and Music Hall, a small one-story building containing two classrooms. Three buildings provide living quarters for women students. One was com pleted in 1925 at a cost of $75,000, It is three stories in height, fireproof, and contains seventy-four rooms. The others are twin dormitories used for women students, and are two-story structures with elevenorooms each. Coe Hall, a fourr-story building erected in 1908, is the men*s dormitory and contains eighty-three rooms. The building is valued at $70,000 and contains $10,000 worth of equip ment. A new chapel cost $11,000. table: xxx ; 'INCOME OF SHAW UNIVERSITY ' Source 1922-23 1923-24 1924-25 1925-26 1926-27 State “appropriations * $1,800, .00 $2,400.00 $2,400.00 Negro Baptist State Convention $5,075.00 $5,000.00 ,5,000.00 5,000.00 5,000.00 Interest on endowment funds 10,412.90 12,612.15 16,935.47 17,158.77 15,900.00 Student fees 15,169.76 14,736.97 17,800.00 16,000.00 Sales and services 42,610.25 37,078.70 34,669.35 31,449.16 32,709.00 Other sources 28,474.59 19,899.01 21,458.64 20,413.74 16,750.00 Total — : — Tprr372-.WW,7S9.6g $54,6^0.43 W7221.69 '$88,759.00 15$ Of Shaw University’s total income of $88,759 for 1926-27, 36,9 per cent was from sales and services, 18.9 per cent from Baptist and other philanthropic organizations and individuals, eighteen per cent from student fees, 17.9 per cent from interest on endowments, 5.6 per cent from Negro Baptist Association, and 2.7 per cent from State appropriations. During the past five years, and increase in the Shaw’s endowment of $300,300 has been made, the fund amounting to $355,000 in 1926-27, as compared with $54,700 in 1922-23. The interest on its endowment for the past three years has been at a rate less than five per cent on the principal. In 1926-27, the interest income was 4.5 per cent; in 1925-26, the interest income was 4.8 per cent; and in 1924-25, it was 4.7 per cent. The income from student fees is based upon an annual tuition charge of fifty dollars, or twenty-five dollars per semester. This does not include other incidental fees. The income from sales and services comes largely from receipts for board and room rent, which are based on a charge of nineteen dollars a month for men and eighteen dollars for women. The foregoing shows that 17.9 per cent of the income of Shaw is on a stable foundation, while the remainder is conditioned on attendance and the interest of church organizations. The campus at Shaw Univer sity is valued at $185,800. There are twelve buildings 1 *56' mostly of brick construction, valued at $334,500, and equipment valued at $59,500. The value of the entire plant is set at $600,000, including the laboratory equipment and its supplies. Two of the buildings are modern fireproof structures. The remaining ten are brick, but are not considered fireproof. table XXXI'' INCOME OP LINCOLN UNIVERSITY ' Source 1922-23 1923-24 1924-25 1925-26 1926-27 Church appropriations #2,670.98 #3,203.93 #2,443.43 #2,966.85 #5,000.00 Interest on endowment 32,669.80 34,744.69 32,428.74 34,726.69 36,201.45 Gifts for eurrent expenses 10,695.66 7,193.17 12,653.88 12,590.20 14,264.48 Student fees 15,565.35 25,584.63 24,977.25 29,978.16 54,009.80 Total #61,601.79 #70,756.42 #72,503.25 #80,261.90 #109,475.73 157 158 Title to all the property of Lincoln University is vested in the board of trustees as a corporate body. The trustees also hold the endowment of the institution, are responsible for its investment, and have general supervision over its finances. In 1926*27 the total in come of Lincoln University was $109,475.73, Of this amount, 33.1 per cent was derived from interest on endowment, 49.3 per cent from student fees, thirteen per cent from gifts for current expenses, and 4.6 per cent from church appropria tions. Gifts for current expenses include individual donations from friends, while church appropriations re present annual contributions for the institution’s support made by the board of Christian education of the Presby terian Church. A steady increase in the annual income of the university has occured during the past five years. It has been realized chiefly through increases in tuition and other fees assessed against students attending the institution. The gain in income between 1922-23 and 1926- 27 amounted to $47,873.94, or 77.6 per cent. During this period student fees increased 246.9 per cent; church appro priations, 87.2 per cent; gifts for current expenses, 33.3 per cent; and interest on the endowment, 10.7 per cent. Revenues which are derived by the institution from student fees have increased at the rate of approximately $5,000 annually for the past two years. Lincoln University owns 159, land, valued at $30,800. There are altogether twenty- five buildings located on the grounds, \ , vith an estimated value of $392,882.84. Equipment and movable property owned by the institution is valued at $54,950.04, so that the total value of the entire property is $478,632.88. A number of the buildings are old, and only three are fire proof structures. The principal academic building, which is four stories in height and contains most of the recita tion rooms, has ho fire escape. All the dormitories, how ever, are equipped with fire escapes in conformity with the statues of the State of Pennsylvania. Each building and its contents are insured separately. In one building are situated the administrative offices and a chapel. The —institution also has an auditorium, which is one story in height, of frame construction, and seats approximately one thousand students. The academic buildings Include a four- story building erected in 1891 and containing fifteen recita- \ tion rooms, and a science hall, a new three-story structure of brick and limestone, with three recitation rooms and thirteen laboratories. The latter building cost approximately $85,000. Pour large brick buildings, were built between 1857 and 1881, and furnish dormitories and living quarters for the. students. One is three stories in height, contain ing thirty rooms; one, four stories high, with thirty-three rooms; one, four stories, with forty-five rooms; one, also 160 four stories with nineteen rooms. There are fourteen residences on the campus, erected between 1857 and 1890, and valued at $71,800, utilized as dwellings for the teachers and as administrative offices* A central power plant, valued at $60,000, provides heat and power for the entire physical plant of the university. TABLE XXXIX INCOME OP MOREHOUSE COLLEGE ■ - Source 1922*-23 1923-24 1924-25 1925--26 1926-27 State appropria tions $500: $500 $500 $700 $700 Church appropria tions 19,362 20,641 20,876 20,965 21,739 Interest on endowment 16,580 16,380 16,380 16,380 16,380 Gifts for current expenses . 21,000 19,000 17,000 15,000 11,000 Student fees 16,784 1.7,981 18,361 19,090 20,050 Sales and services income 4,264 4,538 4,993 5,180 6,000 Other sources 25,973 27,688 30,284 33,450 36,571 Total ?104 ,.203 f106,728 5108,394 5110,765 $112,440: Morehouse College is supported largely by church appropriations, interest on endowment, gifts for current expenses, student fees, contributions by the American Baptist 161 Horae Mission Society, the General Education Board, Slater Fund and funds from other sources. As shown above, the total income of the institution in 1926-27 amounted to $112,440, of which 18.9 per cent came from church appropria tions, 14.8 per cent from interest on endowment, 13.5 per cent from gifts for current expenses, 17.2 per cent from student fees, 0.6 per cent from State appropriations, 4.8 per cent from sales and services and 30.2 per cent from other sources. Support of the college has not in creased to any great extent during the past five years. Between 1922-23 and 1926-27 its revenues have gained only $8,237, or approximately 7.9 per cent. The total produc tive endowment of the college amounts to $321,000, of which $200,000 was given by the General Education Board; $100,- 000 by the American Baptist Home Mission Society, and $21,000 from various gifts. The endowment is held by and in the name of the American Baptist Home Mission Society, which pays the college an annual income of about five per cent upon it. The campus contains fourteen acres, valued at six thousand dollars. The institution owns no other ground. The educational plant consists of ten buildings, valued at $472,400, with equipment valued at $48,550, and laboratory facilities at $27,700. There are two buildings used for dormitory purposes. One of these is a four-story brick building erected in 1889. There are four rooms used for storage purposes and eighty other rooms used as dorrai- tories. The other "building is a three-story brick struc ture erected in 1916. It contains forty-six rooms. The value of the first building is placed at $125,000 and of the second building at $60,000. A three-story brick building erected in 1910 has ten recitation rooms, four offices, and two rooms used for various purposes. The evaluation of the building is $80,000. The equipment, exclusive of laboratory equipment, is valued at $6,300. A three-story brick build ing erected in 1921 and valued at $120,000, contains twenty- six rooms. There are four rooms used for class recitations, six for laboratories, five for labore^tory storage rooms, and one for a science library and reading room. TABLE XXXIII INCOME OP BISHOP COLLEGE ’ Source 1922-23 1923-24 1924-25 1925-26 1926-27 Church appropriations $>20,029.96 $23,015.33 $16,108.03 $20,570.38 $20,082.46 Gifts for current expenses 15,380.43 14,522.85 13,810.80 13,640.86 11,289.23 Student fees 13,521.61 14,954.10 15,362.14 19,601.46 ,-28j235.04 Net income, sales and services 3,207.03 3,970.90 4,417.98 3,768.40 4,659.88 Board, room and laundry 31,806.94 35,709.65 46,959.09 53,919.28 50,434.85 Other sources 9,015.96 ' 12,604.71 12,338.89 , 14,958.45 10,034.49 Total $>90,961.93 $104,777.54 $108,996.93 $126,458.83 $124,735.95 291 Btf Bishop College operates on an annual budget, which is approved both by the board of trustees and by the New York office of the American Baptist Home Mission Society. The principal sources of support of the school are church appropriations, revenues from student fees, and gifts for current expenses. This financial state ment for the past five years includes the gross receipts from board, room and laundry, which considerably expand ed the total annual income figures. Church appropriations for the support of the college comprise contributions by the American Baptist Home Mission Society, while gifts for current expenses include annual donations from the General Education Board varying from six thousand dollars to ten thousand dollars annually, and from the Slater Fund. In 1926-27 the total income of the institution was $124,735.95. Of this amount the American Baptist Home Mission Society, which owns and controls the school, contributed but 16.1 per cent. Revenues from student fees represented 2 2.7fper cent of the total income, or 6.1 per cent more than the appropriations of this church organization. The remainder was distributed as follows: nine per cent from gifts for current expenses; 3.8 per cant from net income on sales and services; 48v4* per cent from board, room, and laundry; and eight per cent from other sources. A steady advance has been made in the total annual income of Bishop College during the past five years. Be tween 1922-23 and 1926-27 it increased 37.1 per cent. This gain, however, has not been due to regularly increased appropriations by the American Baptist Home Mission Society The increase from student fees during the period was 108.8 per cent and that of board, room, and laundry 58.5 per cent Gifts for current expenses also gained 15.6 per cent, sales and services 45.3 per cent, and income from other sources 11.2 per cent. The institution has a productive endowment amounting to $13,296 to v/hich there has been no additions during the past five years. This fund is held, its principal invested and the interest paid through the New York office of the American Baptist Home Mission Society. The value of the campus at Bishop College is $10,000. The value placed on the buildings amounts to $263,650, and that on the furnishings and equipment $65,200, making the total valuation of the entire property $428,850. The administrative and business offices are in a structure, which was erected in 1911, and is three stories in height and contains seventy-seven rooms. In addition to the offices located on the first floor are seven recitation rooms. The upper floors are used as living quarters for men students. This building is valued at $75,000. A structure erected in 1886, is three stories high, and is valued at fifty thousand dollars. It has in addition to eleven recitation rooms on its first floor, forty- five rooms on the upper floors that provide living quarter for women students. A third building, was erected in 1904 at a cost of fifty thousand dollars, and is utilized en tirely as a women’s dormitory. A number of the remaining smaller structures are used for academic purposes. A one-story chapel of frame construction, built in 1921, contains two recitation rooms in addition to an assembly room with a seating capacity of six hundred. Six class rooms are located in a one story building of frame con struction, which was erected in 1921. The chemistry building includes a recitation room and a chemistry labora tory, while a printing office, also of frame construction, has two recitatiomrooms and one laboratory. The library is situated in the Library and Sewing Building, a small wooden structure built in 1898, which contains one recita tion room. TABLE 30QOIIV INCOME OP JOHNSON C. SMITH UNIVERSITY Source 1922-23 1923-24 1924-25 1925-26 1926-27 State appropriations $ 1,700.00 Church appropriations $35,100,32 $46,101.49 $62,019.68 $59,034.27 - 33,788.60 Interest on endowment 12,006.76 12,006.76 12,006.76 37,850.05 56,161.60 Gifts for current expenses 2,656.76 620.15 842.24 92.81 Student fees 13,479.34 15,396.30 19,710.62 29,919.72 34,905.84 Other sources 6,451.61 2,906.40 5,114.70 4,688.87 3,355.87 Total 67,(558.03 Tgr; 067771 99,471.91 132,335.15 130,002.72 ^l _ J •bi The total income of Johnson C. Smith University has shown a remarkable growth in the five-year period indicated, having increased ninety-four per cent. In 1926-27 the State added its support by paying the salary of a teacher of education. The church appropriations have varied greatly each year. The interest on endow ment funds remained constant from 1922-23 to 1924-25; in 1925-26 the interest more than trebled, and 1926-27 it had increased nearly fivefold. The students1 fees have steadily grown, the Increase being 158*8 per cent. This increase is due largely to the ^»owth of attendance at the college. The> institution is well endoxved. With in the past five years the endowment funds have advanced — from $240,135 to $1,840,135. Thei large increase, amount ing to $1,600,000 in the productive endowment in 1924-25, was the result of a gift from the Duke Endowment Founda tion* This foundation has set aside $1,360,000 for the benefit of the Johnson C- Smith University from which the institution receives an annual yield of four per cent. Of the remaining trust funds held for the institution, $81,000 is under the control of the board of missions for freedmen of the Presbyterian Church, the income being paid annually to the school, while the other $159,000 has been set aside as a separate fund. Although the Johnson C. Smith 169 University receives tlie annual yield» this fund is not an actual endowment belonging to the institution as it may be diverted to other schools, if so authorized by the board of missions. The university campus is valued at $240,000. Other land owned by the institution is valued at thirty thousand dollars, the total estimated value of all the land owned by the university being $270,000. The plant consists of six main college buildings and fifteen smaller buildings. The value is fixed at $473,131 and their equipment at $27,947, the total value of both build ings and equipment being $501,078. The insurance carried on the property amounts to $251,775. Most of the build ings are constructed of brick and are well finished. The dates of erection range from 1884 to .1925. With the excep tion of three, the buildings may be considered partially protected from fire, as they have steel stairways and all are well equipped with fire escapes. The principal build ings of the university include one valued at $104,000, with twenty-five rooms utilized for academic and adminis trative purposes; one worth $77,000, with ten classrooms and laboratories; and one valued at $185,000 and contain ing 186 rooms. There is also a separate library building on the campus, valued at $2 0,0 0 0, and a refectory erected in 1923 at a cost of $22,000. -In addition to the presi dent’s home, valued at eight thousand dollars, nine cot tages for teachers have been provided, with a total valua- i m tion of $45,000* The university has a printing shop, known as the university press* TABLE s :a v • i INCOME OF TALLADEGA COLLEGE Source 1922-23 / 1923-24 1924-25 1925-26 Church appropriations $62,241.23 $50,558.73 $53,099.92 $68,319.26 Interest on ednowment 12,500.00 * 12,500.00 12,500.00 13,000.00 Gifts for current expenses 20,055.65 32,066.97 26,790.21 23,410.12 Student fees 46,633.74 44,429.76 40,169.15 47,997.08 Sales and service (net) 6,301.95 7,620.35 9,785.66 Other scmrces 11,940.08 11,377.61 12,443.47 Total f141,430.62 $157,797.59 $151,557.24 $174,955.59 Of tlie total income of Talladega College in 1925-26the source of support are distrubuted as follows: 38,6 per cent from church appropriations, 7.5 per cent .from interest on endowment, 13.5 per cent from gifts for current: expenses, 27.5 from student fees, 5.7 per cent from net income on sales and service, and 7.2 from other sources. Figures in the above table covering student fees include receipts from board and room, as well as those from laboratory and other fees. The present productive endowment of the institution amounts to $266,000. For the three years preceding 1925-26, the amount was $246,000. Of the total amount, the American Missionary Association holds $124,000* while the remainder is held by the board of trustees. The annual return amounts to approximately five per cent. The physical plant of Talladega College consists of a campus valued at fifty thousand dollars; a farm of 750 acres valued at fifty thousand dollars; nineteen buildings on the campus, valued at $1,069,000; and thir teen teachers1 houses, valued at $52,500. the total valua tion of the plant is estimated at $1,276,500. Fifteen of the buildings are built of brick; the rest are frame. All have fire extinguishers and other necessary fire protection. Ample offices have been provided for the administrative officers, president, deans, bursar, 173 registrar, and librarian, and for some members of the faculty, especially in the science departments. Class rooms and laboratories are light and well ventilated. The Carnegie Library, erected in 1904, is a one-story building containing seven rooms besides the stack room. A new refectory was built at a cost of $100,000. The chapel was erected in 1903 and is a one-story building containing besides the large auditorium, ten rooms used for recits-tion, laboratory, shop,,and other purposes. The gymnasium for boys, erected in 1924, is well equipped and modern. It contains a swimming pool that is used on alternate days by boys and girls. A small wooden building is at present being used as a girls1 gymnasium. The hospital, erected in 1909-10, is well equipped and arranged to care for the sick. It has fifteen rooms, including an operating room and a room for dental work. A new science building, completed and equipped in 1927 is valued at $200,000 and is of brick construction and is thoroughly modern, containing fireproof floors and stairs. The buildings on the campus are heated from a central heating plant. A new building for this purpose cost forty thousand dollars. An ice plant is also on the campus. The college owns thirteen houses used for homes of the president and other members of the faculty. TABLE XXXVI INCOME OF WILBERFORCS UNIVERSITY Source 1922-23 1923-24 1924-25 1925-26 1926-27. State appropriations $126,883.00 $18.7,135.50 #187,135.50 $279,160.00 #279,160.00 Church appropriations 58,613.04 65,527.13 76,739.91 78,241.27 84,136.53 Interest on endowment 5,794.67 5,794.67 5,794.67 5,794.67 5,794.67 Interest on investments 203.75 203.75 203.75 203.75 203.75 Gifts for current expenses 50.00 1,971.00 591,25 50.00v Student fees 27,476.34 26,294.43 28,072.89 32,598.36 .35,544.21 Net income from sales and services 509.91 1,077.88 560,25 122.64 478.66 Other sources 3,167.46 3,226.95 6,170.75 3,882,65 4,884.94 Total ' #m^'98.1Tl^I7SSrrJT I S O ' S 87 #4 o 'ij;o H 3 .3 4 # 4 0 0 ,2 0 2 .7 6 175 Wilberforce University is supported chiefly by State appropriations, church appropriations, and student fees* For 1926-27 the total income amounted to $409,202*76, of which 68.2 per cent was derived from state appropriations, 20*5 per cent from church appropriations, 8.6 per cent from student fees, 1.4 per cent from interest on endowmment, and the remaining 1.3 per cent from net income from sales and services, interest on investment, and other souces* Annual revenues of the institution have shown a large increase during the past five years. Between 1922-23 and 1926-27 the income has increased by $186,504.59 or 83.7 per cent. .During this period State appropriations have increased by 120 per cent, church appropriations by 43.5 per cent, and student fees by 29.3 per cent. Receipts from interest on endowment, net income of sales and services, and other sources have remained practically stationary. Wilberforce University has a productive endowment fund totaling $24,373.91. Prior to 1926-27 the endowment amounted to $14,373.91, but in that year it was increased by an addition of ten thousand dollars. The fund is con servatively invested , the interest yield per annum being four per cent. The university has an annual revenue of $203.75, representing interest on some other investments, and also owns a lav/ building in the city of Xenia, Ohio, valued at $25,000. 176 Of the campus property the State of Ohio holds title to 234 acres, which have a value of $138,000, and the university owns 112 acres, valued at $146,333. The build ings on the campus and farm have a total value of $1,381,200, and the equipment, including furnishings, is valued at $335,715. Five of the buildings are of fireproof construc tion, one is semi-fireproof, while the other twelve, are non fire resisting. Separate insurance policies are carried on each building, including its contents. On a basis of the figures outlines above, the entire plant, including land and buildings owned both by the university and the State of Ohio, is worth $2,001,248. The main building of the institution is a modern four-story structure erected in 1924. It contains the administrative and business offices of the university, thirteen classrooms, and three laboratories, am- auditorium seating 2,500, a dining room, a kitchen and dormitories for several hundred students. The original cost of Shorter Hall was $500,000. A second principal building on the campus is three stories high and was built in 1917, in which are located the adminis trative offices of the normal and industrial department. There are sixteen recitation rooms and four laboratories in this structure, in addition to two rooms used for a library. The entire second floor is devoted to com mercial Instruction. A large three-story brick building 177 erected in 1906, and valued at .1110,000, is used for educational purposes, and contains eight recitation rooms, five laboratories and shops, a library, and an assembly room. Another brick structure of considerable size, is four storeis in height, was erected in 1890, and is valued at $100,000. On the lower floors are located' six recitation rooms; a mechanic arts building, also one-story high, with three laboratories and shops; and a structure two stories which contains five recitation rooms and one laboratory and shop. Carnegie Library, a gift of Andrew Carnegie, houses the main library. It was erected in 1907 at a cost of fifty thousand dollars. Living quarters for the student body of the institution are provided in five dormitory buildings. One is three stories; high, with three fire escapes and contains ninety- three rooms for women students; one is a two-story struc ture with forty-five rooms and is also occupied by women students. The former is valued at $96,500 and the latter at sixty thousand dollars. One structure with fifty-five rooms, and another with fifteen rooms, are dormitories for men students. Seminary students are housed in a build ing erected in 1870 which contains eighteen rooms, three of which are used for recitation. Other buildings com prising the physical plant are a gymnasium built in 1917 278 and valued at sixty thousand dollars, a hospital erect- ~ ed in 1916 with sixteen rooms and Valued at $55,000, and a laundry completed in 1926 at a cost of twenty thousand dollars* The university has a central heating and power plant valued at twenty thousand dollars. .TABLE XXXVII INCOME OF FISK UNIVERSITY' Source 1922-23 1923-24 1924-25 .1925-26 , 1926-27 Interest on endowment Gifts for §.urrent~, expenses Student fees Sales and services #15,676.93 89,611.71 28,414.06 2,040.75 $20,260.90 87,384.86 31,256.27 9,082.19 $22,489.05 82,975.74 34,460.15 4,523.06 $18,519.71 56,991.51 44,953.30 7,139.90 $14,328.67 382,566.62 52,201.35 4,052.24 Total 135,743.45 147,984.22 144,448.00 127,604.42 452",748.88 180 During the past five years the income oxi endow ment of Fisk University has varied considerably, the amount for the year 1926-27 being more than one thou- s sahd less than it was five years before* The gifts for current expenses showed a tendency to decline eaeh year from 1922-23 to 1925-26* Gifts for 1926-27 reached the sum of $382,566.62* This amount was raised in part to cover the accumulated deficit. Student fees have been steadily growing during the five-year period and new tuition rates went into effect in 1927-28. The new rates are one-third higher than they have been in the past. The net income from sales and services isi variable from year to year, the lowest receipts having been $2,040.75 in 1922-23 and the highest was $9,062*19 in 1923-24. The university has a productive endowment of $293,543, as compared with $262,277 in 1922-23, a gain of $31,266. During the past five years only one sub stantial addition to the endowment has been made. This _was in 1923-24, when $8,628.91 was added. Small increases varying from $1,504 to $2,613 were received for the other years. The plant of Fisk University consists of a campus and nineteen buildings. The campus is valued at $76,651. The buildings are estimated to be worth $279,400, and their equipment and other movable property $71,083. 181 These estimates are those of an appraisal made in 1917 by a Nashville trust company. The insurance carried on the property of the school is based upon these estimates. The main building is valued at sixty thousand dollars and is used for■recitation classes and administrative offiees. *A building built in 1876 is valued at eighty thousand dollars and con tains ninety-six rooms; the lower floor is used for classrooms and the upper floors as living quarters for women students. A three-story building, erected in 1906 at a cost of $24,000, contains the scientific laboratories. A four-story structure, built in 1891 and valued at forty thousand dollars has five recita tion rooms,* while the remainder is used as living quarters for students. The library is housed in a single building, known as the Carnegie Library, built in 1908 and valued at $15,500. There is also a chapel on the campus valued at $19,000. The other structures include Magnolia cottage and barracks, small buildins used for instructional purposes; Ballantine Hall, used as a dormitory and valued at five thousand dollars. A gymnasium, training school laundry, cafeteria, dairy and barn, a president1s home, valued at six thousand dollars, a treasurer’s residence, valued at five thou sand dollars, and a cottage make up the remaining build ings. With the exception of the laundry all of the buildings are non-fireproof. 182 Requirements concerning incomes. The general re quirements of accrediting agencies in regard to the income of colleges is as follows: The college, if a. corporate institution, shall have a minimum annual income of fifty thousand dollars for its educational program, one-half of which shall be from sources other than payments by students, and an additional annual income of five thousand dollars, one-half of which shall be from sources other than payments by students for each one hundred students above two hundred* Such college, if not tax-sup- ported, shall possess a productive endowment of $500,- 000 and an additional endowment of $50,000 for each additional one hundred students above two hundred* Income from permanent and officially authorized edu cational appropriations of church and church boards or duly recognized corporations or associations shall be credited to the extent actually received as five per cent income toward the endowment requirement,, but to an amount not exceeding the average annual income from such appropriation in the preceding five years: Provided, however, that this shall not apply to more than the amount required in excess of $300,- 000: And provided further, that colleges electing to qualify under this interpretation be subject to annual review for accrediting. The foregoing reports show that all the colleges studied except New Orleans University and Wiley Col lege have an annual income above the minimum of §50,- 000. The income of New Orleans University was $5,294’ below the minimum required and §10,294 below the actual required in 1927, as the student enrollment was 309. Wiley College with a student enrollment of 352 in the same year, was §1,110 below the minimum, making an actual shortage of at least §6,360* — — ----------------------------------------------- Ratcliffe, Ella B., Accredited Higher Institutions, op* cit., 22np. 183 The following table'shows the enrollment, actual income and the amount required for standard ization in each of the ten colleges reported upon in this chapter. TABLE XXXVIII ENROLLMENT,INCOME AND ESTIMATED STANDARDARDIZING AGENCIES REQUIREMENT BASES ON ENROLLMENT FOR 1927 IN TEN NEGRO CHURCH COLLEGES College or University Enroll ment Actual Income Estimated minimun Re quirement for Stand ardization based on en rollment figures Fisk 563 $452,748.88 $65,250 Lincoln 305 109,575.73 55,000 Bishop 316 124,735.93 55,000 Shaw 261 88,759.00 50,250 Wilberforce 549 341,949.69 65,250 Morehouse 300 112,440.00 50,500 Talladega* 219 174,955.59 50,000 Johnson C. Smith. 226 130,002.72 50,125 New Orleans 309 44,706.00 55,000 Wiley 352 48,890.00 55,250 ' c1925-26 best obtainable. 184 This table should read Fisk University with an enrollment of 563 students, and an income of $542,- 748.88 would be required to have for standardization a minimum income of $65,250. None of the institutions- reported upon are tax supported. All of the endowments fall below the minimum required except Johnson G. Smith University with an endowment recently establsihed of $1,260,000 by the Duke Endowment Foundation. The next highest among those studied is Fisk with an endowment of $293,543, which, is $206,457 below the minimum. Six of the en dowments are less than $300,000 while one is only $860.^^ The incomes and endowments both tend to indicate that there is much need for improvement in this matter. In the case of only two universities are all the buildings adequate. Every building in every institu tion which is more than one story high should have two or more fire escapes, depending upon the size of the building. Many such structures v/ere built forty years ago or more and there is a decided tendency to replace them with modern buildings, conforming to the standards of the best building practices. A great number of studies have been made within the past decade, and re sults of investigations such as those published by the Russell Sage Foundation and Teachers College, Columbia ---------- J Wiley College. 185 University, give many worth while standards for build ing and equipment which it would be well worth while for the administrators of Negro colleges to consider A great deal of the money subscribed for building pro grams is done by the Rosenwald and other philanthropic foundations. These latter usually retain in their employment competent architects to suggest and supervise building projects financed by the funds provided by their respective foundations. Library facilities. Standardizing agencies require that a college should have a live, well distributed, pro fessionally administered library of at least eight thousand volumes, exclusive of public documents, bearing specifically upon the siibject taught and with a definite annual appropriation for the purchase of new books.83 It was impossible to learn the total number of volumes the libraries of the institutions studied contain. The University authorities often give a higher number of volumes than government investigators found. One re port from a president places the number, exclusive of public documents at 11^500 volumes in 1927. The Bureau of Education investigators in the same year reported that this institution’s library contained 2,500 volumes. Figures based upon what appears to be the most reliable data, show the median number of volumes in twenty-two ^Ratciiffe, Ella B., op. cit. , 27 p. 186 colleges to be 5,565* It is a fact, however, that the Negro colleges, as well as the white, are aware of / the urgent need for an increase in the number of volumes in their libraries, and are earnestly endeavoring to meet the standards required* In the matter of definite annual appropraitions for the purchase of new books, the Negro church col leges are particularly unfortunate*®4 Only nine institu tions can show records proving such appropriations* The median annual appropriations for library books and magazines was found to be nine hundred dollars and the average was much lower, $698* Seven of the insti tutions include in their reports of library appropria tion the receipts of student library fees which range from one dollar per year to three dollars and fifty i cents per year* It is doubtful if funds acquired from the latter source are not all consumed by ex penditures for replacements, rather than for the purchase of new books* Seven of the colleges receive regular annual income for their libraries from interest on en dowment funds for that purpose* Fisk University has an endowment fund for her library amounting to nine thousand dollars* A part of the fund, $7,250, is obtained from the Andrew Carnegie Fund, while the other part, consisting of $1,750, is known as the College m ---------- Williams, W. T. 33*, op. cit*, 9 p* 187 Library Fund. In 1927 Fisk University spent $1,507*83 for library books and magazines, $112.87 for supplies and binding and $5,169.04 for salaries* The greater portion of the $4,507.83 should have been used for the purchase of new books since the University has a student library fee capable of caring for replacements. The housing conditions of libraries are improving. It is desirable to have the library housed in a build ing separate from that which contains the classrooms. Such a building should be equipped with commodious read ing rooms for library purposes, only. The Rosenwald and Carnegie Foundations have done a great deal to aid this situation. The Hegro denominational colleges have been aided to an amount totaling $112,500 by thesd foundations since 1925. Oniy six of the colleges studied have separate buildings for their libraries. These are, Lincoln, Fisk, Knoxville, Lane, Bishop and Wiley. Three institutions are found to have very poorly ventilated and improperly lighted administrative offices. One university has the business office and registrar’s office in one room, divided by two wire gratings. This University had an enrollment of 309 students in 1928. The Bureau of Education*s survey committee stated that it was impossible for that office to function satisfactorily or properly under such circumstances. It is noteworthy, that in view of the present trends of progress, the 188 institution referred to in this case, has this year completed a merger with a similarly overcrowed 85 university* and both are to move to entirely new quarters. As a new campus has been purchased and new buildings are to be erected, the building funds are reported to be sufficient to prevent any such unhygenie conditions from again existing. Comparitive study of financial standing* The Edu cational Committee of the Church of the Brethren in America in 1925 authorized a study of the status of their denominational educational institutions in com parison with other denominational educational institu tions in America. In compliance with this request a 86 survey was made by Dr. J. S. Noffsinger. A published report of the results of the survey give the median value of all buildings, “ grounds and equipment of the senior colleges in each of fifteen denominations. A table follows which represents this, with the median value of buildings, grounds and equipment of the thirty-two Negro denominational institutions typed in capital letters. ^New Orleans and Straight Universities merged to form Dillard University in New Orleans, Louisiana. Noffsinger, J. S., A Program for Higher Education in the Church of the Brethren. Teachers College, New York: 1925, 12 p :Q;89 TAB’ LE XXXIX * VALUE OP THE BUILDINGS, GROUNDS AND EQUIP MENT OF-THE MEDIAN SENIOR COLLEGES IN FIF TEEN PROTESTANT DENOMINATIONS, AND NEGRO .'CHURCH C0LLEGESS7 Methodist Protestant $ 626,397 NEGRO CHURCH' COLLEGES (32 studied) .545,269 Baptist North 537,600 Methodist Episcopal, North 525,772 United Presbyterian 445,027 Baptist, South 433,000 Disciples of Christ 429,500 Presbyterian, U. S* 400,000 Reformed In America 392,150 Evangelical 379,500 Lutheran 355,142 Presbyterian, U. S. A. 339,135 Methodist Episcopal, South 323,000 Church of Brethren 280,096 Friends 264,265 United Brethren 246,265 87 Noffsinger, J. S., op. cit., 16 p. 190. It is seen that although the spread between the extremes of these medians is comparatively small, 380,132, the Negro Church median institution is well up in the highest quartile. It must be remembered, however, that the colleges selected for study were merely a representa tive group of Negro denominational schools, and a very small minority of the seventy-six or more Negro colleges in America, It is a fact that If the total number of Negro Colleges had been selected, the median figures would have been smaller. Still, reports show that the buildings of the Negro schools are in most cases inadequate. If then pooling of finances could be practiced by Negro colleges, and wise mergers successfully accomplished, there is no doubt that under competent control and manage ment, the latter group of higher Institutions should be able to attain greater recognition as worthwhile American colleges and universities. The median amount of productive endowment per senior denominational college in America varies more widely among the various denominations than does the value of the physical plants and equipment. Table fbrfey- is ' • . illustrative of this. 1 9 1 In order to ; present a more representative figure, one church college with a reaently enlarged endowment is 88 not included in this report! TABLE X£J r MEDIAN AMOUNT OP PRODUCTIVE ENDOWMENT HELD BY THE SENIOR DENOMINATIONAL COLLEGES®? Baptist North #700,000 United Presbyterian ■ .434,611 Methodist Episcopal, North 392,856 United Brethren 385,714 Presbyterian, U. S. A. 356,714 Refermed in America 346,293 Disciples of Christ 334,399 Baptist South 325,500 Friends 246,250 NEGRO CHURCH COLLEGES ('32 studied) 237,832 Church of the Brethren 230,730 Lutheran 212,782 Evangelical 208,750 Methodist Protestant 166,667 Presbyterian, U. S. 150,000 Methodist Episcopal South 119,000 Johnson C. Smith with an endowment of 1,600,000 was omitted from consideration in this comparative table. ^Noffsinger, J. S*, op. oit., B6 p. 192 The table shows that the median amount of produc tive endowment ranges from $119,000 to $700,000. The Negro church colleges rank lower than in the Physical Plant and Equipment Table. It will be noted that the endowment of her median college is less than one-half of that required by the regional standardizing agencies, and further that the miedian college of but one of these fifteen denominational Institutions would qualify with an endowment of $500,000. These figures show that Negro denominational col leges in the matter of Incomes, have achieved respectable rankings in comparison with denominational schools in America. Summary and conclusions. Negro colleges have until within the past few years maintained preparatory schools as a part of their college programs.1 The costs of these preparatory schools have been so great that the college programs were not able to be adequately financed. Most colleges have recently discontinued their preparatory schools in accord with demands of standardizing agencies, even though such actions lead to difficulty for colored > colleges, because of the fact that the southern states will not provide creditable elementary and high schools. There fore, In order to meet the requirements of the standardizing agencies the colleges discontinue their preparatory schools 193 as a part of their college programs, but find it necessary in order to maintain facilities for practice teaching for their normal students, and also an acceptable type of high school programs, to continue preparatory schools but to keep them separate from the college in student, faculty, buildings and finance. Every Negro college studied has made a definite in crease in income during the five year period studied* There were five sources of income found. These are, church appropriations, interest on endowments, student fees, gross income from sales and services and miscellaneous sources. The median percentage of increase of the total number of colleges during the five year period studied is as follows for the various sources: church appropriations, thirty-nine per cent; interest on endowments, sixteen per cent; student fees, 175 per cent; gross incomes from sales and services, 121 per cent; other sources 150 per centi This shows that the highest percentage of income increase is from student fees and that the lowest is from interest on endowments. In some cases the colleges do hot receive the total interest on their income but are only alloted a certain amount of it by the trustees of the church boards which control the institutions. The accrediting agencies require that the colleges shall have an annual income of $50,000, one half of which 194 must be from sources other than student fees, and an ad ditional income of $5,000 for each one hundred students above two hundred* All the institutions studied except Wiley College and New Orleans University receive incomes which satisfy the requirements. Wiley1s:/incomeais $9*560 short and New Orleans University’s is $10,274 short. In the matter of endowment the accrediting agencies require a productive endowment of $500,000 and an additional en dowment of $50,000 for every pupil abo^e^two hundred. Only Johnson C. Smith University with a productive endowment of $1,600,000 can meet requirements of the agencies. The library buildings of Negro institutions studied are in bad need of being reconstructed, and more modernly equipped. The number ofvolumes are 8000 bound volumes and all the institutions are short of the requirement, and only nine colleges have definite annual appropriations for the purchase of books. A comparative study shows that Negro colleges rank anong the colleges of other denominations in the matter of value of building but much lower in respect to the median amount of productive endowments* CHAPTER VIII THE NATURE OF THE FINDINGS AND THEIR RELATIONS TO SITUATIONS IN THE INDIVIDUAL COLLEGES Up to the present time there have been comparatively few investigations and surveys into the field of denomi national colleges* Many authors have written on the subject of nSmall Colleges,n but few of such publications include reports of surveys or investigation. The most recent publications of the latter nature are those of T. M. Lim- bert who made a survey of the denominational policies of colleges operated by the Disciples of Christ, J. S. Noffsinger who investigated the colleges of the Church of the Brethren and Leonard, Evenden,OfRear and others who surveyed higher education in the United Lutheran Churches* Reference has been made to these works in making comparisons in the earlier chapters of this dissertation, but no de tailed comparison was made because of the fact that Negro collegiate officials point out differences which would make such comparisons unfair. Some of the most important of these are, (1 ) uyhite denominations own their educational institutions, while Negores for the most part do not and must depend on white philanthropic aid to permit their existence; (2) The white church colleges were founded to 196 offer a high type of college program while tthe -Negro ; • « , • : i , college was founded more or less :a \ charitihle institu tions; (3)'The'chief problem of the Negro college is to a race which is the victim of racial prejudice, while the white college does not have to consider this problem* , Thus, the differenceJin status, purpose, and ideals of white and 1 colored colleges make detailed comparisons unvaluable* Each racefs college must serve a different group, and each college should serve its own race to the highest amount of its ability. A general summary. This study has been concerned with the conditions which exist in a group of Negro denominational colleges and universities* It was felt that in view of the fact that the vast majority of the Negro race in America has been emancipated for less than seventy years, that their reported progress is worthy of consideration. It was found that American early schools were organized in response to a direct need for an educated clergy. After freedom was gained the former bondsman not only was in need of training for the clergy, but also in need of voca tional training* The south has always been opposed to providing higher educational training for the Negro.. It has been the individual philanthropists and the church organizations who have assumed the greater responsibilities for such* Thirty-two higher institutions for Negroes, sup ported, at least in part by Negro organizations were selected 197 for this study. A historical survey showed that many denominational bodies in America are still quite active in their support of colleges* The protestant denominations most prominent are the Gongregationalists, Presbyterians, Baptists, Methodist, Lutherans, United Brethren and Disciples of Christ. All of these except the Lutheran support one or more colleges or universities included in this study. The religious policies of the different denominations in the matter of controlling sbhools have varied. The Presbyterians and Lutherans have always been strict in the matter of religious doctrines. The Gongregationalists and Methodists have been more tolerant in regard to the necessity of their educational institutions disseminating their denominational beliefs. The Baptists have ruled that their schools and colleges should train the youth in the tenets of their church. The majority bf colleges and universities studied in this report have been organized and supported by either the Methodists or Baptist denominations, and it hhs been seen that they are performing a distinct service especially Negro society. In light of the trend of .modern educational trends the survey of the institutions showed the following con ditions to exist. 1. That there are fifty cases of duplication of Negro 198 higher schools in sixteen southern cities of less than 50,000 population. 2. That in view of the requirements of standardizing agencies for faculty training of college professors, that the train- ing received by Negro instructors is wholly inadequate. Not all the professors have earned an A.B. Degree; less than fifty per cent have received the A'M* degree; less than threeyper cent have received the degree of doctor: of philosophy. 3. That the median salary of $1,511 annually paid instruc tors in the colleges studied, is only fifty per cent of the minimum salary of $3,004 paid assistant professors in Leading American colleges, which latter fact a survey made under the auspices of the Bureau of Education reveals. Also the average president of a colored college' receives between $2,400 annually and $3,200 annually which is about the salary that a full professor receives in the average American col- 90 lege. 4. That the income of all except vtwo colleges surveyed is above $50,000, and $5,000 for each additional one hun dred pupils above a minimum of two hundred pupils. The productive endowment of only one Negro college satisfies the requirement of standardizing agencies for $500,000 productive endowments.* All other colleges are in urgent need of in creased endowment funds. United States, Bureau of Education. Bulletin No. » iWashihgtphv Dp .. 0. : 1928, 27 p. 199 5. That many buildings were reported upon.which were improperly lighted and ventilated, and did not conform to specifications for that type of a building. All class rooms, libraries, study halls, laboratory rooms and dormi tories should conform to proper architectural specifications. 6. That the matriculation requirements of the Colored colleges do not satisfy the requirements of the standard izing agencies. ThCte; colleges have in the past admitted students with one conditional grade from high schools, and often have accepted matriculants from high schools Other than accredited ones. This has often been necessary because of the fact that it is impossible for most high schools in the South to obtain recognition by state ac crediting agencies. 7. That graduation requirements of Negro colleges meet the standards required by the accrediting agencies in the number of quarter or semester hour credits, but the several departments within some universities have adopted different bases for determining the number of credit hours to be allowed for different courses, as a result of which 120 semester- hours or 180 quarter hours are not always re quired for graduation. 8. That the matter of maintaining preparatory schools by a college Is being discontinued, In accord with the re quest of accrediting agencies. 200 9. That the academic courses in the liberal arts college are patterned after the best Courses in leading American colleges, and reliable and competent text books are used. When higher qualified professors can be em ployed, a higher type of trained students will be produced. 10. That four colleges that do not have sufficient financial support or a large enough enrollment to become standardized, organizes', themselves either as junior col leges or normal schools and endeavor to become accredited institutions as such. Situations in the individual colleges. In view of these findings, the next chapter will treat each of the thirty-two colleges separately, and speical emphasis will be placed upon situations, which in light of the trend of modern educational concepts, are in need of improvement.. All of these colleges, excepting three, are situated in the geographical section known as the Southern States of the United States of America. The states in which the individual institutions which are studied are located, and the number in each, are as follows: Alabama, two; Arkansas, one; Florida, one; Georgia, one; Kentucky, one; Louisiana, one: Mississippi, two; North Carolina, fourj South Carolina, four; Tennessee, five; Texas, five; Virginia; two. These twelve states represent a wide geographical selection in the South, and include the states which, con- . 91 tain the largest Negro population in America. The 91 United States Bureau of Vital Statistics, Negro Popula tion. Government Printing Office, Washington, D.C.: 1931, 87 p. 201 reasons for the large percentage of Negroes in these states is obvious, in view of the fact that Negro slavery existed in the South prior to the declaration of the Emancipation Proclamation* The majority of colored people<cf this nation, in spite of the large emigration from the south section since the World’s War, continue to reside in that section.^ It has been predicted that due to the low economical and social status of the southern Negro that this condition will exist for at least the next fifty or seventy-five years* A great responsibility directly for the uplifting of the colored race educationally, and indirectly, for the economical betterment of the race rests then with the Negro colleges and universities in the South, There are at least 04 fol*ty Negro Institutions of higher learning there. Twenty- nine of these can be classified as church colleges. Most of the states referred to have established colleges which offer normal training as well as industrial training, but I it is the obligation of the church colleges almost solely to offer advanced courses of ,a_ college level Y/hich make for industrial training. 02 ^Wordsworth, G. C., History of the American Negro. D. C. Heath Go., New York: 1926, 211 p. 93 lbi4* 216 p. 94 United States, Bureau of Education, Bulletin No* 9. Washington, B. C.: 1928, 121 p. 202 The three colleges included in this study which are not situated in the South are: Wilherforce University, Wilherforce, Ohio, Lincoln University, Chester County, Pennsylvania and Morgan College, Baltimore, Maryland* In the states where each of these three are located, enough Negroes reside to form satisfactory constituencies for the institutions mentioned* It will be found that all the institutions included are controlled by denominational boards of trustees, which are responsible to the church organizations pro viding the financial support for the various institutions* These boards range in number of members from three to forty- one and in every case both white and colbred trustees are members. In all except four cases an executive com mittee of the trustees, ranging from three to five members have been appointed to act in matters requiring Immediate attention* Many of the Negro colleges and universities have kept alumni records, and a review of these show that these insti tutions have produced a great number of graduates who have proved themselves to be quite successful in latter life. Many professional men, public officials,.one United States Minister and three college presidents are upon the roster of graduates of these institutions* All of the institutions have,since 1925, ceased to maintain elementary schools and many of them have dis- c ontinued secondary schools as well. This has been accomplished 203 only after many delays and inconveniences iv n the individual - colleges caused by the fact that some states do not even provide schools which afford facilities for satisfactory cadet teacher training. Also, it will be found that there is a recent movement by those interested in Negro higher education, especially in cases where there exist a shortage of sufficient fund's, to establish normal schools and junior colleges. Such movements result in the possibility of providing a higher type of educational offerings, and therefore increase the social service of educational in stitutions established. CHAPTER IX REPORTS OF THE INDIVIDUAL GO LLEOES A report of certain existing conditions in the indi vidual colleges studied is included in this chapter* It was found impossible to discuss all the colleges according to the same general outline, for the conditions 95 reported upon in the different institutions vary* However, the date of founding,.the nature of the denomina tional control, and the educational divisions of eaeh college is presented. In addition, such matters as worthwhile graduates and the nature of the constItuences are discussed, in so far as the source material used gave information upon these matters. Fisk University* Fisk University at Nashville Tennessee, was established In.1865 under the auspices of the American Missionary Association of the Congregational Church of New York City and the Western Freedman1s Aid Commission of Cincinnati, Ohio. The school was incor porated in 1867 under the laws of the state of Tennessee* Qg United States, Bureau of Education. Bulletin No. 9. 1928, op. cit., and the catalogues and periodicals from the individual schools. These sources are the authority for every statement for all the individual college surveys, and was the only source of data obtainable. 205 It is now controlled by an independent board of trustees, which consists of nineteen members, two of whom are col ored. In the matter of successful graduates Fisk Univer sity is to be congratulated. An alumni occupational, history, published in 1928 shows that seventy-eight per cent of the graduates prior to that date had become pro fessional men, and that four per cent were successful business men. Recent surveys and test results show that the Hegro student is' especially apt -in musical ability. Fisk, being one of the race’s three largest universities should certainly give recognition to the opportunity of her students to make contributions in this field, and could increase its serviceability by the establishment of a school of music and fine arts. The Fisk Jubilee Singers are a world renowned quartet, having only a few years ago successfully toured Europe. Still the opportunities for participation in that organization are too limited. Competent instruction would help to cultivate a great deal of musical and dramatic ability that at present it is impossible to develop. The university ceased in 1927 to conduct a preparatory school, and in view of its large number of graduates seek ing advanced training elsewhere, should establish a graduate school with opportunities for advanced degrees and worth while research. With its central location in the south, 206 it could well"become a center for Negro business and pro fessional men and for the discussion and organization of means for greater racial progress. A consideration of teaching loads is very important in the discussion of an institution of the size and with the possibilities for progressive improvements that are to be found at Fisk. The standardizing agencies agree upon the following statement in regard to teaching schedules: A teaching schedule exceeding sixteen hour s per week per instructor, or classes (exclusive of those for lectures) of more than thirty students, should be interpreted as endangering educational efficiency. A majority of the faculty of Fisk University teach more than sixteen hours per week and have classes of more than thirty students. Alsb, in accrodance with modern educational standards, all salaries of full profes sors are required to be at least three thousand dollars q7 for nine months.v The median salary paid by Fisk is only $2,062. Wilherforce University. Wilherforce University at Wilherforce, Ohio, was founded by the Methodist Epis copal Conference (white) and the African Methodist Epis copal Church in 1853. It is controlled as three distinct units;* The college of liberal arts is supervised by . . ( .Ratc!iffe, Ella B., Accredited Higher Institutions, op. cit., 4 p. 9 7 i t > i a . 207 a board of one hundred trustees elected by the African Methodist Episcopal Conference, who in turn select twenty- one trustees from its group to govern the college. The Hormal and Industrial Department is controlled exclusively by the State of Ohio and is supported byystate appropri ations, The third unit, Payne Theological Seminary, is under the government of an executive board of seven directors, three of whom are bishops and the others are clergymen of the church. Wilherforce lists among its graduates prominent edu cators, publishers, authors, clergymen and merchants, and two of the alumni have served as American ministers to foreign countries. Between 1922 and 1928 Wilberforce1s enrollment decreased on the average of 4.4 per cent annually while her Income increased on the average of 18.5 per cent annually. This is due at least partly to the fact that the university has a very loose program of studies. Many classes have less than five students enrolled while some have enrollments as high as fifty, or more, without aay basis for a systematic adjust ment of student clock-hours among the faculty members. The different divisions of the university have different units of measuring:? work:,' resulting in a wide variation of graduation requirements. Also, the teaching loads t -' are a great deal over sixteen hours per week per insti tution. The university has two distinct undergraduate courses, one leading to the bachelor of arts degree in education and the other to the bachelor of science degree in education. The salaries paid.at Wilbefforee have a median of #1875. Bishop College# Bishop College, founded in 1881 at Marshall, Texas, is owned and controlled by the Ameri can Baptist Home Mission Society, with headquarters in New York City. In 1885 the college was chartered under the laws of the State of Texas, and came under the juris diction of the American Baptist Home Society. The government of the college is entrusted to a board of trustees of fifteen members, nine of whom are nominated by the board of managers of the American Bap tist Home Mission Society. The other six are chosen as a result of the recommendations of the Bishop College Alumni Association. The trustees include eight white and seven colored men. The trustees act through an executive committee of five members. The School of Education of Bishop College has been accredited by the Departments of Education of Texas, Oklahoma, Louisiana, Arkansas, North Carolina, Virginia, Illinois, Colorado, Ohio and Michigan. Ah annual exami nation of the institution is made by representatives of the Texas State Department of Education. The University is situated in the center of large 209 Negro populations in the states of Texas, Oklahoma, Arkansas and Louisiana. Within sight of its campus, however, is Wiley College, another large higher education al institution, and the situation of the two colleges of practically the same type in such close proximity is unfortunate. Even though one is a Baptist and one a Methodist institution, there has resulted a considerable division of constituency, and a great deal of unwhole some collegiate rivalry. Also, the present constituency of either institution is inadequate. The endowment fund of Bishop is very small in view of the educational pro gram that the college attempts to offer. Wiley College. Wiley College is located in Marshall, Texas. It was founded in 1873 by the Freedman’s Aid Society, now the Board of. Education of the Methodist Episcopal Church, and was chartered by the legislature of Texas in 1882. It is controlled by a local board of forty-five trustees, made up entirely of Negroes, with the exception of two white members. This board included three bishops and eight clergymen of the Methodist Episcopal Churdh. The State Departments of Education of Texas, Indiana, Illinois, Alabama, Missouri, Virginia, Tennessee, Delaware, Georgia and North Carolina have accredited the school as a class A standard college. The State Department of Education of Texas makes annual inspections of the 210 institution and reaccredits and rerates it. The college includes a college of arts and sciences, a college extension center, a demonstration and commercial school and a school of home economics. The condition of its divided constituency with Bishop College was discussed earlier in this chapter. There is now a movement under way to secure a produc tive endowment of $600,000 for the institution, which * * * it is felt to he much in need of. The teaching loads of the professors of education, English and foreign languages are still found in some instances to be largely in excess of the normal loads* The salaries are not paid upon any basis of consideration of the academic preparation of the faculty. Shaw University. Shaw University is in Raleigh, North Carolina, and was founded in 1865. It is incor porated, and supported and controlled by the American Baptist Home Mission Society of New York City. The university was first known as Raleigh Institute, but was renamed in 1872 in honor of Elijah Shaw, a liberal benefactor. It is goverened by a self -^perpetuating board of fourteen trustees, two of whom represent the American Baptist Home Mission Society, ex-officio. Nine of these trustees are white, and five are Negroes, The annual budget and all financial matters of the university are under the direct control of the American 211 Baptist Home Mission Society, which holds and invests the institution1s endowment. This society places limits upon the local hoard of trustees and its authority in t regard to matters of educational policies. Shaw University has an outstandingly commendable constituency. It formerly included a medical and prepara tory school, but at present concentrates its academic efforts on general education and teacher training* The university is quite favorably located for the support of a standard normal school. Such a school would answer an evident need in the university’s constituency and provide for the carrying on of a higher type of teacher training in North Garolina, wh.ich is one of the most pregressive educational states In thee South. The en dowment at present is very small. Leaves of absence and assistance in receiving aid from research and scholarship funds are helpfully given to faculty members with a view of encouraging in every possible way their training for advanced degrees. The median salary paid faculty members is only $1170, and the highest salary paid full time professors is two thousand dollars, or one thousand dollars below the i minimum required by standardizing agencies. Johnson, C. Smith University. Johnson C. Smith University is located in the progressive educational city of Charlotte, North Carolina. It was formerly 212 known as Biddle University and was founded in 1867* The institution was chartered by the state of North Carolina and is controlled by the Board of Missions of the Presbyterian Church of the United States of America. A self-perpetuating board of fifteen members has immediate supervision of the University. The nomi nation of board members is in the hands of the Board of Missions for Freedmen of the Presbyterian church. The University includes a four year college, both an undergraduate and graduate school of theology and a four year high school. It is rated as a class A standard college by the states of North Carolina, South Carolina, Georgia, Virginia and Texas. Extension courses \ are offered by the institution for teachers in North Carolina. The productive endowment of over a million and one half dollars is particularly significant. Many of the departments of instruction ao not at present employ full time professors. The teaching loads of professors of mathematics and social science are far in excess of the normal number of class hours per week. Also, it is found that graduate study ±§ encouraged on the part of the professors. The university has a limited constituency, and the enrollment in 1927 in the theological graduate school was ten. New Orleans University. Nev/ Orleans University at 215 New Orleans, Louisiana was founded by the Methodist Episcopal Church in 1873, and is still largely supported through the Board of Education of that church* The university comprises a graduate school, a college of liberal arts, a four year high school, a model grade school, a separate department of home economics, and the Flint-Goodrich Hospital with a nurses1 training school in connection with it. The college of liberal arts and the high school are accredited by the state departments of education of Louisiana, Texas, Florida, Alabama, and Mississippi. Until 1911 it con ducted a theological and medical school, as well. It is quite evident that Hew Orleans University has attempted to be of broad service to its local constit uency. This constituency has unfortunately been much divided between Straight College, another similar school in Hew Orleans, Xavier College, also in New Orleans and Southern University, not far away in Baton Rouge* Both New Orleans and Straight Colleges are at present located in very valuable real estate localities in New Orleans, and the previously mentioned merging of the two schools in 1932 to form Dillard University in a district where grounds for an extensive campus can be purchased much cheaper, is highly commendable. Straight College. Straight College at Hew Orleans was established in 1869 by the American Missionary Society. This society still controls it. It was charter 214 ed by the State of Louisiana in 1894 a period of ninety-nine years* The corporate powers of the univer sity are vested in a self-perpetuating board of trustees, which must consist of not less than nine or more than fifteen persons. The eleven members of the board in 1928 included four colored. The powers of the local board are increasing each year, and it is found that greater responsibility is being given it by the American Missionary Association, which association always has its representatives on the board. The selection of teachers is made in part by the president of Straight College and in part by the American Missionary Associa tion, subject in either event to the approval of the other party. The organization of the college includes a regular four year college, a two year junior college, which in cludes the home economics curriculum, a high school, an elementary school and a graduate school which offers the master1s degree. The college was accredited by the State Department of Education of Louisiana prior to 1916. Straight College as stated above, is to be merged with Mew Orleans University in 1932 to form Dillard University. At presnet Straight College maintains preparatory schools as a part of its college program. Lincoln University. Lincoln University, located 215 at Chester County, Pennsylvania, was founded in 1854. It was established under the auspices of the United Presbyterian Church and was chartered by the State Legislature of Pennsylvania. It is administered by a self-perpetuating board of twenty-one trustees of whom eleven are clergymen of the Presbyterian Church. In 1928 there was but one colored trustee. Lincoln University is organized into a liberal arts college, and a theological seminary. Formerly schools of medicine, law and a secondary school were included. This university was one of the first higher 4 schools for Negroes to become accredited by a large standardizing agency. It is now fully accredited by the Association of Colleges and Preparatory Schools of the Middle States and Maryland, and also by the State Department of Education of New York and Pennsylvania. Lincoln is a university with a noteworthy group of alumni. The Presbyterian Board of National Missions has selected two Lincoln University graduates for positions of leadership as field secretary and field superintend ent of its Sabbath School Missions. Three other alumni have been chosen to the bishopric of the Methodist Episcopal Zion Church. Thirty graduates have become missionaries to Africa, four of them gaining inter national distinction. The firs"fc three presidents of Livingstone College at Salisbury, South Carolina were 216 all graduates of Lincoln* Booker T. Washington1s chief assistant at Tuskegee Normal and Industrial Institute was also an allumnus, sea are the present presidents of the Theological Seminary and College at Lynchburg, Virginia, and the’ principal of the Tidewater Institute in Virginia. Lincoln University has one of the most definite constituencies of any institution studied* Talladega College* Talladega College was founded in 1867 by the American Missionary Association* It was incorporated in 1869 by the State of Alabama. It is governed by a self-perpetuating board of trustees of ten members. Five members of the board, Including all the officers, are representatives of the American Missionary Society of New York City, which society takes an active part in the management of the affairs of the university. The president of the college is a regular member of the board of trustees* Talladega Collegefs campus and buildings are among the most modern and beautiful to be found among American colleges and universities. They are outstanding among Negro colleges* The institution is situated in a growing industrial city in the midst of the timber, iron and coal regions of Alabama, and has been a college in terms of the courses offered only since 1891. The present organization of the college includes a liberal arts department, a theological seminary, a department of 217 music, a secondary school and an elementary school. It has a very definite constituency of one million from which to draw its students. The college has been accredit ed as a teacher training institution by the State Depart ments of Education of Alabama, North Carolina, Texas, Louisiana, Oklahoma and state departments reciprocating with these. In view of its definite constituency and modern equipment, Talladega is in a very favorable position to offer a full normal and teacher training course. It could concentrate its effort on a two year teacher- training course, in accord with the Alabama state law requirements for teachers In the elementary grades, and a four year course for high school instructors. The institution has an annual deficit of $25,000, but it is planned to partly care for this by an Increase in the present comparatively low tuition fees. To provide for worthy needy students, scholarships and loan funds have been established. The work in the music courses is especially commendable. Fully one-fifth of the college’s students are en rolled in such courses and statements from the school’s annual catalogue show that valuable contributions are made as the result of such training. Morgan College. Morgan College at Baltimore, Mary land was founded in 1867, and was originally chartered 218 by the State of Maryland as the Centenary Bible Institute for the education of young men for the ministry. The institution was made a college in 1890 and its name was changed to Morgan College* It is a privately controlled institution administered by a self-perpetuating board of twenty-five trustees, one of whom is the president of the college serving ex-officio. As at present organized the board is composed of three bishops and seven ministers of the Methodist Episcopal Church, the remainder being laymen* For administrative purposes the board has an executive committee of twelve members, the auditing com mittee of three members and an investment and finance committee of eight members* Horgan Gollege comprises a liberal arts college, with four-year courses in edu cation and music. In 1925 the Association of Colleges of the Middle States and Maryland accredited Morgan* Southern Christian Institute* Southern Christian Institute at Edwards, Mississippi was founded under the auspices of the Home Mission of the Disciples of Christ in the early years following the Civil War. For a number of years it was operated as an unincorporated institution, but In 1875 a charter was obtained through a special act of the Mississippi Legislature. It is now controlled by the United Christian Society with head quarters in St. Louis, Missouri. This body invests local 219 control in a-board of seven trustees and the president. Southern Christian Institute comprises a junior college, a secondary school known as an academy, and an elementary school designated as a community school. It states that it aims are largely centered In character building through industrial education in its high school and elementary departments. The institution is now a*junior college but has announced plans for the establishment of a four-year liberal arts college, granting the degrees of bachelor of arts and bachelor of science. For this expansion a new modern school building costing ninety thousand dollars was recently erected on the campus, and the church organization supporting the school, increased % its annual appropriation by four thousand dollars. Tougaloo College. Tougaloo College at Tougaloo, Mississippi was founded in 1869 by the American Missionary Association, and two years later was chartered by the State legislature. The institution has a board of sixteen trustees, four of whom are selected ahn&ally. Bach serves for a term of four years. The trustees are appointed by the American Missionary Association. Tougaloo College conducts a liberal arts college, a preparatory school, aid an elementary school. A normal school for the training of teachers is incorporated as % 220 a part of the college, based on pedagogical courses in the last two years of the high school* A great deal of IndustriJL work is done in the high school* The Mississippi Department of Education has accredited the normal school, granting its graduates first-grade State Teachers1 License good for two years without examination; The Tougaloo College secondary school has likewise been accredited annually by the department. The academic section of the school’s catalogue indicated that the four-year college course is unable to. rheet modern scholastic standards and the limited constituency and funds destroy all probability of it successfully functioning in the near future, at least. Bennett College. Bennetl^ College at Greensboro, Horth Carolina was established in 1873 by the board of education of the Methodist Episcopal Church. In 1926 the board of education of the Methodist Episcopal Church, in cooperation with the Woman’s Home Missionary Sodety, which owned some property on the campus, completely re organized the institution, converting it into a college for girls and changing its nale to the Bennett College for Women. As a result of this reorganization, each of these church, organizations contribute one thousand dollars a month for its support, and an independent board of trustees consisting of twenty-one members was created for the government of the school. Bennett Col lege for Women includes a minor division, comprising 221 the eighth elementary grade, which is conducted for the* benefit of students unable to qualify for the high school. .The college division is organized to offer a * ^ * f our -ye arj^ liberal arts course, the initial enrollment of students now being in their sophomore year. * » ■ Bennett College has a well equipped physical plant, and has a well organized curriculum. Livingstone College. Livingstone College at Salisbury, Forth Carolina.was incorporated by the State of Forth Carolina in 1879. It began its educational work in October, 1880, and in 1885 it received its charter as a college. Ig ifs owned and controlled by the African Methodist Episcopal Zion Church, which through its com mittee on education, nominates the board of trustees consisting of twenty-four members irhich should function through a committee of about five. The organization of Livingstone College includes a regular four-year college, a’theological seminary, and a high school. The college has a class A rating from the State Department of Education of North Carolina. Allen University. Allen University at Columbia, South Carolina, Is an incorporated institution owned and controlled by the African Methodist Episcopal Church of South Carolina. It was founded in 1870, and after b eing incorporated under the laws of the State by the African Methodist Church was renamed Allen University. 222 It is governed by an unwieldy board of trustees, composed of 171 members representing each of the five different conferences of the state# Local control is in the hands of a bishop, nine ministers and nine lay men with an executive committee of three empowered to act on.emergency matters in conjunction with the president. Allen University comprises collegiate, secondary; and elementary departments. The college division con sists of liberal arts college'; a two-year teacher-train ing school, and a three-year school of theology, known as the Dickerson Theological Seminary. A two-year com mercial curriculum, offered by the institution, is listed as partidlly of college rank, but an examination of the schedule of studies shows only subjects of possible college grade being taught in it. The financial resources of the institution are not sufficient to maintain a liberal arts college that can render service commensurate with present-day educational needs, and the funds are scarcely sufficient to meet the demands of the elemen tary and secondary schools, including teacher training. The college is at present operated without a proper academic building, without a library and without adequate scientific equipment. Benedict College. Benedict College at Columbia, South Carolina, was originally established at Benedict Institute in 1870 by the American Baptist Home Mission 223 Society with headquarters in Hew York. In 1894 its name was changed to Benedict College and it was incor porated under the laws of the State of South Carolina, hut control was retained hy the American Baptist Home Mission Society# The institution has a self-perpetuating hoard of trustees consisting of eleven members. Two are ex-officio members, both of whom are officials of the American Baptist Home Mission Society# Of the^other nine trustees, one is also an official of this society, another Is an official of the WomenTs American Home Baptist Mission Society, and the remainder are citizens of South Carolina. The board for local control consists of three members. One of these is white and two are Hegroes# Benedict College combines a liberal arts college, a preparatory school, and an elementary school. In the college are offered a four-year course, and a two- year teacher-training and premedical courses. In addition there is a theological school of collegiate grade, with a three and four year curricula, but no students were enrolled in 1928. The institution also operates a small nurse-training school* * Claflin University. Claflin University at Orange burg, South Carolina, was founded for the education of Hegroes by the South Conference of the Methodist Episcopal Church. It was Incorporated In 1869 by the general 224 assembly of that State* Three years later the legisla ture located the South Carolina State Agricultural and Mechanical College for Negroes at'Orangeburg, and this institution was operated in connection with Claflin Univer sity. In 1896 the two were completely separated. Although for a time conducted by the South Carolina Church Conference, Claflin University is at present controlled by the Board of Education of the Methodist Episcopal Church, with headquarters in Chicago. The institution has a local board of trustees"of twenty-one members headed by a white bishop. The remainder of the members are Negro residents of South Carolina, twelve being ministers and eight being laymen. While not vested with full authority to govern the institution, the local board acts as an executive committee,, making recommendations regarding appointments of the faculty and other matters to the Board of Education of the Methodist Episcopal Church. Formal approval of the latter bodyTs actions must be secured before these recommendations become effective. Claflin University includes a liberal arts college, a secondary school, and an elementary school. The term ^university” used in connection with its title, is a misnomer. Outside of a two-year normal teacher-training curriculum incorporated as a part of the college, no other collegiate divisions or graduate schools are con ducted by the institution. 225 Morris College* Morris College founded in 1905 by the Colored Baptist State Convention of South Garolina, is located in Sumter. General control over the college is vested in a board composed of seventy members elected by the Colored Baptist State Convention. This large board delegates sepecific authority to two small committees. One is the “finance” committee,1 and the other the “steering” committee. The latter com mittee, which is composed of seven local residents, exercises immediate supervision over the institution1s affairs in conjunction with the president, who is its real administrative head. The property is held in the name of the Colored Baptist State Convention of South Carolina. Morris College is organized into a liberal arts college, a preparatory school, and an elementary school. In the college are offered a two-year teacher-training f course and a three-year theological course. The elemen tary school is used chiefly as a laboratory for. practice teach ing* It was found that Morris College has inadequate financial support, a constituency too small'’ ..to support a college, which is shown by the fact that the .total enrollment was only sixty-three in 1928, and anaabsence of satisfactory laboratory and library facilities. Knoxville College. Knoxville College at Knoxville, 226 Tennessee, was founded in 1876 by the United Presbyterian Church of North America* It is sustained by contributions from the various congregations of the church through the Board of Freedman1s Missions* The college is chartered under the laws of Tennessee. The institution is governed by a board ofi trustees consisting of eleven members, all white. The president of the college is a member of* the board, andlis also one of the professors on the faculty. Knoxville College comprises three divisions: bollege; academy or high school; and conservatory of music. The college course covers four years above the twelfth grade; and the academy course Includes grades nine to twelve, inclusive* Knoxville is successfully functioning as a college, and has adequate finances and support to carry out its program* Since it has been impossible to make arrange ments for teacher training in the local city schools, but plans to operate its preparatory school in the future under a separate administration. The preparation of the faculty is outstanding among the colleges studied. Seventy- five per cent of the instructors have master's degrees from leading northern universities and one has the Ph*D. degree from the University of Michigan. The median salary paid is $1850 per school year. The salaries are not now paid on a basis of academic rank of the teachers, 227 but should be. The music department seems to be functioning very successfully, but has a very small enrollment of eighteen. Sanuel Houston College. Samuel Houston College at Austin, Texas, was established in 1900 by the West Texas Conference and the Freedmenfs Aid Society of the Methodist Episcopal Church. In 1910 it was incorporated under the laws of the State of Texas and later came under the control of the Board of Education of the Methodist Episcopal Church, with headquarters in Chicago* The board of trustees consist of twenty-nine members and is self-perpetuating. Two of the trustees are white officials of the Board of Education of the Methodist Episcopal Church, serving as members ex-officio, v/hile the remaining twenty-seven are local colored residents, two-thirds being preachers and one-third laymen of the church. The organization of Samuel Houstin College consists of a liberal arts college and a two-year preparatory school. The college specializes in teacher-training, conducting a well-attended summer session. It has been accredited as a class A standard college by Texas. Samuel Houston has operated for years under the handicap of an annual deficit! Friends of the institu- . tion have at the end of each year made up the deficit so that each new fical year can start free of debt* 228 Morehouse College* Morehouse College, of Atlanta, Georgia, is conducted under the auspices and control of the American Baptist Home Mission Society of the northern States, and its main support comes from a yearly grant from the funds of this society. The prep aration of teachers and ministers receives special emphasis. The college was organized in 1867 as the Augusta Institute, of Augusta, Georgia. In 1879 it. was removed to Atlanta, and incorporated as the Atlanta Baptist Seminary. The charter was amended in 1897 in order to make the institution of college grade and the name was changed to Atlanta Baptist College. In 1913 the charter was amended again and the institution became Morehouse College. The board of trustees of the college is composed of twelve members, nine of whom are white and three Hegroes. The secretary of education of the American Baptist Home Mission Society is a mem ber ex-officio and the board is self-perpetuating. The institution is controlled by an executive committee of four members and a president. For the regular school year the institution is organized into the following divisions: A four-year college of arts and sciences; a three-year theological department; and a preparatory school. The collegiate work at Morehouse College has been found to be very successful during the past few years. Large educational 229 associations have been appealed to by officers of the institution, and a great deal of financial as well as moral aid has been received from these. Such aid is very worthwhile cultivating, and the cooperation of an alumni association should be serviceable* The present faculty of Morehouse shows that very few advanced degrees have been earned. Many of the teachers hold only the bachelorfs degree, conferred by Morehouse College itself. This policy of a predominence of faculty inbreeding is certain to weaken a faculty, especially when no advanced work is required. The teaching loads are as high as thirty-two recitation' hours per week per instructor. The median salary paid is $1,135 annually and the minimum salary paid full time professors should be at least three thousand dollars per school year. Eleven of the fifteen trustees are listed in the annual catalogue as having divinity degrees. Only nine of the 300 students enrolled in 1928 were in the depart ment of theology. In order that the department may continue to exist an effort is being made to increase its enroll ment. An arrangement in 1930 whereby Atlanta University and Spellman College for Women, both In Atlanta, are to merge their college courses with Morehouse College, each institution offering certain courses to the same student body of pupils is commendable. £50 Edward ^.Waters College* . Edward Waters College, at Jacksonville, Florida, is controlled and supported by the African Methodist Episcopa.1 Church of Florida, The college had its beginning as Divinity High School in 1888. This was a school instituted by the Mount Zion African Methodist Episcopal Church in Jacksonville. The affiars of the bollege are administered by a board of trustees consisting of 147 members, representing the six conferences of the church in the State. The general board, however, has elected an executive board of seven members headed by the resident bishop (also called the chancellor of the college), which is in immediate charge of the institution. All members of the board are Negroes, and all but twenty-five of the 147 are clergymen. Edward Wgters College includes in its organization a college of liberal arts, a normal school, a school of theology, a preparatory department, and an elementary department. The institution is co-educational, although no women were enrolled in the theological course, and no men in the normal course. It is found that the annual income of the institution is insufficient to justify a standard program of college offerings. It has been found to provide some means to increase this income, and gifts and funds for a pro-, ductive endowment are being solicited. St. Paul Normal and Industrial School. The St. Paul Normal and Industrial School at Lawrenceville, Virginia, was founded in 1888. On March 4, 1890, it was incorporated by the General Assembly of Virginia as an institution of learning for colored youths. The school is under the supervision of the American Church Institute of the Protestant Episcopal Church, with head quarters in New York. It also has a self-perpetuating board of trustees consisting of eighteen members, fif teen of whom are white and three are Negroes. The trustees govern the institution, appointing the teachers and having general charge of other administrative matters and the American Church Institute makes inspections of the school four or five times a year, exercises final approval over the annual budget, and supervises to a large extent its academic program. It is a church-con trolled school supported largely by church appropriations and gifts from the Protestant Episcopal Church. St Paul’s School Includes the following divisions: Junior college,, two-year normal school, the high school, and the elementary school. A kindergarten department is also operated. St.Paul’s Normal and Industrial School, during the thirty-nine years of its existence, has been rendering excellent service to a section of Virginia which has a large Negro population, 12,000 of which are in Hew Brunswick County, and 17,000 in the adjoining county of Mecklenburg. Approximately 50,000 colored people live 232 within a fifty-mile radius of St* Paul’s School* The junior college, however, does not meet the re quirements of standardizing agencies for junior colleges* Morristown Normal and Industrial College* Morris town Normal and Industrial College, at Morristown, Tennessee, was founded in 1881 and incorporated in 1923* It is under the control of the board of education of the Methodist Episcopal Church. The affairs of the institu tion are administered by a self-perpetuating board of trustees consisting of seventeen members, each selected for a term of three years. Most of the members are residents of Tennessee. Of the trustees, twelve are white and five colored; eight, including the president of the institution, are clergymen. The institution combines the following divisions: Junior college, junior high school, normal college, commercial and industrial departments, and elementary school* It is felt that in its efforts to serve the local ^-community as efficiently as possible that the college offers too diversified a program, and the general standards of the institution are below those of stand ardizing agencies’ requirements* A thorough investiga tion should be made with the view of eliminating some of the courses now being given, in order that the energy of the institution may be concentrated upon fewer de- 233 partments of instruction, and upon fewer curricula. It is reported that a great number of farms yielding meagre productions are owned by the college. A care;- ful checkkof returns should be made to see whether or not it would be move profitable to sell the farms. It is shown that recent progress has been made to secure more modern equipment, apparatus, and supplies for science courses. Lane College. Lane College at Jackson, Tennessee, Y/as founded in 1880 by the Colored Methodist Episcopal Church in America. At the time of its establishment, it was known as the Colored Methodist Episcopal High School and subsequently was chartered under'the laws of the State of Tennessee as Lane Institute. In 1896 a college department was organized and the title changed to Lane College. Lane College is governed by a self- perpetuating board of trustees, consisting of twenty- seven members serving for a term of three years each, all of whom are Negroes. One-third of the membership is elected annually and frequent changes are made in the personnel. A bishop of the Colored Methodist Eposcipal Church is president, of the board and the majority of the trustees are clergymen. An executive committee has been formed but does not function sactively. The president of the college is a member of this committee. The institution conducts a regular four-year college, a two-year normal school, and a preparatory school. A 234 summer session is held each year. Since 1918, the college has been accredited by the Tennessee State Board of Education. Lane College has an outstanding physical plant and an academic organization approaching standard require ments. The college*s progresses impeded by a heaVyy indebtedness , as five thousand dollars was borrowed from the productive endowment,, and at present less than nine hundred dollars interest is appropriated each year from that .source for the college’s expenses. * A campaign is being launched for funds to replace this, with the promise from the endowment committee that future loans will not be made. Simmons University. Simmons University, a chartered institution located in the city of Louisville, Kentucky, was founded in 1873 by the General Association of Colored Baptists of Kentucky as the Kentucky Normal and Theological Institute. In 1884 its name was changed to the Baptist State University, under which title it was operated until 1918, when it was renamed Simmons University. Control of the institution isvested in a board of trustees composed of twelve members elected by the Colored Baptist1 Associa tion. Eleven of the trustees are ministers of the Colored Baptist Church, and one is a layman, who is the chairman of the board. All are Negroes. The institution also has an advisory board composed of white members of the Baptist 235 Chureh, several of whom are leading educators and clergymen of the State. Simmons University Conducts a liberal arts college, a theological department, and a preparatory school. Teacher- training is incorporated as a part of the college curricu lum. The university has been found to be financially unstable. The colored Baptists cannot and the white Baptist will not provide a sufficient annual appropria tion to secure its success. It has no endowment and student fees cannot support the institution. General Conclusions. In spite of the evident weak nesses in the present programs and conditions of the Negro denominational colleges, it can be seen that they have made definite progress in the light of modern educational trends* Most of them have operated so as to justify their actual classification as colleges, for less than fifty years. Also less than seventy years ago the constituency of every Negro church college excepting one was in human bondage. Within the span of half-a century, the descendants of these bondsmen have educationally advanced to a height where some of the colleges operated and con trolled by them are members of the same national educational organizations and accredited by the same standardizing agencies as the leading colleges and universities in America. Every senior college studied has been accredited by its state department of education, permitting teacher certificates in that state. Most of the southern states 236 have developed bases for mutual reciprocation of teaching certificates, thus established a valuable service for Negro as well as white teachers# A full consideration of the points suggested for improvement of the institutions studied, proves that there have been unaviodable reasons in most cases that have caused the undesirable conditions ibo exist. Avail able studies of medium size colleges in America show that the amount of appropriations and' endowment for these institutions are below the median of financial support for Negro church colleges. This is commendable in view of the fact that white colleges have consti tuenci-e.ss which have had more opportunity for financial advancement. A recant investigation shows that sixty8five per cent of the financial support of Negro colleges is received directly from members of the eolored race*^ Every college was found to have an increase in income during the five-year period studied. An increase in financial ability will mean an increase in teachers’ loads and better opportunities for a higher grade of teacher preparation. The educational policies of the various denominations apply with equal force to all schools of that particular denomination, and without regard to race. * Johnson, W., The Future of the Negro. B. Appleton & Co., New York: 1930, 191 p. 237 Finally a great majority of the Negro race in America, until after the recent war lived in the South* Thus, Negro colleges and universities were forced to be established there. The work accomplished dnd still carried on, in the face of social, physical, mental and financial handicaps,is a praiseworthy tribute to the high type of service performed in the past. The present status of the Negro colleges shows every indication that the future pace of progress will be just as rapid. CHAPTER X THE COLLEGE-BRED NEGRO IN AMERICA * Training for leadership. The college-bred colored youth must transcend a level which merely warrants his designation as a high type of Negro. Rather, he must be a high type of an American citizen. It is not unfair to state that the colored youth is encouraged too often to become a great race character. He should certainly be en couraged to strive to accomplish such a position. Over and above that, however, he must strive to become a great American. Such conditions are not to be regarded as being dualistic in the lease of any'race or group in this country. Rather, they should be considered as synonymous. The colored race in America is a minority race. Efforts then, should not be wasted in an attempt to take stock of what the colored man could do if given an opportunity by the majority groups. Efforts \¥Ould not be wasted if he would equip himself to do what he does as well as it is being done by the individuals of the predominant groups. The existence of the Negro race does present a problem in the social, political and eco nomic life of America. It has been stated that such a problem will be half solved when one half the Negroes leave the South. That is certainly true if by the H South1 1 we mean the internal and. external conditions that have for over three centuries constituted the HSouth5 1 ' in America. It is to be hoped, however, that such a' ”South,” pervaded by a spirit of interracial hatred, will, ere many more generations pass, be super seded by a ’ *South” permeated by a spirit that is genu inely democratic. There are many physical conditions in the South that render it wholesome for any group to earn a living there. There are mental attitudes in certain sections, however, which make it next to impossible for the darker race to profitably exist there. The personnel of the South will change. Nature will attend to that. It is the business of the Negro then, to so conduct himself in the present that the future will yield a higher degree of opportunity for the realization of the ideas for which he strives. If this is to be accomplished successfully, he must aligni himself with the forces that make for progress. Real progress can only result from following wisely planned procedures. The colored man must search to discover just what is necessary for the race’s advancement. If this requires that he leave the South, then such a program should be instituted as soon as possible. The Puritans could never have attained the ideals of religious freedom desired had they remained in England* Different situations, however, present themselves today from those which existed in the sixteenth and seventeenth centuries* Also, religious suppression is quite different from racial oppression* In both cases, however, a majority and a minority group are concerned. In the case of religious suppression, the majority group does not dis pute the right or even the desirability of the minority to exist. They merely urge them to conform to certain ideals. In the case of racial oppression the majori ty affirms the lack of desire for the minority group ex cept as a subservient mass. Equality in any form is banned* America Is seeking the highest possible form of civilization. To attain this each individual must be educated as much as his human capacities permit. Colored colleges and universities extend the educational oppor tunities for the Negro, "No groupstated Benjamin Ide Wheeler, former president of the University of California, "raised to educational equality will be COn- Q^S tent to remain a subservient mass." The fact is that whether the Negro migrates from, or remains in the "South,1 1 '--Notes from an address at the University of California, August 26, 1917* the college-bred Negroes will increase in numbers. The colored youth is urged to use education for more than a tool; he is told that he can even use it as a weapon. Any weapon is useful in the hands of a man who is qualified to use it. It is dangerous, when the Individual is not qualified. There Is no race in which every member of it is qualified for higher education* t The:Negrorace as any other race is justified in establish ing and maintaining colleges, to offer opportunities for higher education only to the mentally qualified members of its group. Biologibal and sociological studies indicate that there will always be a colored race in America. In chapter II it was shown that the Southern* states of this country are willing to provide colleges for the highest type of industrial training* They are unwilling to foster the highest type of cultural train ing, even though such training is necessary for competent Negro leadership. Calvin Coolige stated recently that Ameriea today 1Q0 lacks a wise leader. Other statesmen have expressed similar views. uWhat America needs today,1 1 stated President Glenn Grank of the University of Wisconsin, — im ------------------------------------------------- Publication of the McClure Newspaper Syndicate, February 22, 1951. 242. is a philosopher, a prophet and a pilot. The philosopher must leave his cloister and formulate theories in keeping with advanced intellectual concepts. The prophet must leave a soap box rostrum and base his reasoning on practical doctrines. The pilot, intellectually and fearlessly must direct. He must be a philosopher and a prophet of the highest order. Higher education should make for such a trained leader, and higher education is worthwhile only in the case of those fit to be leaders. l , A true leader,” states President E. H. Wilkins of Oberlin College, nis a leader who will use his leadership for the good of ,1Q2 society. Such use does not necessarily imply public prominence. Rather, it involves vision and endeavor of outstanding significance. President Wilkins -H&teh states further: Every potential leader, then, and no one else, should go to college. The family and the school have no social right not to send to college every boy or girl who gives promise of true leadership; and they have no right to send anyone else. The college has no social right not to welcome, up to the limits of its .mutton, P. L. , The Problems of a Democracy. The Macmillan Co. , Hew York: 1930, 211 p. 102* -Wilkins, E. H. , The Changing College. The University of Chicago Press, Chicago: 1927, 75 p. ;243 capacity, all applicants-who give promise of true leadership; and it has no right to admit anyone else. For college,, school, and family alike hold the precious individual, through childhood and through youth, in trust for society; and society cannot afford that any one who might become a leader.:should miss the fullest training for leadership, or that training of its poten tial leaders should be impaired by the dissonant pres ence of the hostile or the unqualified.*'- The Negro race will succeed in attaining some of its ideals, only.when its leaders are as qualified to lead as the foremost of any other group. The qualities for leadership within-'the Negro race in America of necessity vary from those of any other race. We must study the influences that affect the colored youth, analyze his attitudes and rate his aptitudes. This should be done in an endeavor to discover what qualities the race leader must possess. Thus far, it has not been. done. Some years ago a number of teachers and students worked cooperatively to formulate a list. Twenty qualities agreed upon by these educators and students follows: 1. Technical ability (workmanship, dexterity) 2. Power of expression 3. Accuracy of observation 4. Perseverance 5. Power of concentration 6. Sense of proportion (including a sense of humor) 7. Intellectual curiosity 8. Power of initiative 9. Ability to reason, comprising a) Possession of facts b) Analysis of facts e) Synthesis of f^cts d) Interpretation of facts Wilkins, E. H., op. cit., 76 p. Such, qualities are the essential stuff of which leadership is made. The development of these qualities is the central concern of the college. The next four qualities, primarily physical, are: 10. Health of body 11* Appearance 12. Manner (bearing) 13. Attractiveness (charm) Such qualities are the support and the reinforcement of leadership. Without health and without magnetism leadership is certain to falter and is likely to fall. Nor are these magic gifts; they may be won and culti vated through intelligence, resolution, and welcomed guidance. The last seven -qualities, primarily moral, are: 14. Ability to cooperate 15. Moral cleanness 16. Honesty 17. Faith in knowledge 18. Purposefulness 19. Vision 20. Social-mindedness Such qualities give to leadership its motive force and its directive control. Without them a man or woman richly possessed of the preceding qualities might re main in selfish aloofness, or, worse yet, might use his or her powers for anti-social ends--might be no leader, but a slacker or a traitor to society.* If an American youth possessing these qualities is fit for American leadership, then ils it not worth while to discover those qualities which will fit a colored youth for Negro leadership in America? Efforts have to some extent been mis-directed in the past. The Negro clergyman has claimed that it is the problem of the preacher to produce the leaders. Similar claims have been made by other Negro professional men and even by " T 'Wilkins, E. H. , op. cit., 76 p the race’s business men, in their own behalf. To accomplish the best training for leadership it will require the united efforts of all. Upon the school, however, does rest a great responsibility. The elemen tary school gives .the youth his first formal training. The college give him the last. There have been proved to be interracial differences. This requires different methods of training for different youths. The school, from the elementary .to the highest should be prepared to conduct its teaching in accordance with the race’s needs• Dr. Woodson, professor of History at Howard University, makes the following statements; In their own as well as in their mixed schools, Negroes are taught to admire the Hebrew, the Greek, the Latin and the Teuton and to despise the African..... The thought of the inferiority of the Negro is drilled into-him in almost every book he studies..... The ex planation of this is a simple problem. The schools and colleges of this country are so conducted as to produce this result. For example, an officer of Howard University, thinking that an additional course on the Negro should be given there, called upon a Negro doctor of philosophy of the faculty to offer such work. He promptly informed the officer that he knew nothing about the Negro. He did not go to sbhool to waste his time that way. He went to be educated..... As another has well said, to handicap a student by teaching him that his black face is a curse and that his struggle to to change his condition is hopeless is the worst sort" of lynching. It kills one’s aspirations and dooms him to vagabondage and crime. All friends cf the truth, all lovers of freedom should rise up against the present progaganda in the schools and crush it. This crusade is much more important than the antilynching movement, 246' because 'there would be no lynching if it did not start in the schoolroom. Why not exploit, enslave, or exterminate a class that everybody is taught'to regard as an inferior being? The point of attack, may be -easily discovered. In the schools of business adminis tration Negroes are trained exclusively in the psychology of Wall Street and afe, therefore, made to despise the opportunities to run ice wagons, push banana carts and sell peanuts among, their own people. Foreigners, who have not studied these things, but have studied Negroes, take up this business and grow rich. In schools of journalism Negroes' are taught how to edit such metropolitan dailies as the Chicago Tribune, and the New York Times, which would hardly hire a Negro as a janitor, and when such graduates come to the Negro dailies for employment they are not prepared to function in such establishments, which to be successful must be built upon accurate know ledge of the psychology and philosophy of the Negro. In other vs/ords, the longer Negroes attend the present-day schools the worse off they are. Unless their educational system is so changed as to educate them from within rather than tack on to them something from without their case is hopeless..... .We should emphasize the Importance of the reconstruction of the curricula. Both Negroes and whites should be taught the eternal truth of the equality of man. Negro students especially should be taught about the rock from which they were hewn and the status of the people among whom they must live and move. The so-called intelligent class cannot rise any higher than those far down. The teamsters and hodcarriers will get their rights at the same time that the professional men get theirs. In the schools there should be not only courses in Negro history, but also in the literature, art, psychology and phiosophy of the racer1 ®® Dr. Woodson represents the viewpoint of the class that might be termed the ”radical group'’ of Negroes. His views magnify some evils. Yet they are not all wrong. Every youth is not taught to despise the Negro race, nor is every youth taught to respect it. There is indeed a need for Negro history, literature, art, music, phychology 105 I bhi cago" D e f e nd er . Chicago, Illinois, Jan. 23, 1931 and philosophy, so organized that it will present the type or subject matter which the Negro can most valuably use. The college-bred Negro should endeavor to become a pilot, utilizing as far as is valuable the doctrines of the philosophers and the prophets. To be a worthwhile social creature he must be a worthwhile individual. He must have a knowledge of Negro history, which history must record the noteworthy activities of the race, and must be written in a scientific method, making it appropriate for study, rather than for mere popular reading. No such history today exist. The student must have a knowledge of the best literary, art, and musical productions of the race. All of these must be produced in view of the highest academic procedures along their various lines. Folk lore and folk so ngs, are distinctly characteristic of the race, and in a manner have become classical. The Negro has shown himself specially adapted to the rendition of a particular type of music. Study and preparation will certainly raise the level of productions along that line. The Negro youth, likewise in his study of psychological conditions peculiar to his race must learn of all the characteristically racial behaviors. His philosophy must theorize in terms of what the Negro needs for individual and group advancement. 248 The institution where the college-bred Negro is train ed * A-"brief review of the figures.indicating.the number of Negro college graduates in the United States during 193051 will be presented in order to show the type of institution in which the college-bred Negro is being trained. Where one is educated still bears a direct re lation to the amount of recognition that is accorded to the training. A table follows: TABLE X-LI- J L Q ' 6 NEGRO COLLEGE ATTENDANCE AND GRADUATION, 1930-1931" Name ■ Total Attendance Grad uates A.B.; B • S • Ero- Others fes- sional A. and T. College, N.C. 287 25 Akron, Ohio 10 1 Alcorn 210 22 Amherst, Mass. 7 2 Arkansas State, Ark. 117 4 Atlanta, Ga. 190 28 Barnard, N. Y. 2 0 Benedict, S. C. 124 18 Bostin, Mass. 32 5 6 2 Bradley Poly., 111. 7 4 Butler, Ind. 62 11 U. of Calif. L.A. - 30 3 U. of Calif. Berkeley 21 4 1 Carnegie Inst., Pa. 6 2 U. of Cincinnati, Ohio 125 . 10 1 1 Glark, Mass. 1 Clark, Ga. 200 30 Colgate, N.Y. 3 3 Columbia, N.Y. 279 8 35 2 Colorade, Colorado 5 0 U. of Colo., Colorado 13 -2 TDB~------- The Grisis. New York: August 1931. TABLE XLI (continued) NEGRO COLLEGE ATTENDANCE aND GRADUATION, 1930-1931 - Name Total Attendance Grad uates A.B,; B * S. Pro- Others fes- n sional Cornell, N.Y. 18 2 3 U. of Chicago, 111. 75 Dartmouth, N.H. 4 1 U. of Denver 12 1 C * of C., Detroit 63 5 De Pauw, Ind. 2 0 Dickinson, Pa. 1 0 Drake, Iowa 9 2 Drew, N.J. 10 2 1 Fisk, Tenn. 552 95 Fordham (School of Law), N.Y. 14 2 Geneva, Pa. 7 2 Hamiltin, N.Y. 2 1 Hamptdn Inst., Va. 650 59 Harvard, Mass. 12 3 5 1 Hillsdale, Mich. 4 0 Hiram, Ohio 3 0 Howard , D.C. 1999 190 . 118 18 Hunter, N.Y. 77 7 S. Houston, Tex. 379 26 St. Ignatius, Calif. 3 0 U. of Iowa, Iowa 84 40 2 3 U. of 111., 111. 138 8 4 U. of Indiana, Ind. 66 12 2 1 U. of Kansas, Kans. 151 17 1 Ky. State Ind. College Ky. 200 8 Knoxville, Tenn. 261 36 Lane, Tenn. 216 27 Langston, Okla. 331 10 Lincoln, Pa. 365 61 Livingstone, N.C. 189 25 Mass. Inst. Tech., Mass. 5 1 Meharry Medical, Tenn. 79 Miami, Ohio 11 2 U. of Mich., Mich. 67 7 4 15 U. of Minn., Minn. 48 3 2 1 TABLE XLI (continued) NEGRO COLLEGE ATTENDANCE AND GRADUATION, 1930-1931 Name Total Attendance Grad uates A * * D • O ♦ Pro- Others res- sional ' U. of Montana, Mont, Morehouse, Ga, 2 508 59 1 Morgan, Md. 474 62 U. of Nebr., Nebr. 30 1 New Orleans, La. 433 41 Col. of City of N.Y. 40 8 N.Y. Univ. of N. Y. 275 11 2 N. C. State 218 17 Northeastern, Mass. Northwestern, 111. 49 2 7 Oberlin, Ohio 54 6 2 Ohio State, Ohio 327 13 1 Ohio Wesleyan, Ohio 5 0 U. of Omaha, Nebr. 6 1 U. of Oregon, Ore. 4 0 Paine, Ga. 85 10 U. of Pa., Pa. 58 8 3 Pa. State Prairie Vie?,/, Tex* ;4 1104 37 Perdue, Ind. 20 00 Radcliffe, Mass. 6 1 Rutgers, N.'J. St. Thomas, Minn. 7 3 0 Shaw, N. C. 319 55 3 Simmons, Mass. 6 1 Johnson C. Smith, N.C. 319 31 1 Southern Univ., La. 501 28 Southern Calif., Calif. 21 6 3 Spellman, Ga. 204 1ST' State Teachers, Ala. State A. and M., S.C. 404 1006 23 Straight, La. 141 14 Talladega, Ala. 316 46 Toledo, Ohio 27 3 1 Tenn. A. and I., State Tougaloo, Miss. 73 81 11 Tufts, Mass. 5 2 . 5 1 ' TABLE (continued) NEGRO COLLEGE ATTENDANCE AND GRADUATION, 1930-1931 'Name Total Attendance ‘ Grad uates A.B.; B • S • £ro- Others fes~ sional Tuskegee, Ala. 403 13 Upsala, N.J. 9 2 Utah 7 2 Vermont 2 0 Union, Va. 540 61 7 Va. State, Va. 748 45 Washburn, Kans• 35 5 'Wellesley, Mass. 3 0 West Va. State, W.Va. 575 51 Western Reserve, Ohio 131 3 Wiley, Tex. 715 61 Williams, Mass. 4 3 U. of Wisconsin 14 1 Wilberforce 500 2 0” Wittenburg, Ohio 8 1 Yale, Conn. 14 1 2 1 Inter National Y.M. C.A., Mas s• 14 2 The table shows that of 2,071 graduates, 1,105 or over sixty per cent of them have completed their work in leading American Colleges and Universities* This proves that the majority of Negro youths are attempting to train themselves by obtaining the best education offered in this country. The colored race has proved its ability to organize and shows that it has within its own ranks opportunities for trained leadership. To verify this statement one needs 252 but to review the forty-seven organizations of national repute for the elevation of Negro life. Among them are the American Negro Academy, the National Association of Teachers in Colored Schools, the National Negro Business League, the National Bankers* Association, the National Association of Insuracne Companies, the National Medical Association, the National Negro Bar Association, .the National Association of Colored Womens* Clubs, the National Association for the Advancement of Colored People, the National Urban League for Social Service, the National Press Association, the National Association of Colored Graduate Nurses, the National Association of Colored Musicians, the Association for Sturdy of Negro Life His tory and. the Alliance of Negro Postal employees. The personnel of these organizations includes the best of Negro talent and intellect. They serve as mediums for enlightening the less capable, and by associating with similar white organizations, link the citizenship of America together. Further proof of the Negroes* ability to lead is demonstrated by the following table of cities and towns governed by Negroes in the United States. Within these are to be found well organized economic, social and political groups. The.table which follows indicates in the case of each whether it is a town or city, ana the total population. 253 POPULATION TABLE XLII OF TOWNS GOVERNED BY NEGROES CITIES: TOWNS: POPULATION: Alabama Cedar Lake (Morgan County) 300 » Greenwood Village (Macon'. G ounty) 300 tt Hobson City (Near Amiston) 344 Arkansas Plateau (Near Mobile) 1500 California Abila tt Allensworth Florida Eatonville 200 Georgia Burrough (Chatham County) 200 tt Cannonville (Troup County) 200 Illinois Brooklyn 1600 Iowa Buxton, (1000 whites) 5000 Kansas Nicodemus (Graham County) 300 Mississippi Expose (Marion County) tt Mound Bayou (Boliver County) 700 Tt Renova (Bolivar County) 150 New Jersey Gouldtown (Cumberland County)250 tt tt Springton (Cumberland County)200 New Mexico Blackdom tt tt North Carolina it tt Columbia Heights (a suburb of Winston-Salem) Oklahoma Boley 3000 tt Clearview 300 tt Porter 637 tt Grayson 411 tt Langston 339 n Lima 200 tt Mantu 100 tt Redbird 500 n i t tt it t t Texas t » tt Rentiesville 411 Taft 352 Tatums 200 Tullahassee 350 Vernon 150 Booker (Red River County) Mill City (near Dallas) 300 Roberts 254 TABLEXLIKcontinued) POPULATION OF TOWNS GOVERNED BY NEGROES CITIES: SETTLEMENTS: POPULATION: Alabama Benson (Elmore County) 400 u Southern Improvement County Settlement 250 Colorado Deerfield Indiana Basset Settlement « (Howard County) Cabin Creek Settlement ft (Rudolf County) Lost Creek Settlement h (Vigo County) Roberts Creek (Hamilton ti County) Weaver Creek (Grant County) Michigan Calvin (Cass County) 800 Nebraska Brownlee (Cherry County New Jersey Snow Hill (Camden County) 1250 n t t Whitesboro (Cape May County) 100 Ohio Land 500 tt McIntyre (Jefferson tt County) Randolph (Mercer County) Wilberforce (Greene County) 500 These Towns and Settlements are governed entirely by Negroes. The leaders in most cases are well educated individuals. In addition there are many colored officials in cities governed by whites. Many of these officials have been ap pointed for reasons other than mere political favors. Los Angeles, Cleveland, and Philadelphia all.have Negro 255 deputy city attorneys. In each case these officials were required to he legally practicing lawyers, and then were further required to pass the Civil Service Examination for the position desired. A great many more examples of Negro progress could he given. In view of the fact that this race was in bondage less than seventy years ago, its progress along some lines has certainly been phenomenal. Other conditions are still in need of improve rnent. In Chapter II it was shown that as soon as eman cipation of the colored slaves had been effected that the leaders of the Southern States, realizing the addi tional burden of an illiterate mass with equal social and political rights in their communities, immediately made attempts to provide educational facilities for the Negroes. The colored children, at least to some extent, were provided elementary forms of education, but as was also shown, the South has never favored higher edu cation for Negroes. Summary and conclusions. The present chapter has shown that the Negro is attempting to gain a college edu cation in spite of the many obstacles which would pre vent him from succeeding, is attempting to justify its maintenance:, of. colleges and universities. The present programs of some of the church colleges, as has been shown in detail, is in respect to be praised and is in 256” line with modern educational trends. Other colleges still are in need of improvement especially in the matter of course offerings. To accomplish this the curricula needs to he enriched in terms of the present day academic courses of study. The courses dealing with a study of the Bible could be reorganized and given by the English departments. The studies in other liberal arts and scientific courses are in many cases in need of revision. These are too numerous to review in detail. The textbooks used prove i that an attempt is made to offer modern subject matter but it was found, that Negro colleges have only too often been the victim of 1 1 no longer usedn textbooks from white colleges. Adequate laboratory facilities and modern equip ment is needed by many institutions. Every college is in need of additional facilities for research study. The church colleges studied, however, in spite of their often unfortunate geographical distribution, the low salary sta tus and academic preparation of their faculties, insuffi cient productive endowments, library facilities and build ing commodities have made very definite progress. | It was found that in many instances alumni records reflect creditably upon the collegers training. Also, in view of the needs for greater efficiency, every institu tion is attempting to gain accrediment, and the normal de partments of the colleges studied are accredited by their local state departments of education, with reciprocity privileges extending to many other states. 257 Until 1925 every college reported upon maintained an elementary and high school. At the present time all except four of the elementary schools have teen discontinued, and only nine colleges still maintain high school as a part of their academic programs. These latter facts were shown in .the review of the colleges presented in the preceding chapter. These and other conditions of improvement prove that the colored colleges and universities dominated by re ligious influences are able to fulfill a definite need in human society. Moral influences. A recent study in the field of American colleges by the president of Haverford College shows that spiritual.development of students has no di rect correlation with the fact that the student attends a denominational university.Rattier, spiritual develop ment has been shown to be the result of example, of inti mate contacts, and of ide&ls that are lived up to‘by those who direct the institutions and who teach it. These facts should be considered by those who are attempting to shape the colleges1 future. Philosophy is useful to life because it can transcend the realm of science and can reck on on higher levels. Thus, in the higher stages of life it becomes necessary. Likewise, spiritual affirmations are necessary for cultural development. A higher'educational e c program, then, should contribute to both, and it' is up to T rjO ! Comfort. W. W.. The Choice of a College. The Mac millan Co., New York: 19&5, 4b p. 258 the Negro colleges to foster a philosophy for the Negro which will prove as valuable as a philosophy for aiy other racial group. Different races by nature possess different characteristics. Different characteristics make for dif ferent ideals. Thus far, the Negro race has no definitely developed philosophy. It is now necessary for him, as a vital member of a progressive society, to organize a study made of, those conditions which are truly racial. More than a history of the Negro race with a record of his deeds motives for these deeds. It Is not enough to know that the colored man has acted. In addition we must strive to learn whether or not there*is-anything racially distinc- and to what extent that racial distinctivemess is likely to assert itself in the future. The successful accomplish ment of this will come about only when highly trained Individuals, with Intimate knowledge of the races1 charac teristics, will employ skillful and systematic means to make such knowledge socially valuable. There is more than an economic and political uplifting to be gained. A so cial and moral uplifting is equally as necessary. The contribution of the church college. Thus, the modern Negro youth must consider many things when making a choice between a competent state university and a church college. The wise decision will be made in the light of / is needed. We must attempt to interpret the underlying tive about his actions in the past, and in what direction denomination a w ' tainly should be chosen which presents the highest possible religious atmosphere* But every college, church or state, should present not only that, but should also present a dynamic educational program, one which is able to be adapted to the future social, economic and spiritual needs of a col lege-bred Hegro. It would seem that herein lies the real possibility for a valuable contribution by the Negro church college, for it creates an opportunity for Hegro culture and training In institutions which are distincitively their own. BIBLIOGRAPHY American Arts College, Annual Publication, The Macmillan Co*, New York, 1925. American Baptist Education Society, Proceedings, Baptist Education Society, New York, 1899* American Education Society, Third Annual Report, American Education Society, New York, 1899* fpamphlet) American Society of Church History, Union Quarterly, Ameri can Society of Church History, New York, 1927. Barnett, I. B. W., ^Education in the South,” Chicago Defender, January 1920. Blose, David T., Statistics of the Negro Race, Government Printing Office, Washington, 1928. Board of Education of the Disciples of Christ, Annual Report, Board of Education of the Disciples of Christ. Indianapolis, 1929. Carnegie Foundation for Advancement of Teaching, Second Annual Report, New York, 1927. Chicago Defender, Chicago, Illinois, January 1931. Chicago Defender. Chicago, Illinois, March 1931. Comfort, W. W., The Choice of a College, The Macmillan Co., New York, 1925. Davis, Jackson, , f The Outlook for Negro Colleges,” Southern Workman, 57; 129-36, March 1928. Dewey, John, Democracy and Education, The Macmillan Co., New York, 1916. Dillard, J. H., ”The Negro Goes to College,” World1s Work, 55; 337-40, January 1928. Directors of American Colleges and Educational Society, Annual Report, Congregational Church, Boston, 1884. 261 Embree, Edwin R., nHow Negro Schools have Advanced under the Rosenwald Fund,” Nation^ Schools, 1; 37-4-4, May 1928* General Conference of the Methodist Episcopal Ghurch, Conference Journal, Methodist Book Concern, New York, j g m : ----------------- Grant, Cora De Forest, Ruggedness, the Fourth nR” in Negro Education, Nation1s Schools, 1; 55-59, February 1928# Harmon, A. D., ”Decline of Church Colleges,” Current History, 5; 392-5, December 1930* Johnson, Charles D., The Negro Problem in Relation to Edu cation in the South, State University of Iowa, Iowa City, 1926'. Johnson, Julia 2. , Negro Problems, W. Williamson & Co., New York, 1921» Johnson, W., The Future of the Negro, D. Appleton & Co., New York, 1930. Kent, Raymond; Higher Education in America, Ginn & Co., New York, 1930. Limbert, T. M., Denominational Policies in the Support and Supervision of Higher^Education, Teachers Coilege, New York, 19&9. Locke, Alain, A Decade of Negro Self-Expression, Michie Co., Charlottesville, Va. , 1928. Methodist Episcopal Church, Doctrines and Discipline, Methodist Book Concern, New York, 19^4. Methodist Episcopal Church, Journal of the General Con ference , Methodist Episcopal Church, Philadelphia, K« "da Meyer, J. G., Small Colleges and Teacher Training, Public School Publishing Co7, Bloomington, 1^8. National Council of Congregational Churches, Minutes, Congregational Church, Nev* York, 1921. New Orleans University and Gilbert Academy, Fifty-sixty Year Catalogue, Nevs/ Orleans University, New Orleans, 1930. New West Education Commission, Annual Reports, Congrega tional Church, Boston, 1881^ 262 Nichelson, H. E., The Christian Student, Central Publish ing House, Hew York, 1914. Noffsinger, J. S., A Program for Higher Education in the Church of the Brethren, Teacher’s College* New York. 1925 • Northern Baptist Convention, Annuals, Publishing House, Philadelphia, 1909. Ratcliffe, Ella B., Accredited Higher Institutions, 1928-1929, U. 8 . Government Printing Office, Washing- ton, 1930. Sharpless, Isaac, The American College, Doubleday, Page & Co., New York'TTSTS. ^ Smith, S. L., f 1 Negro Public Schools In the South,” Southern Workman, 57; 449-61, November 1928.. Sutton, P. L* , The Problems of a Democracy, The Macmillan Co., New York, 1930. — The Crisis, New York, July.? 1930. . The Crisis, New York, August 1931. t Thorndike, E. L., Educational Psychology, Teacher’s College, New York, 19iTl United Lutheran Church, Minutes of the General Assembly, Chicago, 1910. United States, Department of Education, Bureau of Education Bulletin No. 9, Washington, 1928* » United States, Department of Education, Bureau of Education Bulletin No. 39, Washington, 1926. Wesley, C. H., Negro Labor in the United States, Vanguard Press, New York, 1927. Wilkins, E. H., The Changing College, The University of Chicago Press ; TSZVZ ------ f i L “ Williams, W. T. B*, Negro College and Universities, John F. Plater Fund, New York, 1914. Work, Monroe, Negro Year Book, Negro Year Book Publishing Co., Tuskegee, Alabama, 1927. Young, Donald, ”The American Negro,1 1 Annals of the American Society of Political and Social Science, 140; 1-336, November, 1928. . SECONDARY SOURCES Avery, William., “Teaching teachers at Hampton,” Southern Workman, 43; 430-36, August 1914♦ Ashmore, Otis, ”A Savannah School of Industry.” Southern Workman, 44; 485-90, September 1915. Work of the new Cuyler Street School. Blascoer, Frances, Colored School Children in New York, Public Education Association of the City of New York, New York, 1915. Bond, H. M., “Langston plan; curriculum for Negro teacher- training schools,” School and Society, 20; 820-21, December 27, 1924. Boyer, Philip A*, The Adjustment of a .School to Individual and Community Needs, University of Pennsylvania Press, 'Philadelphia, l92o. A study of the Stanton-Arthur school, which serves a Negro section in Philadelphia. Brawley, Benjamin, Early effort for Industrial Education, John F. Slater Fund,.Occasional papers, No. 22, New York, 1923. Brock, George D., A study of the physical condition and domparative development of the colored women t.eachers of West Virginia, The West Virginia Collegiate insti- . V: tut ebulletin, Ser♦ 9, No. 3, The West Virginia eollegi ate institute press, Institute, West Virginia, 1922. Brown, William H., Education and economic development of the Negro in Virginia, University of Virginia, Charlottsville, Va., 1924. Cools, G. V., “Problem of Negro Schools,” School and Society 20; 168-73, August 9, 1924. Cools, G. V., “Why Negro Education has failed,” Educational Review, 6 8; 254-59, December 1924. Cooper, Richard W. & Cooper, Herman, Negro School Attendance in Delaware, Newark, Delaware, 1923. A report to the State board of education of Delaware. University of Delaware. 264 Davis, J. E., "Building a rural civilization," Southern Workman, 49; 549.-57, December 1920* Some educational results among southern Negroes. Davis,’ J. E., "Tuskegee Institute and its conference," Southern Workman, 43; 157-67, March 1914. Davis, J. E., "A Virginia asset: the Virginia industrial School for colored girls," Southern Workman, 49; 357-64, August 1920. Dillard, James H., Fourteen years of the Jeanes Fund, 1909-1925, Jeanes Fund Publishing Co., Durham, N. G., 1923, Reprint from the South Atlantic quarterly, Vol. 22, No. 3, July 1923. Dillard, James H., "The Negro in rural‘education and country life," Journal of Rural Education, 1; 97-99, November 1921. Dyson, Walter, The Founding of Howard University, Washing ton, D. C.7 Howard University Press,19^1. Favrot, Leo M., "Negro School Attendance," Southern Workman, 53; 9-13, January 1924. Favrot, Leo M., "Securing an Adequate Supply of Prepared Teachers for Negro Rural Schools," National Education Association^ Proceedings, 1920. Favrot, Leo M., Study of County Training Schools for Negroes in the South, J. F. Slater Fund, Charlottesville, Va., 1923, i Ferguson, George 0., Jr., "The Mental Status of the American Negro," Scientific Monthly, 3.2; 533-43, May 1921. Ferguson, George 0., Jr., "For the Training of Negro Doctors," Outlook, 136; 4,62-64 , . March 19 ; 1924. Grouse. Howard E.i, "A Glad Day at Spellman Seminary," Missions, 10; 338-59, May 1920. Pages 344-59 are devoted entirely to pictures showing the work that is being done in educating the Negroes at Spellman Seminary, Atlanta, Ga. 265 Hammond, Lily H., In the Vanguard of a Race, Council of Women for Home Missions and Missionary Education Move ment of the United States and Canada, Hew York, 1922, Hart, J. K., ”Negro builds for himself,0 Survey, 52; 563-67, September 1, 1924* An episode in an epic of education* Hayne, Coe Smith, Race Grit, Adventures on the Border-Land of Liberty, Judson Press, Philadelphia, 1922. Hill, Leslie 0., ”The Hegro Teacher in the Aftermath of t--' .'the War,1 1 Howard University Record, 13; 112-17, March 1919. Holloway, William H., nMe£hanic or Dynamic,” Rational Notebook, 1; 21-24, April 1919. The attitude of the country toward cultural and ; ? higher education for. the Negro. Buffington, J. Walter, Supervision of Colored Schools in Maryland, State Department of Education, Baltimore, 19l9. > Hughson, Julian S., ”The Negro and Educational Reconstruc tion in the South,” American Teacher, 8 ; 82-85, April 1919. John P. Slater Fund, Reference List of Southern Colored Schools, 2d ed*, not?publishedCharlottesville, Va. John F. Slater Fund, A Suggested Course of Study.for County Training Schools for Negroes in the South, The Trustees of the John F. Slater Fund, Occasional Papers, No. 13, J. P. Bell Co., ■ Lynchburg, Va*, 1917. John F. Slater Fund, Reference List of Southern Colored Schools, The Trustees of tihe John F." Slater Fund, OccasTonal Papers, No* 20, J* B. Bell Co., Lynchburg, Va., 1918. , Jones, Thomas Jesse, Educational Adaptations, Report of Ten Years1 Work of the Phelps-Stokes Fund, 1910-1920, Phelps -St okes Fund, New "fork, 1920. Jones, Thomas Jesse, Recent Progress in Negro Education, U. S. Bureau of Education, Bui 1 etin 1919 , No. 2*7, Government Printing Office, Washington, 1919. 266 Lyford, Carrie A*, ”A Hampton Girl* s’Training’ ;” Southern. Workman, 49; 209-16, May 1920, . McPougald, Gertrude E. , ”Vocational Guidance for Negro Children,1 1 Southern Workman, 51; 359-62, August 1922* , ~ McKenzie, F. A*, ”Negro Health Education,1 1 Fisk University News, 9; 26-31, June 1919, A paper read before the Southern Tuberculosis Conference, Birmingham, Ala., January 23, 1919* i Markoe, William M*, Negro Higher Education, America, 26; 558-60, April 1, 1922* Marvin George, ”Mary and Maggie,1 1 Outlook, 138; 454-58, November 19, 1924* Miller Kelly’ i ^Education of the Negro in the North,” Educational Review, 62; 232-38, October 1921. Miller Kelly, The Practical Value of the Higher Education of the Negro, Education, 36; 234-40, December 1915. Moroney, T. B*, Catholic Educational Effort for the Negroes, Catholic Educational Review, 18; 511-23, November 1920. Moton, Robert, R., f t A Life of Achievement - Booker T. Washing ton,” Southern Workman, 45; 177-82, March 1916. Moton, Robert R., ”Negro Training Schools and Rural Schools,” School and Society, 20; 720-1, December 6 , 1924. Work, Monroe N., Negro Year Book; An Annual Snoyclopediaodf the Negro, 1921-1922, Negro Year Book Company, 1922, Tuskegee Institute, Ala. Newbold, N. C.* ”Negro Education in North Carolina,” Journal of Rural Education, 4; 145-56, Secember 1924. i Noble, Stuart,G * , Forty Years of the Public Schools In Mississippi, with Special Reference to the Education oF the Negro, New York City. Teachers College. 'Columbia University, 1918. Ottermann, Charles, «A Unique Negro School," southern Workman, bo; 213-19, May 1924. — ------ 9 267 Describes the work of the Hariet Stowe School of Cincinnati, Ohio* Quigley, Thomas H* , ^Vocational Education in Industries,” Southern Workman, 52; 138-42, March 1923. Richardson, Clement, ”A Rosenwald Rural School,1 1 Southern Workman, 45; 17-24, January 1916. Describes the Uchee Valley School for Negroes, in Russell County, Alabama. Illustrated. Scott, Emmett J., & Stowe, Lyman Beecher, Booker T. Y/ashington; Builder of a Civilization, Doubleday, . Page & Company, New ^ork, 19161 Snyder, Howard, nParadise Negro School,” Yale Review, 11; 158-69, October 1921. Stowell, Jay S., Methodist Adventures in Negro Education, The Methodist Book Concern, New ^ork, 1922. Stowell, Jay S., ”Studies of Negro Education,” Journal of Social Forces, 1; 585-91, September 1923. Sunne, D., ”Comparison.of White and Negro Children in Verbal and Non-verbal Tests,” School and Society, 19; 469-72, April 19, 1924. Sutton, Y/illiam Seneca, ”The Education of the Southern Negro,” School J our na 1, 801- 332-37, September 1913. Talbot, Edith A.,, ”Hampton Today,” Southern Workman, 51; 509-21, November 1922. U. S. Bureau of Education, Negro Education, Government Printing Office, Washington, 1917, (bulletin, 1916, Nos. 38-39.) A study of the provate and higher schools for colored people in the United States, Prepared in cooperation with the Phelps-Stokes fund under the direction of Thomas Jesse Jones. Weatherford, W. D., nThe amazing Progress of the Negro Race,” Methodist Review, 62; 509-21, July 1913. 268 Williams, Talcot, "A Close-up of Negro Education,1 1 Independent, 106; 558-39, May 21, 1921. An appreciation of the work of Hampton Institute, Virginia. Williams, W. T. B., Duplication of Schools for Negro Youth, Trustees of the John Pi. Slater Fund i Occasional Papers, No. 15, J. P. Bell Co., Lynch burg, 1914. Williams, W. T. B., “Educational Conditions Among Colored People,1 1 Southern Workman, 51; 409-12, September 1922. Williams, W. T. B., “The Opportunity of Negro Teachers,1 1 Southern Workman, 49; 400-02, September 1920. Williams,, W. T. B., Report on Negro Universities and Col leges, John F. Slater Fund, Occasional Papers, No. 21, Charlottesville, Va. Williams, W. T‘ . B. , “Yankee Schoolma’am in Negro Education,1 1 Southern Workman,,44; 73-80, February 1915. Wise, Stephen S., nA Statesman-BducatorSouthern Work man, 43; 132-42, March 1914. Eulogistic sketch of the career of Samuel G. Arm strong. Woodson, Carter G., Early Negro Educafc ion in West Virginia, The West Virginia Collegiate Institute Bulletin, Ser. 6 , No. 3, The West Virginia Collegiate Institute * .1921* Woodson, Carter G., The Education of the Negro prior to 1861, G. F. Putmanfs Sons, New York and London, 1915, A history of the education of the colored people of the United States from the beginning of slavery to the Civil War. Pamphlets from the Department of the Interior, Bureau of Education, Washington, D. C. Effect of the War on College Budgets, No. 10, April 1918. Pamphlets from the Department of the Interior, Bureau of Education, Washington, D. C. Effect of the War on College Budgets, No. 10, Apr., 1918. Opportunities of College for Returning Soldiers, No. 12, Dec., 1918* The College Catalogue, No. 15, Jan., 1919. Increases in Salaries of College Teachers, No. 15, July, 1919, Report of Progress of Subcommittee on College Instruction In Agriculture, No. 21, July, 1920. Opportunities for Study of Medicine in United States, No. 22, Nov., 1920. The Rhodes Scholarships, 1925, No. 26, Apr., 1923. Need of Art Training College and its Application in After Life, No. 27, Oct., 1923. The Rhodes Scholarships, 1925, No. 29, Dec., 1924. Policies and Curricula of Schools of Education in State Colleges, No. 32, Sept., 1926. Rhodes Scholarships, 1926, No. 31, Apr., 1926. Expenditures of State Universities and State Colleges, 1924-25, NO. 32, Sept., 1926. The Rhodes Scholarships, 1927, No. 35, Mar., 1927. The Rhodes Scholarships, 1928, No. 34, Feb., 1928. 270 Annual college catalogues from the following col leges and universities were used: Allen University, Columbia, South Carolina* Benedict College, Columbia, South Carolina. Bennett College for Women, Greensboro, North Carolina. Bishop College, Marshall, Texas. Glaflin University, Orangeburg, South Carolina. / Edward Waters College, Jacksonville, Florida. Fisk University, Nashville, Tennessee. Jarvis Christian Institute, Hawkins, Texas. Johnson G. Smith University, Charlotte, North Carolina. Knoxville.College, Knoxville, Tennessee. Lane College, Jackson, Tennessee. Lincoln University, Chester County, Pennsylvania Livingstone College, Salisbury, North Carolina. Miles Memorial College, Birmingham, Alabama, Morgan College, Baltimore, Maryland. Morris College, Sumter, South Carolina Morristown Normal and Industrial College, Morristown, Tennessee. New Orleans University, New Orleans,LouisIana. Paul Quinn Gollege, Waco, Texas. Samuel Houstin College, Austin, Texas. Shaw University, Raleigh, North Carolina. Shorter College, North Little Rock, Arkansas. Simmons University, Louisville, Kentucky. Southern Christian Institute, Edwards, Mississippi. St. Paul Normal and Industrial School, Lawrenceville, Virginia. 271 Talladega,College, Talladega, Alabama, Tougaloo College, Tougaloo, Mississippi* Virginia Union University, Richmond, Virginia 'balden College, Nashville, Tennessee. Wilherforce University, Wilberforce, Ohio* Wiley College, Marshall, Texas* 272 Private communications and pamphlets were received from the following institutions: Allen University, Columbia, South Carolina* Benedict College, Columbia, South Carolina* Bennett College for Women, Greensboro, North Carolina* Bishop College, Marshall, Texas. ClsLflin University, Orangeburg, South Carolina. Edward Waters College, Jacksonville, Florida* Fisk University, Nashville, Tennessee. Hampton Institute, Hampton Rhodes, Virginia. Howard University, Washington, D. C. Jarvis Christian Institute, Hawkins, Texas* Johnson C. Smith, Charlotte, North Carolina. Knoxville College, Knoxville, Tennessee. Lane College, Jackson,. Tennessee• Lincoln University, Chester County, Pennsylvania. Livingstone College, Salisbury,-North Carolina. * Miles Memorial College, Birmingham, Alabama. Morgan College, Baltimore, Maryland. Morris College, Sumter, South Carolina. Morristown Normal and Industrial College, Morristown, •Tennessee. New Orleans University, New Orleans, Louisiana. Paul Quinn College, Waco, Texas* Samuel Houston College, Austin,Texas. Shaw University, Raleigh, North Carolina. Shorter College, North Little Rock, Arkansas. Simmons University, Louisville, Kentucky. 273 Southern Christian Institute, Edwards, Mississippi, St. Paul Normal and Industrial School, Jjawrenceville, Virginia. Talladega College, Talladega, Alabama. Tillston College, Austin, Texas. Tougaloo .College, Tougalooi; Mississippi. Virginia State College, Petersburg, Virginia. Virginia Union University, Richmond, Virglhla. Walden College, Nashville, Tennessee. Ifilberforce University, Wilbenforce, Ohio. Wiley College, Marshall, Texas. APPENDIX The following tables should be read as follows: In Athens, Alabama, J. Thos. Heard University is non~ sectarian, has four teachers, a total of 112 students of whom 105 are elementary and seventeen are secondary. It has no collegiate and professional or Industrial stu dents. Its annual income is not known. TABLE XLIET EXAMPLES OP SCHOOL DISTRIBUTIONS Denomi nation Tea chers Total pupils Pupils enrolled Elemen- Secon- Colleg- tary dary late Indus- trial An. Endow ment ALABAMA ATHENS' J. Thos. Heard University Non.Sec. 4 122 > ■ 105 17 • • • • • • • * .... Trinity School Cong. 8 286 282 4 • • • • • • • • . $1,591 BIRMINGHAM ' Central Alabama College M.E. 10 182 141 41 • • • • 138 ' 4,857 Miles Memorial College C.M.E. 14 361 253 80 28 • « t • 11,785 St. Mark’s School P.E. 7 288 246 42 • • • • • • • • 4,450 Tuggle Normal School Non.S©c. 6 175 150 27 * * • • 11 600 U. P. Mission School U.P. 6 198 196 2 « t t • 150 2,500 MOBILE Emerson Institute Cong. 14 317 262 , 55 • • • • 32 14,875 Zion Institute A.M.E.Z. 4 225 167 58 ♦ ♦ • • 32 825 %LZ TABLE XLIII |XAMPLES QF SCHOOL DISTRIBUTION (continued) fupils enrolled Denomi- Tea- Total Elemen- Secon- Colleg- Indus- An.Endow- nation chers pupils tary dary iate trial • ment ALABAMA (continued) . MONTGOMERY St. Joseph*s College B.C. 6 50 30 20 • • • • 50 $ 7,650 State Normal School Non.Sec. 35 1,175 522 653 • • • • • # * • 21,175 Stokes Institute Bapt. ♦ * ♦ ♦ • • • • • * • • » * 1 1 • « I • • • * ♦ • # • • Miss White’s School Non.Sec. « » • * • • • • • • I t • • • » • * • • • • • • SELMA Selma Baptist University Bapt. 20 302 153 99 8 • • • • * • ♦ » 5ayne University A.I.E. 14 337 262. 75 • • • « t • • • • • • • Knox Academy Presb. 25 7 7 7 737 40 • • • • 315 7,500 MARION Lincoln Normal School Cong. 14 470 295 175 • • # • 395 4,700 Marion Institute < • ♦ • 4 • • • • ♦ • • • • • • • • • • # • • « • • • • i • • • • TABLE XLIVI iEIAIBLESOBE' SCHOOL DISTRIBUTIONS (continued) Pupils enrolled Denomi- Tea- Total Elemen- Secon- Colleg- Indus- An.Endow- nation chers pupils tary dary ’ iate trial ment ALABAM A • (cont inued) WAUGH Mount Meigs Colored Inst, Non,Sec. 7, 283 171 112 • • ♦ • 112 $ 525 Peoplefs Village School ARKANSAS I jITTLE ROCK Non.Sec. t « » t • • * • • • • • • • • • • • » • •i . •. i * # • • Arkansas Baptist College Bapt* . 18 358 207 142 9 100 11,137 Philander Smith College M.E. 18 412 228 153 31 170 » • • * Shorter College PINE BLUFF A'. M.S. 15 223 139 52 32 44 / * • # Branch Normal College State 10 132 112 . 20 t » • » .114 22,771 Richard Allen Institute Presh. 5 114 104 10 • • • * 56 848 T ABLE fiV EXAMPLES'OF SCHOOL DISTRIBUTIONS (continued) Pupils enrolled Denomi nation Tea- Total ehers pupils Elemen tary Secon dary Colleg iate 'Indus trial An.Endow ment FLORIDA JACKSONVILLE Boylan Industrial School I.E. 10 126 121 5 « » • « 120 $ 5,100 Cookman Institute M.S. 12 471 425 45 • ♦ • * 32 6,507 Edward Waters College A.M.B. • * * • * * # • • « • • t « • • « i • • • • • • Florida Baptist Academy Bapt. 17 431 333 98 • • • « 120 16,118 PENSACOLA Pensacola Normal School • • • • 5 50 44 4 • • • • • ' • • • 665 West Florida Baptist Academy Bapt. 6 42 30 12 • • • • • * • * • •ft GEORGIA ALBANY Albany Normal School Cong. * • • • • • • f • • ♦ • • • * * • t » • « • i • • • • • E. Albany! Bible Train.Inst. Presb. 7 300 • • t • « • • • • • • • • • • • / • « • « TABLE 'XLUI EXAMPLES..OP SCHOOL DISTRIBUTIONS (continued) Pupils enrolled Denomi nation Tea chers Total pupils Elemen tary Secon dary Colleg iate Indus trial An. Endow ment GEORGIA (continued) ATHENS Jeruel Academy Bapt. 9 197 141 56 • • • • • 100 $ 1,108 Knox Institute Cong. 12 311 • 248 63 185 4,782 ATLANTA Atlanta University Cong. 23 404 • * « • 360 48 266 48,512 Morehouse College Bapt. 17 272 110 107 55 110 19,348 Morris Brown College A.M.S. 13 752 354 174 224 358 5,425 Spelman Seminary Bapt. 39 652 475 159 18 512 39,245 Clark University M*E. 22 412 169 207 35 95 16,606 Atlanta Normal Inst# • • • • 5 168 168 * • • t • • • • • « • • • • • • AUGUSTA Haines Institute Presb. # • • * • # • • ♦ * • t • * • t • • • * * • • • • • • • Paine College M.E. So. 9 181 94 87 # • * • 166 4,846 .TABLE XLVII EXAMPLES OF: SCHOOL DISTRIBUTIONS (continued) Denomi- Tea- nation chers Total Pupils Elemen* tary Pupils * Secon* dary enrolled - Colleg iate Indus- trial An.Endow- riient AUGUSTA (continued) Walker Baptist Inst* Bapt . •••• .... •... • « i • • • • • .... .... BRUNSWICK Seldon Normal Inst. • •.» 9 156 115 41 • • • • 86 I 2,508 Episcopal Mission School F*S. .... • • # • * • • • • * • • ♦ • • • * « • t «... CORDELE Gillespie Normal School Presto. 7 332 292 40 • • # t 12 1,878 Holsey Normal School M.E. 6 206 185 21 • • • • • • • • 3,500 MACON Central City College Bapt. 14 267 223 38 • • • * 243 3,246 Ballard Normal School Cong. 16 ,441 315 126 • • • • 369 6,400 Georgia Colored Orphans* Home Non.Sec.... • ♦ # • • • * • • • » • • • • • .... TABLE XLVIII EXAMPLES'OF: SCHOOL DISTRIBUTIONS (continued) Denomi nation Tea- Total chers pupils Elemen tary Pupils - Secon dary enrolled l- Colleg iate Indus trial An.Endow ment GEORGIA (continued) SANDERSVILLE Sandersville Normal Inst. ‘ Non.Sec. 6 202 183 19 • * ♦ • 104 $ 1,850 Baptist Academy Bapt. • • * • • • • « • • • » • * • ♦ • * • « • % * • • t • • SAVANNAH Beach Institute Cong. 7 168 105 65 • • • « 95 4,400 Georgia State College State 17 568 80 468 20 488 23,000 CUTHBERT Howard Normal School Cong. • • • • • • ♦ • • • • f • • # • • • • • • • • • • • • 9 Payne Institute AsrM.E. 5 250 235 15 • • f ♦ • ♦ • ♦ ♦ ♦ * # KENTUCKY LOUISVILLE Louisville Christian School Chris . 2 13 ♦ • • • • • ♦ * * • • • t • • « .1,700 TABLE XLIX EXAMPLES , OF SCHOOL DISTRIBUTIONS (continued) Pupils enrolled Denomi- Tea- Total Elemen- Secon- Colleg- Indus- An.Endow- nation chers pupils tary dary iate trial ment LOUISVILLE (continued) Presbyterian Mission ♦ • • ' * • * « t ♦ * • • • • • • • • • • • • • • * • • • .... State University Bapt. 12 212 92 65 55 83 # 2,694. LOUISANA NEW ORLEANS Leland University Bapt. 20 232 162 63 7 176 13,278 Luther College Luth. 2 23 .... 23 • * ♦ • • ♦ • • 2,080 New Orleans Univ. I.E. 21 535 395 122 18 453 11,012 Straight University Cong. 25 555 413 123 19 225 15,375 MISSISSIPPI HOLLY SPRINGS Mississippi Indus. College C.M.E. 15 347 281 50 16 79 21,129 TABLE . 1 * 1 EXAMPLES. .QF; SCHOOL DISTRIBUTIONS (continued) 'Pupils enrolled Denomi nation Tea chers Total pupils Elemen- Secon tary dary - Colleg iate Indus trial An.Endow ment HOLLY SPRINGS (continued) Rust University M.E. 25 458 262 169 27 251 $11,098 JACKSON Campbell College 12 400 559 41 • • • • 75 6,500 Jackson College Bapt# 18 410 552 78 • • • • 254 8,600 MERIDIAN Lincoln School Cong. 8 255 110 i » • • • • « • 95 * 2,650 Meridian Academy M#E. 8 472 92 • # • • * • « • • 50 2,254 NORTH CAROLINA CHARLOTTE Biddle University Presb# 14 . 196 • • • • 110 86 110 12,855 St# Michaelfs School P.E. 7 145 86 57 • • • • 101 1,850 ,to , 00 6» TABLE LI; EXAMPLES OF. SCHOOL DISTRIBUTIONS (continued) -n . . . , , . . , , , , n„ , o , i . . .«<»..«« . . . . „ t 1 . 1 , , t Denomi- Tea- nation chers Total pupils Pupils enrolled Elemen- Secon- Colleg- tary dary iate Indus trial An.Endow ment BDBNTON ' Albemarle Training School Bapt 5 125 125 • • •. * • • • • • • • • • • • Bdenton Normal School a .m .e .z .5 115 107 8 « • i • 115 $ 960 parish School P • E • «««• • • * « t • • • • • • • * • • * • • • • t • • • ELIZABETH CITY Roanoke Collegiate Inst* Bapt. 6 259 72 175 14 • • • • 3,800 State Colored Normal School State 10 498 433 65 «... • • • • 6,114 FAISON Colored Industrial School • •.. 3 • • • • • • 9 • • • • • .... • • « • .... FRANKLINTON Albion Academy Presb. 9 287 199 88 -. *.. .69 ‘ 4,800 Christian College Chris. 5 186 98 75 13 40 4,620 T.ABLE III: EXAMPLES OP SCHOOL DISTRIBUTIONS (continued) - Pupils enrolled Benomi- Tea- .Total Elemen- Secon- Colleg- Indus- An.Endow- nation chers pupils tary dary iate trial ment FRANKLINTON (continued) Girls1 Training School Bapt. 4 137 119 18 ♦ * • • • • • • # 650 GREENSBORO A. & M. College State 19 219 • • * * 122 97 219 40,551 Bennett College M.2. 11 238 154 71 - 13 90 8,432 Immanuel Lutheran College Luth. 8 242 174 60 • » • • 8 6,431 LTJMBBRTON Redstone Academy Presb. 4 170 170 • • • • + • # « • • • • ♦ • * • Thompson Institute Bapt. 7 83 60 23 • • • • 55 1,215 NEWBSRN East North Carolina Inst. A.M.S.Z.6 81 ♦ • • • 81 t • • t 81 3,000 Newborn Collegiate Inst. Bapt. 9 150 105 45 • • • • 150 11,000 TABLE BEET EXMBLKS'. 0E. SCHOOL DISTRIBUTIONS (continued) Denomi nation Tea chers Total pupils Pupils enrolled Elemen- Secon- Colleg- tary dary iate Indus trial An.Endow ment raliegh St. Augustine^ School P.E. 25 447 389 32 26 196 $27,234 Shaw University Bapt. 45 485 134 176 175 283 47,455 SOUTH CAROLINA CHARLESTON Avery Normal Institute Cong. 12 308 130 178 ...» 308 • • • • Wallingford School Presb. 2 177 120 57 .... • • « • • • • • COLUMBIA Allen University A.M.E. 19 785 152 600 31 14,103 Benedict•College Bapt. 52 722 387 209 126 210 17,610 MAYESVILLB Lowry Institute Non. Sec. 5 46 46 *«♦ ♦ a * • a a • • • ... . . Mayesville Industrial Inst# .... 18 511 164 337 » • • • 347 12,900 TABLE LTV EXAMBEES'.OR. SCHOOL DISTRIBUTIONS (continued) Pupils enrolled Denomi- Tea- Total Elemen- Secon- Colleg- Indus- An.fndow- nation ehers pupils tary .dary late trial ment ORANCEBURf Glaflin University I.E. 35 458 245 191 22 407 #35,927 A.M. College State 31 671 523 125 23 671 57,991 ROCK HILL Clinton Normal Inst# A.M.S.Z . 8 272 184 88 • * * • 120 1,087 Friendship College Bapt. 9 200 100 50 50 20 2,892 Episcopal Mission School P.S. » • • * ♦ • ♦ ♦ t • « • • • • • . . . . • * * • • • • • Presbyterian Mission Presb. • • # ♦ ♦ * * • • • • • * • • • • • • • • • • • • • • • SOUTH CAROLINA SUMTER Kendall Institute Presb. 6 251 232 19 • • •. • • • • 1,234 Morris College Bapt. • • # • . . . . • # . . • • • • • • *. • • • * • * • • TABLE XV,. EXAMPLES ' © I ? SCHOOL DISTRIBUTIONS (continued) Penomi- nation Tea chers Total pupils Pupils Elemen tary enrolled Secon- Golleg- dary iate Indus trial - An.Endo ment TENNESSEE MEMPHIS Howe Collegiate Inst* Bapt* 15 521 130 391 .... 200 $> 5,208 LeMoyne Institute Cong* 18 490 303 187 .... 302 10,740 University of West Tenn. Non.Sec< . * * « • • * • .... .... • • • * • « • • NASHVILLE Fisk University Cong*~ 36 447 144 166 137 41,405 Roger Williams Univ. Bapt. 11 142 270 57 15 • » • » • 10,041 State Normal School State • • • • • • • • , •. •. •«.* .... .... Walden University M.E. 65 663 97 135 501 140 •.. • TABLE LVI > EXAMPLES..OP SCHOOL DISTRIBUTIONS (continued) Pupils enrolled Denomi nation - Tea chers Total pupils Elemen tary Secon dary Colleg iate Indus trial An.Endow ment TEXAS AUSTIN Samuel Huston College M.E. 20 376 259 107 10 112 #30,194 Tillotson College Cong. 17 356 179 99 78 305 ..... MARSHALL Bishop College Bapt. 20 353 141 176 36 215 24,891 Wiley University M.E. 23 463 274 146 43 163 15,433 TYLER East Texas Academy Bapt. 7 185 76 109 • • • • 160 3,350 Phillips University C.M.E. 12 366 226 140 • • ♦ • 100 .12,300 WACO Paul Quinn College A.M.E. 16 297 29 140 158 110 30,600 Texas Central College Bapt. 17 266 220 40 6 22 3,500 TABLE LVTI... EXAMPLES"’ .OP. SCHOOL DISTRIBUTIONS (continued) 'Pupils enrolled Denomi- Tea- Total Elemen- Secon- Colleg- Indus-AniEndow- nation chers pupils tary dary iate trial ment VIRGINIA LYNCHBURG Va. Industrial Inst* M.E* . 5 72 54 18 • • • # 50 I 2,500 Va* Theological College RICHMOND Bapt* 16 300 133 140 27 • ♦ • • 18,000 Hartshorn Memorial College Bapt* 12 215 106 101 8 125 7,500 Van de Vyver College R.C. 16 196 138 29 ;’ 29 83 3,000 Virginia Union University NORFOLK Bapt • 14 250 50 130 70 50 25,847 Norfolk Mission College U*P. 25 634 590 .146 • • • • 233 15,180 Corey Memorial Inst. Bapt* 5 118 97 21 ♦ • • • • • • • 2,042

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Asset Metadata

Creator Knox, Ellis Oneal (author)

Core Title The trend of progress in the light of new educational concepts in a group of American colleges dominated by religious influences

Contributor Digitized by ProQuest (provenance)

Degree Doctor of Philosophy

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education, Religious,OAI-PMH Harvest

Language English

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c26-396067

Unique identifier UC11243520

Identifier usctheses-c26-396067 (legacy record id)

Legacy Identifier DP23431.pdf

Dmrecord 396067

Document Type Dissertation

Rights Knox, Ellis Oneal

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA