fuNlVEKSlT^* OF ■Mucational status of the']ft^gro in the 3j Francisco Day re;T;ion. By Berlinda Savison THE3I3 oubraitted in partial satisiactior. of the req.uire?nents for the degree of JvlASTSR 0? ARTS in Education in the GRADUAr^ DI VI 3101^1 of the UKIVTCR3ITY 0? GALIFORi::iA Deceraber, 1921 A ' 1" L /> Wfl £ yOKEWORD America is knovm to the world as the land of opportunity. i'or many yeirs /unericano l.ave boasted that each one has an equal opportunity with every othjr to make the best of himself in the attainment of economic independence. The opinion is general that in the extreme western part of the United otatee are embod- ied all the ideals of 'imerican democracy, therefore it v/as thought tlic't a survey of the educational otitue of th.e :i;ep:ro in a portion of the region \70uld be of some value. i.iany nationalities and races >re represented in California, but l:egroes form only a small portion of lier popul ition (about Ip) ', consequently, tiiere is no eo-called Legro-problem tije solu- tion of rjoicii. is recognized to he of vital importan.ce to lier future development. The San J'rancisco Bay region was c^iosen be- cause of its importance as a commercial, induiitrial and manufac- turing center and because education is so highly developed. The plan was to find out ivhat effect the five great r;encie8 of civilization - tlie hom.e, the school, the vocation, the state and the church - have on the development of tiie Ilegro. The method hid to be statistical and inspectorial, borne 2,000 ques- tionnaires v/ere distributed prorriscuously among the idult colored population. They were given to mis asters of colored churches to be distributed among the congre/^ationa, to me'nbers of several fraternal organizations and associations, and to intere:;.ted per- a sons for distritiution omonr, thoir friendD. .n'or some inexplicable reason only 672 quec tionniirea v/ere returned filled-out. A greater effort was made to obtain questionnaires from tliose peo- ple hovinp; children, in order to learn vVietlier there is any corre -lation between the education of Vie parent and the child's stay in school or the type of ccliool vorlc done "by t>ie cliild . The questionnaires which form the basis of Gliapter IV were obtained throus';^h the kindness of principals and teacliers of the hi^h and graramai" schools visited, ilany of the teachers gave the v/riter useful information regarding the colored pupils they h'l.ve taught and are now teaching. The parents of m^.ny of the children unknowingly furnislied the writer, who is also colored, otlior in- formation . As a p .rt of the work, copies (dating from September 15, 1894 to April 9, 1921) of Uie Western Outlook, a weekly newspaper ed- ited by colored people of this region, were read; colored churches, public meetings ';nd concerts were attended; md convert .'.t ions \;ere held v/itl-i many i egroes whose ideas ^re typical of tlie various classes of colored people. The field investigations jIso consist- ed of visits to one hundred and eleven l^iomes of colored children, in order to secure I'irst-i. md information regarding the type of homes tliey live in, the condition of the neighborhood and the at- titude of their parents toward their education. The \/liittier bcale for Grading Home Conditions and the ./ijittier ocale for Grading i^eighborhood Conditions Vi/ere used. iii Tlie conclusion reached is tnat it is quite probable that the results of the survey v.'ould hivc been very little, if iny, dif- ferent had they referred to people of any other race of the eame social status. The writer has been careful not to make state- ments unsupported by facta vThere facts v;ere needed. The recom- mendatione were not made V7ith race or color in mind but witl-i the idea of bettering the condition of tl^ie J egro, that he may in the future become a most efficient citizen. CONTENTS Page Introduction v The American Negro v Historical Sketch of Negro Education xiii Chapter 1. The Negro in the San Francisco 5ay Region . . 1 Historical Sketch 1 Present Condition 3 Educational Status of ivien and V/omen in Various Occupa- tions 6 Occupations and Sducation of tlie i.;en Distrihution of Occupations 8 Education 10 Conclusion 17 Occupations ^^nd ±;ducation of the omen 19 Distribution of Occupations 19 Education 20 Conclusion 24 Chapter 11. The Part Education Should Flay in the Improye- ment of tlie Condition of the Negro 25 Chapter 111. Vvhat Has Been Done in tlie Past Jiducationally 32 Chapter IV. Education of the Children of Today .... 37 Grammar School Pupils 41 High School Pupils 53 Conclusion 60 Higher Education 61 Chapter V. Home and Neighborhood Conditions of the tichool Children 62 Home Conditions 64 - Neighborhood Conditions 68 Comparison of the Index Distribution of the Colored and Delinquent Children 72 Conclusion 75 Chapter VI. Conclusion 76 List of Diagrams, Forms and Tables 79 Bibliography 81 INTRODUCTION The /^-nerican }ie(rvo Tae firot slaves v/ere l-:!nded in unerican coloniec in IGIS . The importation wae not l;^rge until the .siento of 1713, which was an agreement "between riinfjland and bpain that tiie former be granted a monopoly of the Spanish colonial slave trade. \bout 30,000 slaves arrived annually in /jnerica and before the Kevolu- tionary „ar the number had re-ached at least 40,000 per year. England, Denmark, Portugal and Ljpain abolished the trade and the United states attempted to do so, but illicit trade continued un- til tiie beginning of the Civil ^ar in /unerica. At that time there were about four and one half millions of si -vos in the United btates. In 1914 it v/as estimated that the 'e.'^^ro popula- tion was about ten and one quarter millions. "The present so- called Hegro population of the United States is: "1. A mixture of the various /ifrican populations, 3?antu, iiudanese, v;est-coast llegroes, some dwarfs, and some trices of .\rab, Berber, .^nd iJemitic blood. "2. A mixture of these strains v/ith t-ho blood of /hite .onericans through a syste:r; of c oncubina.fje of colored women in slavery days, together with some legal intermarriage. "....In r;eneral the Iiegro population in the United states is brown in color, darkening to almost black and shading off in the other direction to yellow and -.-hite, nd is indistinguishable in vi some c ises from the v/liite population."" At first there v;as no dictinction wade between the black slave and the white indented servant. Up to -j.bout 1G60, in most colonies ba.pti8m into a Christian church freed a liegro slive. This moral difficulty which confronted planters who realized the advantanje to be derived from laborers held for life, led to the establiohment of laws that conversion v;ould not alter the status of a clave. The servitude of t}ie black man xjac more fully con- verted into slavery v;hen the condition -:.nd status of the mother T7a8 extended to and continued in her offspring, liaturally, tVie conception that the slaves v;ere property s^Tev more and more strong until they could neither o\m nor enjoy rrcperty in t}ieir o\7n rights, could not make legal contr':cts, ent€;r into tr ide, nor had slave marriages ony standing in courts. "The slave codes at first v;ere really labor codes baoed on an attempt to reestablish in America the waning feudalism of Europe. The Inborers ■;7ere mainly black ?nd wove held for life. .hove them came the artisans, free v/hitee v/ith a few blacks, and above them the mpster class. Tne feudalism called for the plantation sy-.tem, and tlie plantation system as developed in America, and particular- ly in Virginia, was at first a feudal domain. On these planta- tions the master war, practically supreme, '"he slave codes in early days v/ere but nioderately harsh, allov/ing punisl^mcnt by the master, but restraining him in extreme cases and providing for care of x3is slaves and of tVie -^.ged. with the jtover , however, ^Du Bois, \7. E. P. The llegro. Pages 134-185. vil solely in the licnciB of the 'nnf-^ter class, and 'vith the maeter su- preme on his o\yn plantation, liis power over the slave wac practic- ally v;hat he wished it to be. In some cases tlie cruelty v/as as great ae on the worst Vest Indi^an plantations. In other cases the rule v/as mild and paternal." i'rort! the class of indented servants came tl'ie firr,t cta for freednen. "2. I'o appear in the courts hs the i'reedrnen's best friend. "3. To furnish the freedrnen v/ith a minimum of 1 ^id and of capital. "4. To establish schools. ♦Tj. To furnish such institutions of relief ae li.ospitals, outdoor relief stations, etc." Tlie >iureau iccomplislied much; but 'ue to much opposition nd lack ^Du Bo is, W. E. E. The Negro. Page 206. of foreslf^it was abolished too soon (1870) . TJie .fourteenth 'mendjncnt n-ide citizens of the former elovee. They were now allowed to take part in reconstructing tlie et^to governments. The Fifteenth /vnendment, adopted in 1869, provided that neither the federal r;overnment nor any state government could ,i.hridf:e the right of citizens of Jie l/nited St'Ates to the frajn- chise "on -iccoxmt of race, color, or previouo condition of servi- tude." :!)ue to tiie determination of soutiiem white men to intim- idate the ex-elaves into not ueinrt their. rip;ht to vote. Conferees had to paee "Force rdlln" \*iich provided suitable penalties for the infraction of tVie amendments and f?;ave federal courts tlie ex- clucive Juriodiction of all r.uch cases, i any of ^he iccunations used by the ^outli against the liegro r^overnments were due to the influence the white "oarpet-haggers" had on the Negroes. L3onie of the "carpet-bagcers" were high-minded and had ability; but tlie majority v.ere designinr< persons who came ; out>i to [jiet rich and whose previous careers had been unsuccessful. 'iTiey made tools of ignorant black men. But in spite of op^-^osition, the Jiegro gave to the bouth democratic government, free public schools ajid a new social legislation. By using every means to re:.^ain control of the oouthern state governments, the scutl^iern v/hite men ultimately succeeded. i;uch injustice was done the freedmen and there .-/as occassionally great disorder. Stringent laws on vagrancy, guardianship, and labor contracts v/ere enacted and large discretion was given judge and jury in cases of petty crime. h'earing the advance made by the Negroes as free vorkors, peasant firmerc, metayer and email capi- talist, liwEi viere made to ro; trict !.'a{r,vo suffrage hy adoption of the tax test, property teet, education test, the grandfather cln-se and understanding and c?K3racter clause; tl-ieir schools were eitlier entirely cut olf or f-iven small appropriations and it was seen to that no liegro had any voice eiti^er in makinfj or ad- ministrating locol, state, or national law. Instead of hein^^ successfully driven biclc to their st tue at the time of slavery, the faitl-. of the i-egroes in tlienselves and each other and in friendly w^aite people, and their efforts toward advancement -nve gradually grown until at present they hive ac- quired land v.'hich in the aggregate is as large as Ireland; thei'e are more tJian two and one-half million laborers - the majority of whom are efficient wage earners; more than one million servants and tenant farmers; more than one million skilled and raemi- ekilled v;orkers, '•r'jnd mox^e than six hundred thousand ovners ^'nd manaf:ers of farms and buoineoees, cash tenants, official and pro- fessional men. Megroes hold 7,500 offices in tlie executive ser- vice of the nation, besides furnishin/y four regiments in the -army and a l~^Qe number of sailors. Vhey hold nearly 20,000 other of- fices in tiie state and municipal service , and furnish 500,000 votes. Tliey have re learned tiie art of orf; tnization , eo have near- ly 40,000 churcues, with edifices worth at least 75,000,000 and controllins nearl^r 4,000,000 members. They themselves raise $7,500,000 a year for these churelies. "There are 200 private scliools and coilef^es m^uiaged and al- xi most entirely supported "by Negroes, and these and other public and private Ivegro schools have received in 40 years ((;45,000, 000 of Uegro money in taxes and donations. I'ive millions a year are raised ty Negro secret and beneficial societies which hold at least $6,000,000 in real estate. Negroes support vholly or in part over 100 old folks' homes and orphanages, 30 hospitals, and 500 cemeteries. Their organized commercial life is extending rapidly and includes over 22,000 small retail businesses and 40 banks . "Above and beyond this material growth has gone the spiritual uplift of a great human race. From contempt and amusement they have passed to the pity, perplexity, and fear on the part of their neighbors, while within their o?/n souls they have arisen from apathy and timid complaint to open protest and more and more manly self -assett ion. Y^here nine-tenths of them could not read or write in 1860, to-day over two-thirds can; they have 300 pa- pers and periodicals, and their voice and expression are compell- ing attention. Already in poetry, literature, music, and painting the work of Americans of Negro descent has gained notable recognition. Instead of being led and defended by others, as in the past, American Negroes are gaining their own leaders, their own voices, their own ideals. Self-realization is thus coming slowly but surely to another of the world's great races, and they are to-day girding themselves to fight in the van of progress, not simply for their own rights as men, but for the ideals of the greater ir. J 0X108 Ola©''! 9S»rl i bnoxBO ■j J. i : ::: , ion x>eri' xii world in vaiich tliey live: tlie emancipation of v/omen, universal peace, deinocrp.tic government, the t ocicj.ll;:ation of v/ealtli, njid hiinian brotherhood.""^ •'•I^u Bois, w. ii. ji. Tiie :.e>iro. ia,_;eG ..2;., -^2- , .y^O , .3] Jiistorical bketcli of j e/;ro ducation Wie Wducation of the Kegro car, be divided into tiiree periods (l) isiducation prior to 1861; (2) Educationril efforta of the Civil v>ar i'eriod; (3) J^iducation through public and private funds since the Civil -ar. The '"Xricane reached this country in a otate of Gemi-harharisrr so heel to he trained to meet the needs of their environment. The master class v/as divi.ded into tJ-xree groups; the intelligent nr^aster, who realized the value of a slave v/ho could commur.ic.te with his owner; the master who believed that in edu- catinc tiie slave there would be engendered in him a desire for liberty; and the master v7ho could not educate his slaves since he had no education himself. The early advocates of ];egro education v/ere of Uiree classes: the master who desired tc increase tlie economic efficiency of his labor supply; oyiTipathetio persons v/ho \7ished to help tlie oppressed and zealous ndscionarieu who taught slaves tiie i'm^lish langu.age that tJiey rnigiit learn trie principles of the Christian religion. The best v/orlc was done by the first class, for each slaveiiolder dealt with the situation to suit him- self, regardless of public opinion. Later when measures v/ere passed to prohibit slaves from being taufjlit, some masters ^^/ho con- sidered no law but tiieir owii continued to teach Wicir slaves. Those of tne sympathetic class were not able tc accomplish much because they v/ere usually reformers who not only did not ovm slaves, but lived in practically free settlements far from the plantations . xiv The rnovement i'or j'egro education v;as not r>ex\eral until after 1760. Then t'loae who demanded liberty for themselves c -used the passage of acts of m^ij:iumis'..-ion snd emancipation, ''he chief needs of tJie black men were education and training in the duties of citizenship, eo schools, misaiona and churches were eetabliehed by benevolent people ^nd religious v.orlcero. The i;ogroes exhibited a rapid mental development, ];roved to be useful and truotT/orthy servants, became nuch better laborers and artisans, rjjnd m^iny mfji- .:ged business establishments and large plantations. A better rud- imentary education served many of the ambitiouc ao a stepping stone to hif^hcr attaiifcnent . They learned to appi'eciate ond vTite poetry and tc contribute sometiiinG tc matiieinaticc, science and lihiiosophy. Some were even er.ployed to teach vmite cltildren . At the end of tiie eighteenth century, fifteen to twenty perbent of the adults could at lea&t read. Tliese results led tc the estab- lisliment of ueparate schools for ilegroes. Not because of caste prejudice but bee use of an effort bo nieet tlie needs peculiar to a people juat eraer/^ing from bond;.\ge. Courses in tlie industries v/ere oifered along with advanced v/oi'k in literature, mathematics and science. lifter the revolutionary era, the black man had made such ad- vancement in mental development, t'^at certain southerners began to favor the education of j^egroes only on the condition tliat they oe eolonized. Xhis movement v/as clso eupported by a ome who see- ing tiie educational progress of tlie race felt they should be given an opportunity to be transplanted to a free country wiiere tliey XV iniglit develop witliout restriction. J3uring the first quarter of t^e nineteenth century tlie number of reactionaries rapidly increaijed until the education of tKie ne- gro v/as gradually prohibited in all places except certain urban communities where progressive Kegroes had become euiTiciently en- lightened to provide tneir o\7n school f icilitiee. This feeling v/as the result of tv/o forces: (l) the industrial revolution which led to the demand for unskilled laborers; this led ricu planters to t.'ie belief that it was more profitable to ^7orl: a slave to deatJi and then buy anotJier, than to humanize him viith a viev/ to increas- ing his efficiency; (2) the insurrectionc: due to heai^ing of the exploits of Toussaint L'Cuverture rind the praising of the bloody methods of the i'rench Kevolution. olaves \7ere not only prohibited to associate with their fellows for mutual help, aiid not only v/ere the schools closed, but in several Bt-^tes it v/ae a crime for a Iie- gro to teach his orm children, in some cases, Uiey Iiad to lie on and mistreat one another for their ovni protection arj;' to keep alive -'■ feelinr^ of hatred so that insurrectioiic would not take place. This reacti-nriry movement was not confined to the Liouth, for the increpced mif^ration of fuf:itives ajid free ye^oeo to tlae nortl^ern states ar^d anti-abolition riots in the North made it dif- ficult fox- friends of the Negroee to raise funds to educate them. In seme places free Kesroes vi'ece net allowed to oi:en Gchools; in ofciiers teacjiers of i'egroes wexe driven from their schools -and Ne- gro sciiooliiouseo were burned. xvl The Christian clergy finally considered it tVieir duty to save the 8oul8 of tJie black Tien, so advocated tVie teachinr; of illiter- ates tiie pririciples of Christianity hy rnerfiory traininfj. The i>cotch-Iri8h of the Appalachian Mountaina and liberal 'iethodiste and Baptists of the western slave states openly defied the laws. J^egroes who had no oT>portunity for education were findinf^ a way of escape through the abolish ioniots r/ho colonized some f reed- men and fufijitives in th.e North ,,'eet Territory and promoted the mi- gration of oth .rs to the Kaot. These v/ere often fortunate enou|^ to settle where they could take up land md have access to schools and churcheJ2 conducted by white people. .3 only the most en- liLThtened left tlie slave states, those v/ho remained vere deprived of helpful conte.ct. The pioneers of those idio left or^'^anized cliurcliee and maintained a nvjnber of successful elementary schools. iXiring the second quarter of the nineteenth century, the ad- vanced training of the Kegro was almost prohibited by the refusal of academies and coileges to ad^iit persons of .ifrican blood. Kence, ^iegro co.lleses v^ere founded before ttie Civil v/ar. Later, Negroes vrers admitted for various reasons: to prepare for service in Liberia, or because so..ie educational institutions finally be- lieving in den?ocratic education, opened tlieir doors to all. The need fox' practical education v/as seen after many fugi- tives had settled in northern cities. t firot, classical and vocational c ouraeo in who.t were called "manual labor f?chool8" were offered. These failed to meet the emergency, so actual vo- cational training was advocated. The llegroes cooperated v/ith this xvii movernent and helped support these sclaoole while they v/ere paying taxes for the support of ^ublic schoolo v/hic?! tjoey could not at- tend, i'her it 7;as that the aTDOliticiiots realized that they had erred in advocating the eetaTjllshment of ceparate schools for Ne- groes, .^fter the states be^an to control the echoolo, anti-slav- erj^ orgariizaticrs in many ststes dem-mded the adtnittance of Vrie Legro to thf; public schools. Certain st=:-te£3 did, ifter much dis- cuaeion, adnit colored children and experienced much inconvenience thereby; but in moct et'^^tee tJie separate schcole did not cease un- til nfter t>e ciril v=^r. -d'ter the Civil ^ar the J^egro'e craving for knowledge cy,u8ed the establislunent of the public school system of the iiouth. Jilaclc voters iTid legislators incisted more upon echools than anytjiing oioe. It ia interectinr^: to note that the first Gtate auperin- tendent of public instruction in Florida wac a blaclc man. One of the best things the i'resdmen*s Bureau did was to introduce to tlie Uouth the liew 3;'ngl'imd school toacj^er. Tlie opposition to Negro ed- ucation was at firs-c so bitter that the sciioois were burned and the teacliers insulted. But, nevertheless, Htlanta, .&'isk, Hampton and Jioward Univercity v/ore founded and ;;^6,000,000 v/ere expended for l^egro education. .'Vfter tlie failure of the i'reedmen'o Sureau and during the reactionary period, .Tiegro schoola were eitiier cut off with small appropriations or wholly neglected. Today tJ'ie question of Hegro education in the South needo tlie cooperation of the North, tiiS South and the .Hegro . Wie destiny of xviii the bouth cannot be realized, it one-third of its population is un- developed. Yet tlie white South has tau,7;ht itoeli" to fear i'egro honesty, knov/led.«;e and efficiency. TJie per capita wealth of the bouth ie much helow the general average of the country, and there io maintained a double Piyrtem of schools; so, in a studj' of the financial support of legro education, two facto stand out clearly: (l) the wide diverpiencies in tiie per capita of the public school expenditures for v/hite ?nd black children and (2) the extent to viJiich &ciiool8 for ivegroes are dependent upon private aid. J'egro schools in tl.\e af^.^jregate form the most impoverished f^roup of edu- cational institutions in the iJnited States. The private school fjives the bulk of instruction in af-jricul- ture, industry, teacher-traininf;, medicine and relifcion. i'ully one-half are supported by \7hite reli,i!;ioue denominations of the ijorth; one-th-ird by independent donors and churches >md one-sixth by colored denominations. The annual income for current expenses is a little over s/o,000,000. One of tJ^e mo^t urj^ent needs for the Gstablisliment of more public schools of wider scope for Ilegroes is that Kej^roes as owners, tenants, or laborers cultiv^-.te farms in the youth vvith an area of 100,000,000 acres. i'"uch of thio i^ cultivated in the poorest fashion, much is V/asted and much has been worn out. If the ' ej^ro is (fenied that training which he needs to make him a better mojr) and a better farmer, not only io rural life of the Bouth oupprensed and the avera'-e brou^t dovm to a lower level, but he v/ill continue to v;ear out the r.oil, '/hich is the South' s g^e^teot .asset. xix Tliere -^re 747 schools for T egroes under rublic control, "hey are either federal, land f^rant, state, city hi(:;h or county train- ing schools. vVhile financial support of these schools by state and federal government gives them a peculiarly favorable position in the educational -ctivities of tlie state, ineffective JcLniinistra- tion and inadequate state aid have made it irnpoesihle for n-ny of them to talce advantage of their position. .^ l;irge majority of the states lack both the machinery and interest and a number of them make small appropriations to supplement tiie federal fund&. I'he 114 independent schools, each oi'med and raojiafjed by a sep- arate board of truyteG&, include the extreme of ^jood and bad man- agement. Borne are lionestly conducted, a number are merely exist- ing and a fe\? are frauds imposing on ti;e pl-iilanthropy of nortliern donors. The v7ork of v/iiite denominational f>;roupB in tiie i.iuintenance of institutions for the education ci'colorod people is very marked. Tlieir ^.choole are o54 in number. It is intereetinf^ to note tlxat thoGe best managed -ore the ones directed by women. But the lack of funds hampere them. Tlxe i)riitxavy purpose of all of these insti- tutions has been ttie education of the liegro in /ircerica and hie preparation for life in a democracy. Th« schools maintained by colored denominations, lb'6 in num- ber, are evidences of the determination cf liegroes not only to help themselves but also to i:ave a voice in the education of their chil- dren. The defects in the organization and administration of a Isxge number of these institutions are due mainly to both ignorance and poverty. Under educational funds and ay 8 oci at ion a are lifted (l) Lhe l^xge and si^^nificant funds of -indrew Carnegie; (2) Uie Jilater i'tind: lixi.'Qely used to moJse poseiLle normal .md industrial courses in pioivate inotitutions; (3) tlie ifielp-otokes >und: w}iich aide industrial schools, founds acholarehlpG and erects or endows sciiool buildinfis or cJiapels; (4) the Jerniea ?und: \7i1ioh cooper. itee v/it)i county sybtene in the ^^pointment of competent Bupervisinf; indus- trial te.tcliere; and \5) t.ho Cmith-3Iughes -vpprcpri ;tion for Vocc',- t i onal ! kiuc at i on . The) liagro ecuool.s of tlie '..outJi l.iCk competant teachers, the teaoiicrs' salariea .;,re much too graall, a uehool tex'm of lesa than five T.onths it- not long enough, there ia a la,ck of cchool huild- ings, the equipraent i's not :idQquate, the attendance io too poor, little progress has been made in t^ie adaptation of work to vary- ing conditions, and tlie supervision is inadequate. The responsibility of secondary education retts l.iirgely on Wie prii;ata secondary s.-.choolG. Li>e white hirjh schools they only h?ive courses ouitabie for the few vjlrio roay go to coile!:je and there- fore there is little or no recognition given to education in heal til, home-malcing, for vocations, civic knowledge, v/iee uoe of leisure or ethical conduct, -.any are hampered by elenentary ae well as CO liege classes. /ith fev,' ejccsptions they lack Laborator- ies aaid libraries. Coir.e of tlie induii\.ji:x^ ou lOu^o v - --'^-.'i-t;. ...airipton, Calhoun, and i:4an;issas) are ranlccd a.T.ong t^ie most prOi;;i'essive institutions r;vi of the country. Tliey are ruccessfully working out o. combination of liToei'y.l iiid vocational education, [ilie large ma.jority, however, are poorly equipped and only fairly effective. The population of the South, is 77 .5;.^ rural; about one- third of tliis population are colored. The relationship of the two fjrcupfi {vfai.te and black) on t'lc farn in oo vital that neitlier can afforci to be indifferent to the vyelfare of tiLe other, 'j-'na states maice practically no provision for agricultural education. The pubxic provision ic ylrjoot entirely in Uie 8i:cteen agricultural and r.ieciianicai schoola maintained by federal fimdo. t'oot of tiie^je inBtiouoionts have liirge fax'ine ;>jid considerable ecinipment, but only a. srn.'L;.^! nurnbvjr are m-^kin{5 adequate uoe of thcrr; . ilampton and i'uskegee are the only institutions v/ith fciciiitiec comparable to agricultural inatitution^i maintained for wiiits people The rural progress of ohe ^'-leGro ie fairly i.veii iae^.oured by the rapid- ity i.ith v;hieh agricultural workers have been pasoin?; from the rallies of farai ioboreru to tViat of tenants and later, o\7i::ers. fcitate noi-raai schools are maintained only in Virginia, IJorth Carolina, Mabaraa and Maryland. The state agricultural and me- chanical schools v/aich are 1 a^^tjiy oux^ported by j^.e f edoral gov- emnient orfer some loci.cii^;r-trrj.inin{; coui'oea, but Vney xce in most cases inadequate. Thjra cJ o cooperation of Die L/latoi" i*und and one weneral Education Jioyjrd -iziVn tlie t^tate JJopartnent of Educa- tion, twenty seven counties loaintained county trainim'; schools in 1917, and several otbfr counties were either buildinji or planning suc>x schools. 'Chey -re desi;P'ned to ouiiplement tlie ele^nentary ■".ii oc]:ooi facilities of t}^e c ovjity find ir.ake it x'occd'ble for more arl- vanced rupils to 1:)q prep.ired to teach in rur^,J- ncl-ioolp. Mai-y of the l?T[T.cv 7-^riv'ite ocliools offejc siuringr c aarees for teaclere. i-vealiaing tVie need tor every type of education in order that public intereet be fully met, the "egro eagerly eeeks a coilece education in order t^at tnere might "be well-trained playeicians, ministers and teachers. Yet, none of ti^.e institutions are 3o poorly equipped nor so inef i iciently organised -;nd adsninict^red as Uie n^a.jority oi trxoee o Iriimin;:^ to give collOc";e education. Fisk university (j^aei'^vilie, ...enn.) is ;;enainely 'j college c-;c- cordinc to most of tne standards, but tue endowiaent ia not suf- ficient, lioward University ('.Vaenington, D. C.) is an institu- tion of university rroportions but tli'S endovvinont is negligible. Cnly ten ox these institutions have total incoines of over ^^20,0C0 e>X!luding boicrd and tuition - t'iis 'W.3t cover in «,-]dition to Uie budget, the expenses of ^drninistrotion and maintenance of salary and sometimes even elementary schools. I'he medical facilities of -io'/jard University and ivieharry i.ed- ical ivollege (Memphis, Tenn.) v.re not developed to their greatest poccibility - they are the only institutions for colored people v/hicij. olfor complete courses in T.edicine, dentistry and p^iarrnacy* The only institution offering: a full law course ia Hov/ard Univer- sity. In the J'ort!'!. the black rr.-in (if he has the Tieanei) haB alnoe-t the ea^ne "opportunity for ".iir^^her education as th.Q Mhite man; but wben it oonas to nalcin,'--: use of it, l.e is 'iT)t to find liiracslf up ag;?.int:t a otone will. 'le ^^u«t eithei' f^o fiouth or r:iip,r.-2te to ar.other country. It is only in tl'e 1-^rger nort})orrj commurities of -Tegroes that there has "been great udvancement alonj; various lines. Thie s^iowe that the Korth is atill the friend of the black race, but not of the black individual. "The f ollowinf.^ tab'i.e {^ives an entimate of the nunber of Americari Kegroea who h- ve been graduated from coilejre: 1820-1829 3 1650-1849 7 1850-1859 Xic 1860-1809 44 16V0-1S79 ;:i3 1880-1889. . , 758 1890-1899 .1,126 1900-1909.. .... , 1,613 1910-1919 2,06i •'During tne years in v.^iioh The Criaie has kept special rec- ord there have been the follov.dng graduates: 1914 250 1915 .... 281 1016 .528 1917 41j5 1918 ...;584 lt^l9 .373 1920 364 "A neorly complete list of ^-^raduites sfaown for 1921, 85 col- ored 3achelors of -Arts ard .'jciences in northern wliite inatitu- tionc, 11 hiasters of /\rts and 3 Doctors in Fhilosopiiy. Prom Ne- gro institutiono there vieve n;radu.?ted 37(5 bachelors, making in all 461 "b.-ichelors and 14 recipients of higher de.^reeo. iv .••i.r:ioni't the vruite noi'ti-ern instioUtione are liotod iiarvard Uriivereiby; IladcJ.iffe Collctjo; Columbiu l!nive:u'aj.ty; .iiaitii Col- lei^e; oniv-crsity of Iennsylv.:;.nia; /irj-iorst CoIIq^;©; Dartraoatii Coliojic; znA U'.g iMassaC'ucotts Institute of Vecknolocy • Tlie Oricis (iviasasine) Vol. 22 ~ ■ o . ". : v:q 105. CHAPTIR 1 THE m'JSRO IN THE SAW MIAKCISCO BAY REGION Historical bketch There were i.egroes in California during her earlieot his- tory - while she wac under Spanish and later, I.exican rule. /\f- ter she came under the anerican Coverninent, nany white ]jeople brought their slaves here, thinking that California v/ouI.d even- tually be admitted into the Union as a slive state, tjorne of these slaves either bought or were given their freedom. Preemen Came from the eastern states eitJier by the overland route, by crossing the Isthmus of Panama, or coming around Cape lorn. /ifter the slave-holders learned that their Jiopes would not be realized, many took their slaves back to the Soutli. It is needless to say that a few of these slaves escaped while still in California or while en route to the South. Gome slave-hold- ers sent part of their slaves back to the boutli and tJiose whom they kept became free after the admission of California into the Union as a free state in September, 1850. During the last quarter of tJie preceding and during this century, tl-iere has been a steady immigration of j'egroes from the southern and eastern st tes. The «iducation of these people va- ries from an entire lack of it through four years in a universi- ty. Tlie more ^jnbitious of the im;:igrants , most of vdiora were -2- better educated than the IJegroea they found liere, either did not ctay long because t^ey felt that there v/as little, if -^jriy, op- portunity to moke use of tlieir training or, where tlu.t v/as pos- sible, began and continue to pretend to be of another race. During the last few years (since 1914) the migration has in- creased very rapidly; due to causes both economic and social. The southern he^ro is urged on by tlie desire for liigher wages, greater safety of life -md property, aa^ured political rigiits and better schoolfi for liis ciiildren. Present Condition. Though the attitude of majny i-diite people ic cti.il antago- nistic, Uie class tlint wishes to lielp tlrie Negro become an effi- cient meinber in the life of the community is slowly f^rowing in nuinbers . The v/hite preee is perhaps no more fair in its atti- tude toward the black man than it is in other portions of the United States, outside the South, but there seems to be a grad- ual awakening to the fact that fciie faults of black men ;j,re no more peculiar to them than to white men and Uiere should also be some mention m.;de, editorially or othei*v/iee, of tlie good deeds of tiie former. Ivluch of the change of attitude is due to efforts of a fev/ members, both white and colored, of certain organiza- tions, v.^0 comprehend fully that mucli of the Icnowledge vjhite people have of the Kegro is gained through the i^ress and if ar- ticles wiiich only incite color-prejudice are allowed to be printed, tliere is tied to the black man, who is trying to get the beet that is to be obtained in this world, a millstone that would sink many of the more favored race. Tliough colored people are not compelled by law to live in one segregated district, most of them live in groups which are scattered -2bout the cities, llie majority of tiue home-owners live in Oakland, and there tVie groups are larger, i^iony of tJiose who live far from where a group is located either have to pay a high rent or live in a Itouse in which the ovmer does not care to -4- put modern improvements. The claeees of I^iegroea are alraoat the same as the claBBes of white people. They range from quite well-to-do to very poor, niere is no very wealthy class, nor could tiie writer find trucee of poverty-striken families. Perhaps tlie latter fact is due to philanthropic white people who furnish poor colored families v/ith clothing, much of tlie food they eat and some kind of work to do. contrary to the idea of tliose wiio come in cox^tact v/iUi few ITe- groes that tlie common type is a "ehiftleso hujnuri heing", this type was encountei-ed rarely. Like other normal human bein(^G, the Negro is hapjiy only \7hen he comes in contact v/ith other persons, preferably tliose of his own race. There are many "societies" and clubs and the various organ i^.at ions have many members. 'iTie first colored literary so- ciety in California, the \thenaem, was organized in 1853 T'^At ^ a membership of eighty five and a library of over 1300 volumes. Ever since that early date there h ve been literary .and dramatic societies, c^ioral clubs, ^and the like. Tlie various societies of today are not as popular as they should be though m;any are in- terested. TJie dramatic societies should have a larger membership for the 1 egro loves to i-ct. This would be a good v/ay for him to learn tl.ie best comedy, tragedy, operas, etc., botli of earlier periods and of tlie present time. More good books v/ould be read and this would awaken the appetite for learning vAiich is lying dormant in some colored people. -5- The Negro is naturally very celisioua. In 'jfrica the priest had great power and it is not etrange that it was to him slaves turned to be comforted, and tliat it was he who should express their griefs, sorrows md hopes, 'rhe Hegro church arose early and spread rapidly; it was tlirou.'^h outside efforts that it grad- ually heo iine Christianized. Ita extraordinary groivtii and vital- ity is ""oa&ed upon tlae fact that it is the ao.le surviving insti- tution of the African fathsrland.^ There ivere Negro churches in San FranciGCo before the Civil War. Araong those churches in the San i'rancisco JlJay region, at present, are Episcopal, Metlaodist Episcopal, l.lethodist Episcopal Z^ion and Baptist churches. They have a l-irge n^onihsr of oonmunictuits -md Sunday school Tsupils. Connected v;ith the churches are literary societies, clubs, and the like. Many colored people depend upon then entirely for their social life. "Du Bois, .V. E. B. The Ilegro. Page 189, Educational ;;:tatus of l.!en and Women in Various Occupations "Income is the primary measure of prosperity, because it is income that makes everything' else possible. Adequate income is tlie antecedent of savinf^, the presupi^osition of a normal moral lii'e in tlie community, tUe prerequisite of comfoi*t, and the in- dispensable basis for progress in the arts and sciences."-^ A man's income then must be more than is necessary to supply him- self and his family witJi tlie bare necessities of life, else it would be impossible for them to take their p;irt in social prog- ress. But why eliould a man stay in an occupation whicli pays him a small v/a^eV The answer most people would f^ive is that tiiere is either lack of training or initiative. 'iTie information ob- tained from the questionnaires (a copy of v/hicli follows) dis- proves thiG to the extent that 36.5^5 of tlie men v/ho replied to the questionnaires h )ve education varying; from one year in high school through four years in a university; and a few of tliose v/ho only have a gramm or school education, have special training in some occupation; it is needless to say that some of these men had the initiative hut not ti-ie opportunity to take advantage of t>ieir training. De Garmo, Chas . Irinciples of Secondary iCducation. la^^e 3. Form 1 1. i3ex: 2. J\i^,ei '6* If l3orn or raised in California, cheeky 4. Education: a. If you liave had no education, cheeky b. If you are aeif-taufjht, state in v/riat c . If you v/ere educated in California, check d. i;iementary school: (.llow many grades did you completeV) l) night ecliool 21 day school 3) special training (Cf v/uat nature?) e. have you received training in .on automobile ehop, etc.? If so, what was the nature of t>ie training? f. ]Uf;h school: otate how long you attended either one, or more than one school and wiiat grades you completed. 1) ni^ht school: a) special training. Of what nature? b) commercial o) academic 2) day school: a) special training. Of what nature? b) commercial c ) ac ademic g. L^tate how lonf^ you ttended any of the following and Viiiat years you completed. If you are a graduite, give name of in- stitution and state where it is located. 1) normal 2) college 3) university h. State whether you are attending ni;^ht school, taking di- versity extension courses, etc. (what are you studyin^^/) 5. Occupation: 6. If not making use of training you have along a certain line, why not? 7. Income: 8. Do you own any property? 9. Do you belong to ^ny organization or association? Give its name . 10 . Number in family ^, 11. liumber of children in school. State whetlier tliey are in grammar or high school. 12. lumber of children not in cchool (under 16 yr.s). ./!iy not? -8- Occupations and .ducation of tlie ivien Distribution of Occupation Table 1 shows the distribution of the occupations for 393 men who replied to the queetionnairee . This may be taken as a fair cample of the occupy.tions of the men. The relative propor- tion in the various occupations would not be chonged much in a classification of all the i:ef^ro men of tliie region. Table 1 Occupotions of the iJducation of the l'i@n in the Various OccupatioTis (?<'J^5^--^ cha^f- C^oA^ 3i7Mi>fR ^5^<-/? LaiaffK C/fKik /^us/c 7or^,^ l^ s.^ 7. S;l J 3 4.¥ ?-9 n.(. If ^ ^;Z. The Table becomeo clevj? wl^en read as foliov/s: ii.9>j of the vriaole number have no education; 17.2^S have finished from the first t/irough the fourth grade; 38.4>j have finished from the -il- first to tlie sixth grade; G3.5/.' h.-.-vo edufjation Virying from one year to eight ye-^ire in ecliool; 14;v have }iad either one or two yeara training in a hi(^ school; 4.3/C have had either tVree or four years training; in a hi;>iyi GChooi; 7 .4^ J have had training in some college or university; and i.G,. have either completed three or four years of university v/ork. Of tlie following f^roups over 50>^ have education varyin"; from none through eight years of r^raniTnor school: Ql/i of che porters and jani tores; 34/:> of tlie cooks; 77. 7; ^ of the laboring ;-^roup: 75/2 of Uie barbere; 52.6/*S of tlie uusiness men; 54.1x5 of the chauf- feurs (not one of tViis rji'oup had completed leso tlian four grades of grammar school) . It vvas not posaible to ascertain at what -'ige those questioned started to scliool and at what .age tJiey stopped because tliey had either forgotten or v/ere unv/illing to tell; so we cannot determine whether tiie untrained v/ere mentally fit to receive training for some occupation . Gome of those interviewed thou^i they Jiad hardly arjy education proved to be intelligent -md interesting persons. On the other h;:ind, some of tiiose v^Jio bo ist- ed of having "quite a bit" were persons of olow mind nd very un«» interesting. Many of those of little or no education expressed the wish that they had eit>ier gone to school or that they had learned to read and v;rite xihen the opportunity had been offered tliera by people of oome education. Tlxoae v/lio were raised in com- munities where there were no sciiools did not realize while living Uiere what use they could ever make of reading and writing. In the city of Oakl^md ("kVest }2nd"), however, there are young men and women x^ho v/ere born there, 1)ut v-lio c-jri liardly read or \7rite. Diagram 1 is a frequency lolygon to represent tiie dis- tribution of the education of the 293 men: Dioigrcini 1 Distribution of the /.ducation of the 393 i;en — ■~] — — — — — q — — ] n — — — — ~^ — — — — — p ^N Vc • /" N / N > ,< /' \ / \ / \ N y 1 V j.i / 1 \ ^ / \i i r: / > k ■->« >— ^ j \ \ \ V > '" "^ r f\ J 1 L_ ' J- 3 ^ S- € 7 i ? G/^^PEJ //T SCHOOL '-t 13 /V -13- Diafi*rc*iTi 11 ie a ;';raiil:iical represG/itHtion of tlie dr:i,ta con« tained in Table 11 (pa;^e 10) and Table IV (pap;G20) - eh owing the eduoaticn of 279 vjomen in various occupations. Diagram 11 l-IcluCotion of t'le Mon .^nd v,omc;n in V;.a'ious Cccupcti':)nG Occ cfa rion ■ _.^ -x n ^-nr -jz IE 1ZL 1 : 1 1 Gov Senv/c€ C/€^A /^/sc e/Zaneo 6/«r C'^ao/'/ea/i 'Pa/Z^a/? ^o^^eJf 3c/s/^ess /iouse yv/fi£ P^ee^r?ja/c€fi /^a/Rc//fess€K ' 1 ' /Vc/ise /^a/c/ i 1 /^cf/aZ BoK^eK /, a>Zp<:>^e*^ 1 CooA Cha/i^jl!>£^ /?7a/c/ ! Pu/?eZr Pe^so/?aZ 1 Table 11 shov;ed that tbose in governmental service have educa- tion V ryinfi fronfi the eighth grade of grammar school through three years in a university; Diagram 11 chows that tlie educational average of the group is 11.6 grades in school, or that the aver- age number have nearly completed a four year high school course. All the bars can be interpreted in the same way. V/e have eoen in Table 1 that tbe greater number of ttie men -14- are now "bein."; employod --^.g 1-iborer?. The education of thie proup varies from nn entire l.ck of it to the' junior year in a univer- sity, ir.skinfi the educational i-.verage of the {-roup 6.4 griMles in gr-3,mm3r bcIiooI (as seen in the Diagram above.) If the education- al status of v/hite men of this rercion who are nov; v/orkinf; us la- borers were taken (excludin^^ those v/ho v/ere not born or raised in the United States) , perhaps it v;ould be eomewhat olmiljir to tliat of the black man. It v/ould be safe to say, however, th^t.t there are more in proportion; to tJae whole number who have either attended high school a number of years, or have graduated, and more wiio have attended tlie university a certain number of years, or 3iave f^raduited. In tJie c xse of tuese men the jobs are at- tr .ctive because of the hij^h \7age. If one kno';7e bo?;, he can save therefrom the money necessary for some business enterprise. imonn; the comir.on laborers are colored men trained as bricklay- ers, machinists, locomotive machinitts, coopers, plumbers and printers who cannot v/ork at tVieir trade. The younger "nen working as • ullman porters, dinin(3 car v/ai- ters, etc., Vxove, in m.ost c,>sea, very good education; hut owing to lack of financial opportunity furnished by their oxm people or the desire to see sometJiing of tJie United states, and being able to corae in contact with vSiite people of rjae better classes, they prefer these jobs to the others even tho tiiey h-.ve to rely on a eymp tthetic public to bring their income up to a decent liv- ing wage. The education of tiiia group varies from an entire lack of it to three yeary in collejje, raakins the educational av- -15- erace 8.7 years; Uiat ia, the p;reater nuiribcr :'.re (?raduatet3 of grammar echool and many ?iave received hip-her education. A few of those v/ho have a "busiriesQ of their ov/ri (for in- stance, a ohoe-m^okcr and slioe-ehop owner) did not [;o tJirou;?;h grainiTLfir school, yet they were air.oitiouo enougti to atart in Tousi- nes5t: and thouf;h t>icre were many difficult iec that h.-.7^J' -e/ -X. H i/ J 3 3 / ^7 -JL J. / 1 jr 9 1 1 1 J. ^ fr JLRl / / -JJV ^ s 7 3-Z 1 / _-^or.,. / / V /^ -27 '■ /s Si ^7 J 92 Ji7 9 7-±>' 7-i 7-y 7- -i" s.^ (S. / ? JL 7 ''7 7 ■ -21- The Table becomee cleox Yihen read as follows: 3,6'/j of the whole number have had no education; 13. 2>^' have completed from two to four j^rades of f^ramm.^r scliool; 54.4;^ have completed from five throuish eif.ht grades of grammar school; making 67.6):; of the entire number v.iio have completed from two to eif^lit (inclusive) grades of ^'^rammar school. 25. 4>:^ have education varying from one year tliroush four years of hif^h school; 3.2/i have education varying from one through three years of college. Of the cooks ^nd Y/aitrosoea . 87.;3;J- have education varying from none through the eighth grade, ^.O/i from tiae ninth through the twelfth grade ajtid, according to the questionnaires, there are two v/itii normal training. Of the nuXBernaide, 84. 6^^:." h jve ed- ucation varying from fr.e f ourtii through the eigth grade, v;liile one is a high school graduate. Of tiie h air-dreo:-:er3 . 78.5>i have education varying from the fifth through the eightli grade and 21.5/0 from fne ninth tiirough tiie twelfth grade; Cf the maids . 74/i have education varying from the tViird -tiirough t:.'.e eigJith grade and 26^. from the ninth tJirougli tiie eleventh grade. Cf those doing house 'iyork and chamber mai d^ i;7orlc, 11.9) have had no education, 71.4;' have education varying from the tbird through the eighth grade and 15.3^ from the ninth throug}: tiie twelfth grade. 57.2/^j of the housewivq^ have education Vcirying from the tliird through the eighth grade, 33.9/^ from the ninth through tlie twelfth grade and 7.4;v from the thirteenth through the fifteenth grade, that is, they have received some training in a college; 43.5/i' of the drescm^^jgers have education varying from the fourth tlirough tl;e eighth grade and 5C> from the ninth tVirough the -22- twelftli e^s-de. Of the s t^eno,c;rapher s . SS.S/i li:.ive education vary- ing from the fifth through the eighth grade ind 66.6>J from the ninth throuf^h the twelfth f^rade. Diagram 111 ie •. Frequency iolygon to represent the dis- trihution of the education of the 279 r/on-.en: Diagram 111 Distribution of the J'lducation of the 270 V/omen Va — — — — '— — — — — — — — rn — — — ^ / / X / s. / s, a.i / f s / \ / \. / \ 1 , 1 / \ / / A s / \ k / S ^ s "v. h-^ -= Fevf oi" the women iivixe jaavo had apocial training have not made use of it. Those i7ho have trained to be school teachers have eitlier married or could not earn enou^jh in the :;outh to support themselvGc. Tiiose who ]iave had hucineoG training and -ire not making; use of it, either did not take enough to pass civil ser- vice examinations or opportunities v;ere not furnished them by members of their ovm race to make use of that training. Some- times, however, the applicant who pasees a civil service examin- ation v'ith a high aver-^^ije ie told to v/ait until tl^ere is a va- caiicy, viiich for aorae rea&on never occurs, ./omen from other parte of tl;e United States have raised the educational status. -24. Conclusion ftiost of theee women are mctlicrs. This fact leads ug to the conclusion that one of Lhe greateot needs of the race is v/ivee wViO stay at home; for they would tljen have nore time to spend in carinc for their children. If the economic atatuo of the raen were raised, the motJiers p/oulcl not he compelled to -i/orlc to within a fev; "weeks or ever; days of the time their children are horn and the conditions resulting therefrom v.'Ould not he ?nade possible. Many of the v/omen are msTr^hero of cluhc, oi'ganiaations, etc. ijome of these organ issat ions could md should tal'e it upon themselves to study health laws, condi Lions of their locality, aectional needs, etc. 'fhere should "be a few inf.?jrit v/eifare stations, more "first aid" classes, and the like. During the v/ar tVie latter were hud in connection with Red-Gross work, hut the necessity of such courses and the advantar^es derived therefrom v/ere not put cleai'ly before oil v^io could have profited by such Instruction. The mothers' cluhr; ohould he r^othcro' cluhe in deed arid not in name only. It is quite evident from T?hle 111 tJiat the necessity of giving vocational training in home-m-^ki'vo;, dree snaking, hair- dressing, etc. is very great. Uoet of the xyomen earning a living as hair-dres tiers, etc., vvsre not given the training in schools. All could profit by further training along these lines. CHAPT>lt 11 Tllii P/^RT iaDUCATlON t3H0ULD PLAY IN Tlffi IMH^OVI'IIviMT OP T3[E • CONDITION Oi' '.I'Jffi NEGRO Public education became definitely establielried as a national interest in 1850. By 1900 fiie need of more than a mare disci- plinary training; in the rudiraenta of learning v/as recognized. The new conception of education ie bssed on tJie fact that the -j?orld dem-ands the best cscpression of every man's ability, so shifts tlie eipphaeis from methods to men. Wie belief that each child ie e collection of general faculties which con be trained for universal use lias been replaced by the knowled.^e thot there is f^reot difficulty in meeting individual differences among chil- dren - that education is not a creator but a developer. Tliere must be tlie eelection and reorganization of Wie elements of knowledge, and the separation of Uie various types of children due to t^ie diiferences of native endov/ment, economic condition and conscious purpose. :3ach pupil must be provided \7ith that ex- tent and kind of training which will prepare him for life in all its relationships. There must be vocation-^l education vyhich should aim at efficiency ia a special field of work; a liberal education ?-7hich should prepare for life in the faTaly, community, £tate and church; and a cultural education T«hich should prepare for the worthy use of leisure. Since t3)e inductrial rovoluticr. and v-itli the develoiment of tlie factory syatem, the mo.Pter and apprentice cora"bination has ceased to exist -^md the scl-iool hno been called upon to aeaist in tlie GOlution of fiie new industrial problems. Bue to our social Byetem, those of the poorer classes must go to work at tJie ear- liest possible age. Hence, early specialization in training is necessary and this makoc it difficult to educate for citizensiiip, parenthood and leisure. This difficulty has called for a reor- ganization of the school syster. ihe old orgaiiization failed in several ways: (l) there was an enormous leakai":e in the 7th and 8th ,n:rades and in the hipili school; (2) Uie selecting of wrong vocations in life; (3) delayed cntrri'.nce into yklllad vocations and (4) there v^ero evils growing out of adolescence. Junior high schools are now ■bein^?; organised tlie aims and purpoeos of v/hich are 1. ac':uicition of habits of industry, 2. developrrent of sense perception, 3. acquisition of raotor eikill, 4. htjalth and physical develcpment, 5. acquisition of valuable inforniation» 6. development of faculties of reasoning, retentivene&c, alertness and quickneBs; acquisition of ^kill in per- ception, 7. development of a likin-T; for clean, veiolesoaie pleas- ures, 8. endov/ment of boys and girls wiUi. a deep aen^e of tlie puri)Osofuinecc of their lives. ^ There muct, however, he relation hetv/eer'. v oc .-j.t i onal courges of tJie junior hif;;h school ;and the economic return for efficiency therein. ■^i'^ermett, i.. ii* The Junior High Gciool. -'- r;e 151 •27- r.duoaticn ehould net CQu.ee v.itL ;v;racluation frcm 3c»ne insti- tution. There io a growin-^ dem^md i'or ni^ht schools for illit- er-iteo, training for those who v/ork in tJie viriouo shops and frj.ctordee in the day time; md part time schools which afford training ciiring i:i-:;rentice8hip. But schools are not the only educational agencies. There are churches, clutc, various organ- izations nd lihrariou. oocidl welf<-;.re and betterinent dem-inds that they l-e ao nr.^auized that t>)e greatest good nay be derived therefroro. I\ihlic interest in education demjuds that every future cit- izen secure ail t>!e trairing neceBsary for }.is life in the com- munity, i.iany kinds of trained nen are needed and all the various forras of educa':iion rr^uet he .T.ade o.vailable to t'lose v/ho can profit tiierefrom. Demccracy in education dcea not vnean tliat the tuifor- tunate be hindered from advancing, j.'he child of the wealthy par- ent who ie eitlier careless of the value of education or unable to profit by it to the fullest extent si.ould not be favored rather than the child \7h0se parent ca;:riat furnish the r.e:;.nri necessary to obtain a hi/jlier education, ivftcr more efficient educational ad- visors are trained, they, perhapa better t}!.an any other persons, can brinj^ before the people the necessity of greater public pro- vision and •=. greater number of schclarehipc for Uie I'.se of those \,'ho have hot?: the mental pov;er and the a.tibition but noc the means. That these persons be riiven the i^roper training for fully exercising their capacities is one of the essentials of human progress. IQ- The life of the "blick man of today is little different from that of the white man. The former has lived too long in contact with tlie letter not to have made a part of hiraoelf the life and customsof a people the democratic ideas of whom vould m j.ke the United btates an ideal place to live in, v.ere they fully c irried out. Black children do not need a form of Education entirely different from the various forms necessary to tJie development of future v,hite citizene. They too must be trained to uecome effi- cient citir.ens - men and v/omcn Tiho recognijie '.nd appreciate the common ir:tereot8 of c democratic cocioty and are uhle to promote their progreesive development. They too ohould he emancipated from external restraint and guidance and thus become self-di- lecting - intellectually, morally, and physically atahle, alert, vigorous and active; should be piepared to ma;"'i%o t'.z'3 value of vocation- ^Kanus, P. K. School Efficiency. Pages 7, 8, 9. al training, liindercd t^ie ^!egroet' conctltute 13 of all persons in gainful occupations. ler cent of total population in gainful occupp.tione . ier cent aii jnalee in f;';Minful .jccupcitionc. ler cent all females in gainful occuivatibns Per cent of all ■^'egro r.is.lea in gainful occupations., ier cent of all liejiro feralee in c^ii^ul occupations nd over in of total i e les, .6 per cent 1910 1900 .53.3. .50 .2 ,81.3 80 .0 .23.4 18 .8 .87 .4 34 .1 .54.7 40 .7 JMiuv.'ber of J'egroes in Each B'ain Glacs of Occupations rccuvi.-iti on 1910 ^{jricultural rursuita 2,893,674 irofestioral Service. ...... r .. . 69,929 Domestic and lerscral Service. .1,099,715 I'rade and Traneportat 3 on 'l^.D , 043 Ivlfg.. and mechanical rureuits . . 704,174 Increa.se 3900 iTo . ;<; 2,143,176 750,498 35 41,324 22,605 47 1,324.160 224,445 17 209,154 215,889 103 275 , J.49 429,025 156 The census report on occupations for 1900 apj^e ;.red to indi- cate that in cueh trrides as carpentry, pilaGteiine;, hlacksini thing, etc., .T:e{,;roes v,-ere lo&in:;^ ground. The 1910 report of tlie census or]|occupationo indicr^tes that the f egro has made sai^^is in prac- tically -jll the tr::.d96 in '.v^iich Jie appeared in 1900 to he lociii^ ground In recent years there -.iS uee/i -:- large iricreace in uio nu-nber of xiegroes -^yorking in factorieo. The llegro workers in factories are to a laj:ge extent doing W..Q rou£-her, cruder, ^mC. serai-skilled work. Many, however, in evexy phase of factory industries are do- ing t3ie most highly skilled ivork. The gener.-l tendency for the Negro factory worker appears to he upv/ard. In 1900 the numher was .30- 131,216; in 1910, the nuii"ber wag 358,100, m increase of 220,964; or 173 per cent. The number of Negroes employed in textile indus- try f-'Ctoricr, in 1900 v/.-p, 2,949; in 1910 tho nurnlaer \7is 11,333 an increase of 283 per cent. DiotrilDution of Kegro if'actory orlcero, 1910 Chemical and allied Induotriee 10,870 Clay, Glaes and Stone Industrieo 28,519 Clothing Industries 11,692 i'ood -5nd Kindred Induetries 17,894 Iron and ^teel Industries 41,7o9 Leatiier Industries 5,854 Liquor and .beverage industries 8,508 .Lumber and ii'urniture Industries 126,016 ■ .et.. 1 industries, .ixcept Iron .jnd bteei 2,861 Jtaper and i'ulp Industries 1,455 irinting and Xsookbindin(? 4,058 Textile Induetries 11,333 faiscellaneous Industries 6? , 388 Occupations in yViicVi in 1910 tliere v/ere at leatat 5,000 Negro Women .La borers (Maim, and Mechanical Hirsuits) 6,159 Trade ( V-Q-ioleeale and llet.ail) „..,., 7 , 304 Char IVotncn and Cleaners 6 , 962 V.aitrestJee 7 , 377 Bo;irding and Lodging Housekeepers . r 9,183 housekeepers P , 911 LadieR ' Ilaidis 10, 239 Le.undreceee { in laundries) 10 , 371 Ciger and Tol)c;cco Factory Workers 10 , 746 ChamhcT iv'alde 14 ,071 I'ureee (not trained) 17 ,874 Leainotreocec , . . , 18 ,216 Dressmakers , 20 , 061 Teach ers ?.2, 5:?8 i«'£!Xner 6 79 , 308 Servants 184 , BOG Cooks 205 , 584 5'arm Laborers (vforking cut) ». .263,403 Laundresses (not in laundries) 561,551 i'arm laoorsrs (Home Farm) 704 , 150 A study of the occupations of liegro vrcmen in Hew York under the title "A ilew Day for the Colored Woman Worker" said: "Two years 3.go any discuo?!ion oi* Colored v/omen in industry v/ould have teen rnet v/ith tixe question, "But are there any Colored women -SI- workiri^ in chops aaid i'ac tciriey ; '•' /jjcI v/ith good reaecri, for tlie Colored woman ic a newcomer in t^.o field of industry. Iijdividu- ale, it is true, had xound tueir \/ay into special plicee lon^^ a- go, but industry as a v^iole hcd never accepted them. The fol- lov;incj taLlo indicates in ijeneral thu hospitality of the trades covered to tlae experiment of einployin^ Colored women. " Colored v/omen v/orkera Induetry factories >leedle Trades liii Toys 10 l^uttons 9 C 3ndy 4 i^eather Goods ...» y Marabou 5 ..... Paper Boxes sjnd iVage 10 Millinery 6 i'iov;ers and leathers , . 6 i .incell-?-noous ._jui^_ Total 127 2,186 .'■fter considering; these tables, -.vl-iat 'las been said before must be repeated here: aince education hxs to consider eocial need :and social demand there must be oorrslation bet-,7ef;n the presacnt occupation of members of tlie race and tlie vocational edu- cation of the prospective citisen; but wl-iere the child could be- coTiie an efficient worker in .a field '-v^ie.re c^Ten.t Rkill, technical knowledge and responeibility iR dem.anded, the impoanibility of his earning a livi?ig in it yhonld not be due to the "color- line." '.ryje abla and ambitious bl-jck child ••lUFit also be given greater opvortimitipo, for the gr-.at ma^sts of pao^ple are having to look more and more to m.em.bsrs of their ovrv race for spiritual, lec^l and medical advicg. ■'■feork, konroe .N. Ile^-ro Year iicok, 1918-1919. iages 338-39-40 CHAPTJ-Ii ill WHAT HAS Btifai J)0¥£ IN -nUi PAST JilDUCATIONALLY "The f otundation of tl.e public ochool systein of California v/as laid in the Constitutional Convention ?ield in Monterey, Dep- ternbor, 1649." Ban 5r'..ncisco v/.'.c tV. o first city to p-?SF. a rub- lie Gchocl ordinanoe .xnd in aeptembor, 1051, t];e jiublic ocloole were orgr^niy.ed. So provision w.-j.e made for tlie Eefjro children, so these, if ttiey were taught, v.'ere taught in private schools. Three yearn aftsrwaros, the colored children v/ere aleo pro- vided for: "A school for the colored population of our city has haor. eetabli^hed." (irlay 2i2, 18G4) "It is Locited in the bar!ement of 3t. Cyprian Methodist elpiacopal Colored Church. The patrons of fite church raised t'<\Q building and fitted it up for the school ThiB we Iiave le^^eed for one year, v/ith the privilege for tvro, . , . .'vir, J. J. i.icore (colored; is the teac?;er. The school Gom;-;enced vrith t'venty- three pupils; it nov/ hag forty-four regintered. It has thue f^.r been conduct- ed cuite satir^factorily, and bids fair to be progperoue and fiUCceoEiful.*"^ Tii© folxowing excerpts ahow how the cuiored ciiidi^en were finally xiiov/ed "co enter the whits ..ublic achoolb. •*Ther£ ire before tJ^e hoard, not yet acted on, some pe- titions froir colored citizens, askiru; further iirovieion for the inetruction of their children. 1 have solicited reli- ■^Lv.etL, Jo...; y'-^s TySclic .-:;;;oai iyy.'co':. o C 0-o.lif cr?ii i. I'-^ce 1* ^The Annual ?.eport of the .Bo.xrd of Education to the Common Coun- cil of San ij'rancisco, fc>ept. 1, 1854. Page 17. -st- able stitistiCB upon v/hich to baae a recorranendation to tlie Board, regarding tiiem, oxx'c iiave not I'eceived tliom. This class of citizens is taxed, in Gona.Ton vvitl; otViGV:;;, for tVie support of Uie BOiiools, -and is doubtless entitled to a full participation in their benefits, -^xrringements can be made, witjiout uiucii additional expense, by v/hich this can be done.'"'-^ "i'iie legislature of 1860 pasised a law prohibiting col- ored (i^^e.qro and i/iongolian) cUii.\ren from boing admitted to scliools for v/fiite children, under penalty of forfeiting all publ ic moneys . Previous to tViis, colored children were proJiibited from attending schools for white children, but there was no pen- alty* ITie law had oll owe^ jl^ true-tees to establish ceparate achoole for colored'cT'iiidven, but h^id not re^q,uir.qd it. The first legal recognition of the rij;hts ox colored Ofiildren is found in th^e Kevisecl School Lav/, 1B66: Sec. 57. Children of /^frican or .'ongclian descent, aid Indian children, not living under the care of \7hite per- sons, ehali not be adraitled into the public eciiools, ex- cept as provided in thie act; provided tliat, upon the va'itteri application of the parents or guardjans of at I eafit 10 such children, to any iioard of True-tees, or JBoM.rrt of Education, a E^par 3te BChocl shall be est-ib- lished for their education, rmd tlie education of a less number may he provided for by tiie t.f). - ti'>.t a ma,ioriiy of the parentfi of tne children attending such school ;nsjce no ob- jection in TAiting, to be filed \vith the Board of Trus- tees . .^ec . uC . Tae smnte laws, rules, j-nd regulations which apply to schools for vihite Oiildrcu shall apply to schools for colored childrer. . Under tJiis qualified pi-oviejon, nost of rJio colored chil- dren in the ctate v/cre ad-iiitted to school priviler^e, though in a fev; outlyin.^- districts - notably the city of Oakland - they v.-ere excluded froT. v/hite sc rool'3 and not allo-Ared i separsj.tG scViool . *\l]igl-^ti?. i^ri.jU':-;! ^.eporl of tiiC ijup^rintendeiit of iuulic Schools, of V-.e City and County of 3an i^'rajocisco. 1858. Page 28. "34- The Isginlati-'ve cT 1370 ropo ..led Ootnion DO, :nd loft the colored queetlon ae follov/e: Sec. 56. The education of childi'en of \frican deocv-ant, and Indian ciillirijn, ;jj"j.ali be provided for in eeiJ.'i.r':i te schools. Upon the written application of the pojcente or 2:uardi'^nf: of at le-tst 10 guar.' o}aldren, to my Board of Trustee© or Board of :;£ducation, a separate school shall \ie octablif.'Jied for Uie education of uuc3m chil- dren; and tlie education of a less number may be provid- ed for "oy the truLlecu, in ^epirxte fcclioolo, or in i.ny other manner. In 1072, the Code Commie a i oners modified Uie law, under a decision of the r:upi\-):ae Court;, jmc thg L^gialnture adopted it as folloy,'3: Sec. 1669. The education of childreH of i.to schooifi: prov id^^d th o.t if the directors or trv'ntoec fail to provide 3uch sop X^.to vichoole, t]x(?,n uucu children must be admitted into Une schools for v;hite children. In 1B72, the Uoard of Education of OaJcland adinittod 1>:ieir eight colored children into the Bohoola; and in 1075, the San Frsnciscc Borrd e.bolislied the separate school of eevcnty-f ive colored children, and ad::ii Lted t:m ; upiii; to ohs •.•'hite schools. "- In 1R90, after r.^ colored child had been refused admittance to a Y.'hite school of ViraJia because tJiero 'va.s a colored school in ejtistence, the child's fathor appealed to laxv and it \Te.a decided thnt by Lee. 166;'^ of tiie Galif orni--'. Political Code, • dopted l>y the legisi-'ture of 1885, the pov.rer of establishin'^ separate schools for children of .\frican dec-cent :ind to exclude r,/ie:ri i'rova tlie i^ub- lic schools established for "white children had been taken eway 2 from boards of school trustees and boards of education. bmce then tliere has been no segregation of children of the white ind black rice in ^Jic u.^lic ;;cjiooit. . wert'iii schools under private -'•Sv/ett, John Ttic lublic iicucol v.ysten: of Calif ornin. I-^^es 205, 206. 2Calif ornia Decisions. Vol. 82, po^s© 588. mam-genert h,LTc until very recartly rcfu-ed to ed-rtit colored children and here e::TrccsQ(l the Y.ioh t^^-^.t the colorc^d roi-ent maire toe discrininatiOQ Vno«rn., cince it -.vould sorvs ns^ a good advert i c enient • The I^'egro pioneers h,id no education. Many of then stieiiig hOT/ difficult it v.e.3 for an untrained mar. or woman to earn a livinji; rent their (3^. ;i .Ulr-en to rcIiooI. .Is tiw^; v.'ent "by many par- ents did not encourai-^e their childrsn to st-iy in gcLooI, Ijut al- lov.'cd ther. , after they had received That they thought v;a£3 encu;3h education or al'ter they were discriminated against, to remain at home. They seem to h?-ve forgotten the old African proverfc: "ITot to jflriow le "baa, not to viinh to knov/ iy worae.** Since the Negro ha© alv/nys had to live by hig '.vork, and his wage is often ineuf- ficient to maintain a fajnily, t>ie?.e children were forced to earn their ovm living « atiri an inadequate one, at tiiat. One of the pioneers of California^ l-ILias Hoc3iotadter (white) , died in San J-Tancieco and "bequeathed $1,000 in trust to the Board of Education of o^n Francieco, tc be expended in etinulating to i'aprovei-ient in fneir studies the colored children attending tlie puhlic !5c'iiOo"i'5 of fJan Francigco. In 1901, >-.hsn the first attempt to c^Jrry out his vish. was made, the fund amounted to .,)1,500. Three attsrr.Tt? ^vere ''.T?.de to carry out the v/ish of the testator. The ./estern CutXook. Vol. JJCl, Uo. 26. 1915. Page 3. Tt7o rnedilc r^md fonr cq.'jh prinoo "had "bean -ivr^n previoun to 1015; In that yerr, after neTly all the colored children who hn'd 'prad- iiatf^d fron a gr?.Tm?r 'jchool. eyordng hl.'j'i or day hif^h HChool ffinco 1906 had sent in tholr recordg, each \7'=is ^-iTiiven a cash prize: ;20 to each .^rradute from a .^r.arrvT.ar or evenin.?:; hir;h school axid ^^40 to each graduate from a day high joliool. §540 t/an ^liven out: $40 to each of the four hio;h school graduates, and f;l;20 to each' of the nireteen j^rydu-tteti fron^ a r'T^rmei.r or evening high sOiCOl.-' There 3re colored children who could profit hy a hir^her edu- cation, hut lack the necessary financial pupport. It v/oizld have been better had the fund been n:ade thfi foundatior of o, scholar- ship fund for higher education. The Western Outlook. Vol. IvKll, TIo. 47. 191 G. -38- Tatle V sliowe tlie distribution of tue pupils according to their ages oiul the .grades in viiich they are located: Table V Age-Grade Dietrihution % s'k q J Tf 'L ■i f ■k J A 10 "'M // //a /-Z. : /J /j;^ /y m /»' ''^ /f '^y. f7 'TA /i uU '»i zc[tc'^ z/ IR n"' 6 . 3 1 IB / z V / s- 1 Zfi / / 1 Z z 1 IB sT J. 1 A X. 1 / 3ff A '^ i \ 313 1 J : 1 / / 1 I ^ff ~~U U, ' ' ' / \ 1 ' fB 1 5 1 / [^ 1 yl i \ 1 J-fi / M/LL,^ 3 A ^ s-R nlTL. / / ' • 1 1 6/7 1 1 1 ^ ll ^ /I ; M ; : • : 675 \ \ \ / w ^ I !-.- 1 i . '?n \ ' A>.\^ 1 7n 1 Mil: / ^ 1 ?F7 M i/ L U. ! M \ SB, 1 .1 ^ :/ 1 i 9^ / / I3 / ,S J. ■Y 9P> 1 1 1 ili 3 , i\ /OR 1 1 - f^' 4, / /oB Aa^I l\ if t ilR 1 ■ 1/' -T- 1 / ///7 j i ,' I / ,y / /2fi s I / 'zB / / L ^ / iiJ -39- Yhe series of numbers enclosed in the "stair-c.se" lines represent Uie pupils v/ho are in tJie f^rade in wiich children of tlie ca:.!e ar.e are usuilly found and are therefore called normal with reference to their progreae in school. The pupils rep- resented "by the nunters to the rifrht of tliis series of numLers are considered ret:irded, to the extent of tiieir diatr-nce in spaces frorp the normal r;roup. 'lliose children represented by the nanibers to t>ie left of tliis cseries of numbers are considered ac- celented. A child is in the sixth year group if he is between five years and nine months and six years and three months of af^e; he is in the six ond one-half year group, if he is between six years md tlrree months md six years and nine months of ^i(:e, eto . The normal for ciiildren in the low first grade is six or six and one-half years; for children in tiie high first f^r-ade, six and one-half or seven years, etc. There is only one case in v/Viich the child (according to the .9^;e p;iven) is accelerated more than one yerr, and two cases %7here tlie child is retarded over four years. Table VI shows the distribution of the 222 children in the grades: Table VI Distribution of tlie 223 Children in the Grades G/f^De X a. «. a, «- 0, e- SL ^111 a. -t- 3 a. & Mi '-II f 13 C 12. S 15 /3 n > ^ € Y If y '7 // /s- /z V y J. c ■2 1 /^ /S Z^ u >0 i 2f ^7 i i -40- Diagram IV was made fron the data of Table V (p-.v:e 38) . It chowB the per cent of norm.il, retarded md accelerated pupils Diagram IV Per cent of Hormal, Retarded and Accelerated iupils ...10.352 Accelerated 31.4,'^ Normal.. . 58.2?5 Retarded The causes for Uie hirjh percentaf^e of retardation (accord- in(T to tue questionn-iirec) are many, but the most common are ab- sence, indifference, poor health and slovmess or poor mentality. These will be discussed later. Grammar School iupiJ e There v/ere 152 queefiorjnairey Pillea out by tccichera of the grsjnm'ir so'iools viaited; 88 have information concernirif^ f^irls and 64, information concerning hoys. Tahle Vll sliows ti-e num- ber of pupils doin<:; good work or work that Is bettx^r tlian good I.- V Aioi;o erl;1nctc; :aid their die L:rn.lrution in tis G / Fi/^ l*""r'"~~"*~-^z^'^'^ I 2" m 2F ir w M 1//// rot. r ir\is w jrl^ JZ27lj^ 7i^ 75A>/ TFea'^'^c^ i 9 i V 7 3C ^ 7 ' ^ /r)q « V V /« /^ Z./Vr^^r*<^^? f^S-i'i'/oJp / 1 i ^, z V Qeo'T'^'f/'^r' S iT 10 ^ y V -2 /^ -i^ yV.^r^a^^ V V 3 V ^ -t. // /< f/tt^y yiro^A- ' / / J^^^ y>v/^iich the total nu-p.ber of caiidron doirif^ poox- or fair v/ork excsedG the tot.il nuTiber doir^^ goo'-i ^or-c or v-ork Letter than good. In comparing LhG vjorli of the boys -xrA of the girls v/e see tiiat a larger percentiit^e of uhe boys do better -^r^ t n the -43- f;irls in reading, v/riting, aritliretic ami history> o.nd Uie per- cent ice of the girls is larf>;er for good work in geo^rapyiy and drawinfj. On the v/^iole t>!e boys seem to i)e doing belter v/ork than the girls . The [ollowini:^ di igram was made from the inform-.tion con- tained in Table Vll (page 41) and Table Vlll (pap:e 42) . It is the graphical representation of the distribution of ti e pu- pils according to good and poor work. Diagram V Distribution of iupils according to Good or Poor Jork ill Vcrious .subjects r. ^.o^Jf ^e^^. ., ^p.^^.. y/.<>^^ .o .. J WR^i^/^<^ 1 _ ^a^y:^^ /^c^^c ^ H^sfciTiy G-eac^r-£7/i/ty ^a^i/ n^o/v^ G Ka^^/v^/^ t5^iA^/yT^ P/vys 7ra'r7'/f7<^ ' Coo A-//?^ ■ Or-a/ ^xV/ss^ L ^'Vi^^afc/r^ 1 o 1 _^^ i — r ,.^__ -44- T>ie teachers' .ludi^ments corjcernin^ tl;e over^ige pupils, the hold-overs and the accelerates ?jre tie f ollo\<;intr. Low I''ir6t Grade: Boy .6 yrs .6 " .6 « .6 « .7 " Girl. .6 " ..7 .boy. . .6 yrs ■ .7 " .8 " .8 " hold-ovor: too yoting and absent too much; , 6 mos. " : lazy and possibly too young; , 6 " " : poor mentality or too yoxmg; ,10 " " : in-ttentive; overage... poor attendance; good attitude. ,li no8. i; old-over: anxious, hut slow; : entered at 6 1/2 yrs . ; pleas- ant hut not ambitious, poor v7ork; , 7 mos : entered at 6 yrs., 11 mos.; does f^ood work in evei"yti ing. , 6 moe : entered at 7 yrs.; interested. , 6 mos : holdover, due to either ab- sence or monta.lity. , 5 nos : eager to learn; ,8 « : ill health; , : very slow in his v/ork; , : mentally deficient; , : new entrant; c -.use not yet rec- ognized; , .holdover : mentally deficient; cross-eyed. Girl, : good attitude, poor health; ir- reg. attendance; : good attitude; .holdovsB.: under age when she entei'ed school; : irregular at tendanc e • Low oecond Grade : 8 mos. holdover: Boy. . .7 yrs " ...9 " " ..10 " ■T'oor healWi, timid; , ^ moving from one school to an- other; anxious to learn; anxious to learn, could not speak English; does no poor v/ork . Girl.. 8 " , ■• anxious to learn, does no poor \7ork ; : indifferent; poor liealth; .8 , .6 mos ■ -45- Girl..8 yrs., 8 mos . .holdover: stubborn; low mentality; " ••?> " , : inattentive. Hif;h Second Grade: Boy... 8 yrs., : entered scliool at 5 yrs . ; in- terested in his work; " . . .8 " , holdover: interested; irEe^. attendance; " ...8 " ,6 mo8 : entered achool at 5 yrs. and 9 mos.; desiDoua, doss good work in everytiiing; " .'lO " , : entered sc};ool at 6 yrs.; in- terested. Girl.. 8 " , 6 ir.os : entered school at 7 yrs., an- xious to learn; bright and obedif^nt; " .10 " , .: entered school at 8 yrs.; an excellent pupil; •' .11 " , : entered sciiool at 6 yrs . ; de- portment excellent, work poor; " .12 " , : probably subnormal; does fairly well in all v/ork. Accellerates: Two boys and three girls at seven yrs. of a^^e, all of whom do excellent v/ork. Low Third Grade : Girl.. 9 yrc., : entered at 7 yrs., good atti- tude; does well in all work; " ,.9 " ,6 raos : very responsive; does no poor work ; " . .9 " ,8 ir.os : very ambitious, does well in all '-ork. High Third Grade : Boy.. 10 yrs., 5 mos : entered at 5 yrc, holdover foiAT times; slov/, lacks concentration and self-control; does poor work; " ..12 " : indiiferent. Girl .10 " , : good attitude; does good v;ork; •' 10 •' , .....: tries hard; ill health and poor- eye -sight; " 10 " , : fairly interested, good in all v/or k ; " 11 " , : entered at 7 yrs . , does well in all work; " 13 " , Tioldover: low mentality. Accelerate: girl: 8 yrs.; siie does good v;ork in everything but arit'iraetic . Low S'ourt-1 Grade : Boy... 10 yrs., holdover: lack of intereet; poor vrork; " . . .11 " ........ " : " " •• • " " Girl.. 10 yrc, 8 mos... : does fairly well in everything; •* ..12 " , 3 " : does fairly well in everything; hip-ji Pourtu Irade : Boy... 10 yrc, 4 mos : entered scliool at 6 yre., 2 mos.; does not c.^re for school; prefers to play. Girl.. 9 yrs holdover: could learn, but does not apply herself; "10 " , 3 moG ..: ei^.tered school at 5 yrc, 9 Ros.; v;as a holdover the first, second and third years; has improved in the neatness cf her work, but is only kept in- terested in anything by the con -st&Jit attention from her teach -er> "11 " , 10 mos ; entered sclsool at 5 yrs., 9 pos.; lioldover every terra since sle started to scliool; slow to learn ajrid does not seem to retain v/hat she gets; " 12 " , : entered at 6 yrs.; heedless. Accelerates: Tvo f:ii"ls of 9 yrs.; they both do good v/ork; One girl of 9 yrs., 5 mos.; she entered school at 5 yrs., of ige; she does poor v/ork in handwork and drawiiig; she has a fairly ^^ood attitude toward learning. Low j'ifth Grade : Boy... 11 yrs., 1 mo : learns easily but is rather lazy; does fairly well; " ...11 " , 4 mos., : good attitude; " ...11 " , 8 ir.oE : entered sc/iool when 7 yrs. and 5 inos.; application poor; does not care; is ;. nuisance; " ...12 •' , 3 noe., : good attitude; learns easily and does very good v;ork in all subjects; " ...13 " , 9 mos., : has no interest in scliool and is a holdover; plays tru;int ; Boy. . .14 yrn., . . . -47- does v/ell in everything v/hen he comes to school, .lioldover; deportnent poor, attitude toward learning poor; does well in aritlimetic and poor vork in overytiiinf^ else. rp.08 ., 4 mo£ ,10 .laoidOvor: is earnest but not capable of good work; ; a j^ood vvoi'ker; enjoys school and has a good attitude; re- tarded ; holdover: poor mentality; does not try and lias moved about a great deal; she entered scliool at b yrs . , and 9 mos . " : 1-Dline poor, poor mental ondition; has moved about a j^jreat deal; triec; : fair attitude tov7ard learnin^^; lacks understanding of history and geof^rapiixy. -iCcelorate: a fjirl who is 9 yrs., 1 mo.; she entered scliool at 6 yrs . and a few mos . ; she is not tryin,'; and does poorly in everythinr; except music and reading; she is i:Tmature and abocnt too much. Hig;h J''ifth Grade: Girl.. II " ..11 « ..12 " ..12 « ..lo Boy . . .12 yrs . , 1 mo : entered school at 7 yrs . , 3 moa.; is a good v/orker, but lazy at limes; does not do good work in those subjects he does not care for; " ...13 " : entered school at 7 yrs.; is indifferent towards his work, Girl.. 12 " : entered ocliool at 7 yrs.; is interested in her -/ork; " ..12 " , 2 mos., : entered school at 7 yrs., 5 mos.; is lazy ^nd indif- ferent; " . .15 " , : indifferent at times ; cannot be depended on. Acceler^^te: Boy of ten years :.,nd three months; entex^ed scliool at five years and nine months; his deportment is poor but his attitude tov;ard learning is splendid; he does veil in everytliing; is naturally brigJit and has a good environment. Low bixth Grade : Girl . .12 yrR . , indifferent toward her work; " ..12 " , attitude of desire to oucceed; does i.7ell in everytiiing except n'itlimetic -md ceo^rapliy; prob- abie reason is the change of sciiools; •• ••13 " , somewliat indifferent; •' . .13 " , lias a good attitude -md does fair work in everything; " ..lb " is very indifferent md at- tendance is irregular; /accelerate: Boy of ten years; hie attitude tov/ard leariiing is very satisfactory; he does well in all v/ork. jli^h Sixth Grade : Girl.. 12 yrs., 7 raos., : attitude is very good hut she cha-nges schools too fre- quently; " ..15 " , : entered school at 7 yrc.; at- titude ia good; " . .12 " ,4 rios : ambiti ous; cioes fair T;ork in aritiiraetic because of mismx- derstanding of ^/ork, hut is improving; she does \7ell in everytriing else; " . .14 " , : entered scIjooI at S yrs . , does v/eil in everything; except drav/ing, and in tJiat she lacks ability. L ow Seventh Grade : Boy... 14 yrs., 5 mos., ; not eager to learn. Accelerates: Boy, 11 yrs. of '•/je; is a very rriediocre pupil; has poor eyesight; Girl, 11 yrc. of age; is rather ambitious. Hi^h Seventh Grade : Girl.. 14 yrs., 6 n;os., : shows interest most of the time; lacks tJie power to rea- son in arithiJTietic and grammar. Low Kighth Grade: Girl.. 14 yrs., : attitude toward leanning is fair; -47- Boy. . .14 yVB ., . . . does v/ell in ev^jrytliing v/iien he comes to school, ►holdover: deportment poor, attitude toward learning poor; does well in arithmetic and poor vork in cverytliini^ else. Girl, .11 .12 .12 10 lioidovor: is earnest but not capable of good work; S mo8 . , : a good worker ; en j oyo school and has a good attitude; re- tarded; 4 mo'j., holdover: poor mentality; does not try and has moved about a f^reat deal; she entered scljooi at b yrs., and 9 mos. , " : -i-Dline poor, poor mental ondition; liao inoved about a ^;reat deal; triea; •• • .lo " , : fair attitude tov/ard learninfi , lacks understanding of history and geograpiiy. Accelcr-ite: a {':i3^1 who is G yrs., 1 mo.; slie entered sOiool at 6 yrs. and a few mos.; siie is not tryin,-'; and does poorly in everythinf^ except music and reading; she is iiTinaturo and abocnt too much. Hif:;h I'ifth Grade : Boy... 12 yrs., 1 mo : entered school at 7 yrs., 3 mos.; is a good v/oi-ker, but lazy at times; does not do good work in those subjects he does not care for; " ...13 *• , : entered scliool at 7 yrs.; is indifferent towards his work. Girl.. 12 " , : entered school at 7 yrs.; is interested in her '-7ork; " ..i;. '■ , 2 iios., : entered school at 7 yrs., 5 :no8.; is lazy and indif- ferent; " . .13 " , : indifferent at times ; cannot be der-ended on. Acceler *te: Boy of ten yeare And three nontlis; entered scliool at five years and nine ;nonths; his deportment is poor but his attitude toward learning is splendid; he does v/eil in everytliing; is naturally bright and has a good environment. Low Liixth Grade ; Girl . .12 y-Tf. . , i.nJii'f erent toward her work; " ••12 " , Jttitude of desire to cucceed; does \7ell in every tiling except ai'itlimetic -yid ^eo'^rapliy; prob- abje reason is the change of sciioole; ** ••i3 " somewhat indifferent; • "IS " , hixii a good attitude and does fair vjork in everything; " . .15 *' , ig very indifferent -ind at- tendance is irregular; -accelerate: Boy of ten yeart3; hie attitude tov/ard learning is very satisfactory; he does well in all work. JlJHh Sixth Grade ; Girl.. 12 yrs., 7 moo., : attitude is very good but she chojiijes echoole too fre- quently; " ..13 " , : entered sciiool at 7 yrc; at- titude io good; " ..13 ** , 4 noo.. : air.bitious; does fair v^ork in aritliraetic because of misun- derstanding of -/ork, but is improving; she does \7ell in everything else; " . .14 " , ; entered school at 9 yrs . » does vrell in everything except drav;ing, and in t>).at she lacks ability. Low Seventh Grade : Boy... 14 yrs., 5 mos., ; not eap;er to learn. Accelerates: Isoy, 11 yrs. of trje; is a very mediocre pupil; has poor eyesight; Girl, 11 yrc. of age; is rather ambitious. Hi frh Seventh Grade ; Girl.. 14 yrs., 6 mos., : shows interact most of the time; lacks tlie power to rea- son in arithimetic iind grammar. Lot? .'l''ighth Grade; Girl.. 14 yrs., : attitude toward learning is fair; Girl.. 14 yrs : application ie very r^ood, Lut 81 le is alov;; does about aver- age in all ^vorlc. Accelerate: Girl, 12 yrs., S mos.; is bri.-^ht and has good in- terest in all her v.ork. Hipli Si^^hth Grade : Girl.. 16 yrs., 2 rroc, : conscientioua; " ..17 " ,3 •' : open-minded, ittentive -nd has a good spirit. i'rom the reports given above one cannot see anything that could be called typical of any particuJcr* group of children. Eleven of the pupils rl.c are cver-age entered sc}loc1 late. The probable cause in nine of t^jese casee tfas £jaid to be poor men- tality. The child's attitude tovrai'd learning v/as unfavorable in only seventeen cases and indiff ererAce v;as the cause of nine out of tiie seventeen. Uineteen of the retarded children (05) have been holdovers. Cases siinilar to that of the girl in 'cit.e low fifth grade who is nine years and one nonth old sViould be looked into. Xt does not seem probable that she \70uld l-iave been pro- 3J0ted to that tirade had she been too inmaturo. 'Che cause of her many absences and trie reason for >ier doin^^ poorly in most of lier •worlc should be ascertained. A few of the teachers told the writer tliat Hiey v/ere pos- itive the af^es of some of tVie children had been put up in order to enter them in school. In talking v/ith the motl-ners, this v/as found to be true. Tlie v,-rong 3,ge is given and tiie cliild is sent to sciiool in order t<:?.t he may not be in the ivay at home; or -50- that he may liave some pl^ce tc stay "-hile both p-rents '--ve at v/or!c. Vhe ir.?.iority of the parents dc not like tc send tlieir children to kindergartens beccuse they do not undcrstrarid wiiat good the kind of training given tliere can do a child. The per cent of retardation of th.ese pupils {5Z/J of the girls and 40.4/;^ of Vne boys) and the reasons given by tlie teach- ers nre quite significant. Late entrance is a potent factor, irregular attendance is anotl.er, and certain pJiysical defects are responsible for -i part of the back'^ardneaa. It has been found from mental testin/5 of school children th;* tlie principal cause of retiirdation is low mentality. .ccording to Dr. Yergil T.» Dickson, "there is one c-^use of retardation tliat is prepondero.nt and that cause is lor 'nental level. "-^ "Every child \*o fails should be examined nentaliy. iJoci^.l history and enviromnental conditions that are the most probable causes of failure siaould be recorded. This vill lay the emphasis upon the study of the 2 individual." If some of the children are rnerely backi-vai'd, such backwardness, "if due to envirorraental conditio re, may be re- moved by changing the environment. If due to physical defect, such as slight deafness or eye troubles, to adenoids, or to ill- ness, it may be removed. .. .Such children, in most cases, VYill come ne?JP the average when these handicaps are removed... If the children are mentally defective or f eeble-m.inded; those v/ho Dickson, '. . .. ilie el-.tion of .ental Testing to i:;c}t.ool admin- istration. I'age 25. '^Dickson, ¥. E. Report of Departm.ent of Kesearch. Page 216. tiiroug'n either heredity or oth^jr causes •re so "b'^dly ret.'rded in mc-nlaiiiy Uiat wlioy cr„n I'lOver overcome tlie difficulty, and must aU.waya remain suLnoriaal, they muot he recognized aiid taken out of the regular classes; placed in special classes and given the kind of training isiiich they can profit hy. The best that crji he done under the circumstances muut he dene." In many cases tl-e indifferent attitude of the colored rupil is clue to hoth the parent and the teaclier. I:- are re- tarded. About 58>'i> of the boys and 59;o of tJie ,;irls are retard- ed. Table IX shov/G the distribution of the pupils doing good Y/ork or v ork that is batter than good ond poor -vjork and work th ; t is better t'lan poor in various subjects: Table IX distribution of iupils J3oing Good '..'ork md loor i;- V-^ricus Subjects /ork GOOC/ WoKk 7=>oof^ Wopi^ So^s O^r/s ^oyC-f/7<^. C 1 ^ ^ 3 f J,l 3 \ , J- 2. JL 1 // ^oc. ^a^r^. s. J / / ^ J 1 C 1 1 ryp//ja ,, / o A / ^ Bh HsefffKf (, X, ■2, f o / / / ^ /^u^/C ■ j_ -3 J. ¥ n J X. ^. r-: ^ 7 3 A /v / Ho^e £con Ji. , // P £c/(7f.0.m Occu/>. P 3 i y ^ J.3 J. ' f / V- __/_ y J-. 7 2. z. Peivr7o/isf'f- -z. ^ / ^ , i -54- It rippeara from the alDove table tliat t>)e per cent of f^ii-ls doing f'^ood r/ork exceeds tVie per cent doinf^ poor work. Tlie per cent of "boys doing good work in history and modern lanRuaf^ee exceeds that of tVie boys doing poor v/ork; but the per cent do- ing poor work in Kngliah, science ^ind iiiathematics exceeds that of tiie boys doing good work in tliose subjects. The girls, then, are doing better work than the boys. There is no partiality to subjects which are of practical value. The \sTiter v/aa told that lOO;;^ of the colored pupils \7ho have attended the Vocational High School of Oakland have not graduated. This is due, in part to the economic condition of the parents. The hig}i scViool teac'iers' judgments concerning the overage pupils, tiie holdovers and the accelerated pupils are tlie follow- ing: Loi? Ninth Grade: Boy . ..16 ..16 yi-G ., « ..17 » Girl ..15 «t H ..15 " , ..15 ..15 " , « ..16 1) " ..16 - , t> ..16 II € mo 10 rros likes to play too mucli; indifferent and impassive; ii'regular attendance; perhaps mental . lazy; does poor vrork in every tiling; lacks initiative and tlaor- oughness; poor mentality; inclined to he industrious; good attitude; does no poor v7ork; eager to iearn; does \7ell in everytViing; indifferent; mentally infer- ior; good attitude; lacks initia- tive and thoroughness; .55- Girl. .If) yrs : attitude average; has no f a i 1 in(5 .-^r n. dee; " ♦ '1^ " : f^ood attitude; does poor work in iJn^^liah and yronch "becauoe tliey are hard for her; " • 'l? *' , : holdover (Bicknesc) ; a very diligent puyil; " --l? " , iioldover. ...: rather indiif erent; " ••IV " , : fairly induetrious . Hi^rh I^inth Grade; Boy... 15 yrs*, 11 ;:^os., *. appears to be very much interested; for a lon,^; time he v/orked - played at a ;rovie for six hours (5 I .i:. to 11 l.I.:.) . He said lie did }iis lep-sons on the car going to ;and coming from his v?ork or when he arrived home. I daresay he was too tired to tliink." Girl . .15 yrs . , 6 moa . , : age upon entering high school, 14 yrs., 10 mos . ; doee not ai-ply herself and is a holdover; " ..15 yrf;., 10 r'os., : has a fairly good attitude toward learning; ** . .16 " , ...,.<..,....: fitudious : does poor r/ork in i^panish; " . .16 " , : fairly good attitude ; '* . .16 " : « « " ; " ..16 '■' , i5 'OS., holdover..: good attitude; " ..16 " , 7 mos., : attitude good; " ..17 •* , : attitude riOt good. Accelerate: Girl, 14 yrs. of age; she is partly a lioldover; rather indifferent. Low Tenth Grade : Boy • . .16 yrs : indifferent : "probably caused by Lome ccnditions; the child lives v/itJi a , -randf ather ; " " . . .16 yrs . , 8 mon ., : anxious to do xvell; does well in ail subjects; " . . .17 " , , . , : seer.s to be r.tudious, but }ii£ recoi-d is now good, now bad; •56. Boy... 18 yrs., 3 nos., ; entered higli school when 16 yrs., 1 '^0.; tries his best; does no poor \7ork; " ...19 " ,5 " , : indifferent; Girl.. 16 •• , : good ttitude; " ..17 •' , 2 mos., : does good i7ork. Accelerated: Girl, 14 yrs. of 04;;e; sJie does good .v;ork in every- thing except jinglish; Girl, 14 yrs., 9 mos., of o^e; she does fjood work in everyt;iing. jiin:h Tenth Grade : ■.ccelerated: Boy, 15 yrs. of age; has a good attitude and does no 00 or vork; Boy, 15 yrs. of a^s', has a good attitude and does good vork in everything; Boy, 15 yrs., of age: does good v;ork in every- thing except I'nglish p.nd algebra; v;ants to go to college. Boy... 17 yra : poor mentality; entered high school r-Jxen 15 yrs. of age; ^ ...IS ^ , 2 pos., : -jtbitudc poor; " ...21 " : not strong in any subjects; by hard v;ork m on ages to barely pass in all. GirL.l? yrs., 4 n^os., : does good work; " ..17 " ,9 " , : t'torougnly satisfactory; does no poor work; ^ ..17 " , ? oa., : rather inciifrercnt . LoYt' :.leventh Jx'ade : Girl . .17 yrs . „ : average pupil ; " ..17 " , : good attitude; does v;ell in everything; " . .19 " , '• does good nork iiipi L^l ev entry Grade : Girl.. 19 yrs., i n\o», ..: does xjell in everything ex- cept r-u-itJicraatics . Accelerated: Girl, 15 yrs. of :^e; a good student; does xiell in everything; " , 16 " ,2 mo8., seems to vary from term to torm. -57- Low Tv/elfth Grod^ ; Girl . .18 yrs . , : interested in school v;ork, but is by no meano a strong student; worries at hone; " • 'IS " , : scerre to vary from term to t erir. • High Twelfth Grade : 3ioy...23 yrs., 3 mos., : earnest and interested; ir- regular attendance; Girl.. 19 " , : attitude fair; does not ex- cel nor fail in any subject; does poor work and then •^rjiien r;he thinks she mi.-^t fail, she etudies hard in order to catch up. Accelerated: Boy, 16 yrs. of age; he h^^c failed in soir.e eub- jects; attitude i8 good but his r;5entaiity is poor; Girl, 15 yre of 3,^e; "interested wnd anxious to leorn Trri€;n paesing; e-jeily diccoura^jed and almost a quitter v/hen not .?ble to get along well. Drops a subject the minute it getea liar*. Ooes poor work in everything except music. . .all other courses are barely passable, and mtmy have been failed in or dropped; has failed again and =^ain in Engljeb. To mental pov/er." J<'rcm the above v;e see that where the "attitude toward learn- ing" of these pupils was signified on the questionnaires, four were said to be "indifferent," one "lazy" and one "not good"; the attitude of the ot'.,ers was signified to be from "fair" to very "diligent •*. Ir twenty-eight cases, tlxe children entered high school oJder than. tJie average age of entering. In the fourteen cases w?iere ttie ciiild is a holdover, only in five is he ;;n over- age pupil. fhe blank ^^hich. v/as filled for the boy v/ho is 23 yrs. of age and in -bJie iiigh tv/elfth grade did not signify whether the -5C- teacher thought him tc be mcritnlly gIov; or not. One wondere T/hether he mi^ned ccliool •:. rumher of years, or h.g Leen attend- ing since a child. It is strange th it the two children in the same grade v;ho are accelerated - tVie boy is 16 yre. .nd Vae girl, 15 yrs . of age - could be called mentally poor. T}ie conclusiors re^^ci-'ed in regard to the holdovers .md overage pupils of the gr'-unmox sclxool, also hold true for the high school pujils. Mental testing for all the children of the schools cannot be too greatly emphasised. >.'ortunitely the need of a vocational counsellor in the schools is nQ\7 recof^nized. In order to do the rc.oct effective work for colored pui^ils, tliese counsellors should be in eyrr-patliy with colored people. Intelli- gence teett C'.n cell us v;i)ether a child's n:..tivc ability corre- sponds approximoteiy tc the ir.edian for: (1) professional classes, (2) semi-prof es'dional classes, (3) crdin-xry skilled v;or?-<:ers, (4) semi-skilled v/crkers, (5) unskilled workers. T5-iG correlation betv/eeri tue -,inount of education received by the parents and tlie stay of the cliildren in school is not close. Tliere are parents ?/ho hve received a good education, but who do not believe in keepinii their childreri in scliool; and tliere are t/ioee who Jaave had little, if :^ny, education v;iio believe in giving their children all the ativantages possible. Until very i'ecently the high schools had a very small nuaber of colored children. Thougii there ■.lere children ambit iouc :ynd nentally -59- fit for i higli ychool education tlie avera^je parent did not have an inconie large enough to keep the older children in scl.ool. aince the fathers are now m-ikiuQ higlier wages (being allowed to ■cfork in siiip yards, etc.) tliey ax'e sending their children to high school. The incre ee in the number of higli school pupils ie also due to the raising of the compulsory school age. -60- Conclunion The information ffained Uiroufjh the question;-)- ires showa very clearly that there must be (l) the realization on the p.iTt of the parento th.t the children t.hould receive :nost of their eiicour ieje- L'ent at home, (2) a greater cooperation hetv/een parent and teach- er, (o) the establishment of more junior hi?;h schools, (4) the ascertaining; of t>,e mental level of the children, (5) a vocation- al counsellor so that proper training may he .^jiven , (6) the kno'v/ledi^e tn.ct tiiis training can he fnade use of, (?) and the knowledtie, on the part of the parent, that the child is not re- ceiving certain training because he is black, but because it is through it tlxat he vjill become a better citizen. •Gl- Higher Kducation There have been only t: ree colored students in jttendance it tlie ban iTanciscc btate .Normal tichool. Two have already graduated and one is stiil in attendance; all arc v/omen. Of the two graduates, one is teaching in a colored school in the Middle West and the other is married. The latter never taugljt school. Until a few years ago, t-here v;ere never more tiian two or three colored students attending tie University of Ga,lifornia or the colleges cituoted in the f>an I'rancisco j3ay region. ,it pres- ent there are nearly thirty. I^ost of tliese students are from the vouth. They have come to otudy at these institutions because colored irstitutions have not the ?:igli. standing of the institu- tions of higher learning in the Korth. '>ome of tiiese students aspire to becoice doctors, deiitisto or lav;yers. Others, enrolled in the College of Letters aiid sciences of the University of Cal- ifornia, have no definite end in vie?/. Strange to say, fev/ of the women core to become teachers. This Is due to t":e fact that teachers in the colored ochoole are so poorly paid. Tliey have no desire to return to tije South, since V:^e-:jr do not fully realize the part they could play in raising the status of t^je southern Fegro . Personal opirjion influeaces the attitude of instructors the higher the colored studeiit goes up the educaticnal ladder, so a study of the type of students' viovli in the various departments would be cf no value , so v/'^s not made. CHAl^TKU V HOMK rmi NTiilGimCRHOOD CONDITIONS 03? TICE HCKOOL CWlLDmm **The home is the baeie unit of civilir.ation, in vMcli appear In latent I'orm all t.-ie povrerc th^)t liter life ir to ro^Oize."-^ After tl.e imnoTtoticn of f,l^;ver, fron; Africa, "tl.e private home as a celf-protectlve, IndependGnt un.lt 'iid not e.Ti:ist. f-int powerful institution, t'Me polygiST.ous Af r ic .'Vi licrso, v-v-.s alir.ost conplotely dGstroyod, .md in itn pl ;.CG in A^nerica arose 3e:ra?,l pronis^cuity, a vve^ilc cominunity life, wiUi comnon dv/ellin'^, rneils, oj-id child iiurGGrier. . l^ie iaterna.1 s^ave trade tender further to weaken natural tiea. ». a;nall numbor of favor oi /louss oerv-ants and arti- sans \vere raised above b-iia - iiad tiieir private homcse, came in contact with the culture oX fno iiViCter ci<>i39, and asoiin Hated mucia of Airsricari civilization, xhio was, iao-,vever, -aicceptional; broadly epeaking, the /greatest sociiil effect of .rr.iirican slavery was to substitute for the polyaa:nou8 ^^egro uome a. nevi poly^^amy lees gu.orded, les-^: effective, -and less civilized."* After the Civil Var , fie.'Aro rrjai^ria.'^ee of the tjlave day a .vevc legalised. i:if- farts '.'lere ther, jnade to -orir'g the farrily life of the mass of the people up to the level necessary to civilized life, li'.e reoults v.ic note'' ort" y . •^Horne, K. ft. The ^hilosojihy of liducation. l-age 1. ''Du Bois, W. >^. ... The ic ;ro. J age© IfV-lGB. •"Co- lt baa not only been proven that living conditions 'jffoct the efficiency of children se v.-ell os vcrkingTr.en, but tbe con- dition of tbe neighborbood lias? been i^roycv to be an important factor ir the educational as well 3Z noral developrccnt of chil- drer;. Therefore, lilboir.es and 38 neif-^liborbocds where there v:ere children in r.cbr>ol, \Tere r-r.ided c.cccrdinj to the v"iiittier 3cale for Grading ilome Condi tione-^ and the V/)iittier Ucaie for Grading Nei(i;hborhood Conditions^, in order to determine the f^eneral so- cial level of each f ruiy. ■^^^ilii-?- (J, J. ; . T3)e ./hittier oCaie for Gradiii^; .lome Condi- tions. Journal of Delinquency, Vol. 1, No. 5, iJov. 1916. V^dos 275-286 2\.'iilisins, J. h. The "whittier Scale for Grading jNieiKhborhood Conditions. Dept. of Hesearch, V/};ittier Ltate School, Bulle- tin Ko. 5. Hone Conftitione The homec are graded according to rsecetsitias, neatnece, size, parental conditions md parental supervision. Tlie results are shown in the tahles v/liich follov,'. One (l) is toe lowest mark and five (5) the hi^^hest m-trlc given. According to the Home Index Distribution, Table X , the homes ranlc fror. Index 5 to Index 25 and the raedirxii is at In- dex IV. The table shows one case at Index 5 , one n.t Index 7 and t?iree at Index 9 (t^iese represerit ti:e homes of tlie poorer people) ; at the other end of the table there are two c ises at Index 25 , five ^t Index 24 ^ three at Index 22 and five at Index 22 (tj)ese repreoent the homee of tite v;ell-to-do) : Tible X home index -TJistribvition of 111 Koraes. of Colored Cl:>.ildren Index 5 - i caL^e " G 1 " " 7 2 cases 3 5 « •• 0.... 7 " " 10 6 « " 11 IC 12 4 ". " 13 Z " " 14 3 " « 15 6 " " 16 7 " « 17 (Kedian) ..7 16 3 " " IS iS 20 7 ■ « » 21 6 " 22 5 •» 23 ' 6 " " 24 !J " " 25 2 Total Ill -65- i-.eference to Tal)le XI reveal e^ tVie fact tli.^t of tlie nedian scox'oPi in the; hone ,^rad:.r.f;;, riecer,f?.\tio?;, r-eat^'ieon, size and pa- rental conditions have the same ocorc: j5; parent -^1 nuporvioion has a I'-J-i^ier score: 4_. Table XI Distriljution of Itora-points of 111 Jlornee of Coioi'ed Cliildren 1 2 3 4 5 Its. 1 Necessities ■. C 11 27 o7 27 9 » 11 iseatrtese io 19 2o_ £o 2G " 111 bize n 9 22 2122 25 « IV iai-eritai Sonaiiioiis G 24 o9 ;;8 14 » V Parental £upervieion. ...... . C 9 18 26 37 21 *' (TVie underlined figureti &l)ow where the medians fall.) A compiirison with the Bietribution ox" Item-points, 120 I'omes of Delinquent r.oys-^ , show« that tie homes of the colored children rank tiie same .^s the homes of Ine delinquent boys in necessities and eise, rank one point lov/er in rsatnesc, one point hifiher in pgrent=!l conditions and tliree points higher in parental super- vie.ion. As con:ipy.red v/ith the Disitrihution of Item-points, i'ifty Homes of iMon-delinquent enildren, l;he colored horaea rank tv/o poirtu lov:er in nocersitice, , neatness, cize -^nd parental condi- tion©, but rank the sarae in p;arental supervision. ^Willia;r.s, J. .11. The 7/hittier Scale for Grading Home Conditions. Journt;! of l^t;! Innuency , Vol. 1, I'o. 5, aJov. 1916. Pages 275-286. ^Ihid. -G6- i^oces-tii tl oa VvOUlJ 'nve vecoiYed a lov/ei" iicore uevernj. years ^.-Tc . AJoug with tie i^'cre-'ce of VB.reB , t-te colored man Uae inade hie r.orre mere c onif ortabJ e and provided his family witl- more of tl"e nccefcpitiec of life. I'ott cf y;is hos "beer done on the in- £:trll::nrt plaxi, it iz true, fet f o inf^talltrcr^t ^]'r^, if vr::ed vif.ol;,, i'j. c.r, ec<-i'Ofric s^dvartarrj peopTe do not h eve to deny -thetaselvet rome of the iu::uricc cr even tl-e receetitiet of life. i^acfc xiii& no fcffect on Lho cisanlincsc of a Ijome for cleanli- ne&s 16 not instinctive, out is an acquired characteristic. Tiiough. tUexe arc come C'ses r/hcre neatnouFj gets -.lu lovj a tscore as Xf t>ie number cf scores iu balanced by those of A and 5.. .jincc colored v>eople must live in Vie liouseo that they are permitted to rent, .uid since theii' iiieonic is oftei: inadequate, a prVjrt of it must 'be obtairied by taking in roomers; go the Gi;:e of [.lie nouse v/iil be too small for the number of people living; in it. On tlie other hand, ac n;any i?.re nor; buying their oxm liomes, they choose one -rhicl-i ic cv.itc .lr-rp:e cr.ouf:h rcr the faraiiy. ) gy ent p.1 C oncli t i on a ; In most czses, parental conditions received a hi^^h score; biit the number of lew ci^es brought fis a.verafTe down. The amount of "harmony" between parents ic not very easy to ascertain. Come of the -nothers renain it hOTne mo^t of tl\e time, but the ma- -67- jority muat i.elp cupport the fair^ily hund are tiierefore av/ay from home uoiTly every or evory day. Tarental JjUYjex-vision : Because the black child is often lield. up to the public eye ao ix raciiil type, especially if his ■behavior is not wli.at it s'hculd 'be, moot p.-rente, some of v/hom had no home iite uhercaelves, arc "beginni/iii' to realize that they must iiitereet t^ieraoeives in the velfare of U-ieir children. Thei.'e ax:e i'ew caeeo v;hexe the pa- rents are really incor-ipetent; in some cases tiiey .^re uiichle to care for tjioiir children, in otheve they are good-naturedly toler- ant; hut rarely are t'^ey wilfully nec.ligent. -68- NelRhborhood Conditions Table Xll represents the distribution of the item-points of tiie 58 nei{;hborhoods where the 111 homes are cjituited. 1 rep- resents Jentnecs, . anitation nd Improvement; 11 represents Ilay- ground facilities; 111 represents Institutions and TOstiblish- raents; IV represents aocial .statue of Residents; V represents .w- era^e Crade of >)Omes: Table Xll Distribution cf Item-points of the 38 Keigbborhoods w}!ere the 111 homes of the Children are Situated Items \ 11 111 IV Y No. 3r-;ding n II 1 5 5 m » 2 25 11 44 27 17 » n 3 36 67 43 65 49 m n 1 32 20 21 IB 32 N n 5 13 13 3 6 13 Total . . . . Ill 111 111 111 ill i.'edians. . . . . .3 3 3 3 3 Each of the above items v/.s fjraded on a sc-iie of five points; _1 represents decidedly unfavorable caidifcions, 5^ points repre- sent favorable conditions, and 2, _^ -irid 4_ represent conditions of varying f -^vor-zbility letTvee.n t}ie two ertreraec The medians for each of the five items is ^. Items 1 -^nd IV are the only onef. e^TBdivr^i 1_. -69- Table >:ill represents the dio triljution of the indices of the 30 neif^hborhoocls. The homes rank fro^ Index 9 to Index 24; the median is at Index 15: Table Xlll Index Distribution of the 38 Kei^jhborVioods wliere the 111 '.'oTiea ^re :"it'.i.^ted Index 9 1 c ise " 10 4 r;,?.ses " 11 15 » " 1£ 11 " " 13 2 " « 14 1:3 •• 15 (Median) 21 •* 16 . . 4 " •• 17 9 " 18 10 " 19 3 » 20 , 6 " 21 4 « " i:yj, 4 " " 2S 1 •• 24 4 " 25 " Total .111 " .70. Diagram VI sJiov/s tlie relative distribution of the Ifeigh- Lorhood Index und the ]iOine Index for the 111 cacec: Diagram VI The DistriDution of the Heig^iborhood Index and the JiOrae Index / ,1 ^ J 7 / ^c-/ Gh > / BORMOOD /2. /.} /V / >-/ f/siD£X -? L^ A r i>"-^-' — 1 . 1 / ' / * / . / J:r. / 3L\ ' K . z.a , » ^I . f^' : ! ' , / /I ' /. . y _ 4 y / - A 1 / t. 1 i A T 1 1 / \ t } / / / / , / / n ? / ^ ' J -j-j 1 L_ __j J —J / Each dot rov:rceent£: one hoi:ic. Itw >.oeition on the verti- cal BCaie representa t};c liome index; its pociticn on the hori- zontal ycale represento tl.s neigl'.l^orhood index. Tlic diagonal -71- line through the center pcsees tJirough the points .^t v/uich the lieightorhood Index and the Itome Index are identical, the closer the dot ^representing a given home approaches tliis line, tlie necxer the resemlalance of the tr;o indices, in niimber of points. Dots above the diagonal line represent lioines vdiich f^rade higher than the neighborhood; do-cs ueiow t.ie line represent hor.ies vdiich grade lower than the neif^hborhood in wiiich. they are 1 oca bed. The home and neighoornooa indices are aliout eqaaiiy distributed on both bidee of t: e line; out, v/iiere tlie nome irjde^c xa xower thaxi the neighborhood index the dots are situ-^ted nearer the di- agorxal line* The I'jreator differences bet^^een the two indices are where the neighborhood index is lo-ver than the home index. There ia one case of ?;.!. i:j, . .1. 25; one uf ; .1. 21, .' .1. 14; tT70 of J, .1. 18, T»'X, 11. Thei^e ia ore cs^e of ]>:.!. 9, i;.l. 5; one of 1^.1. 12, li.I. 6; ore of I .1. 24, ] .1. 17. These homes 'ire located ±xt alley-v.-ays, suburban aistriots, v;cil-kept ^nd poorly Kept etreets. . -72- Comparison of f^ie Index distributions of the Colored axid Delinquent Cliildren It is intereiitinc to co:Tipare tiiv index distribution of tlie 111 liomeo of tiie colored children ;;ith the index diatribution of 155 hoines of deliuxquent children of the ..hittier ,;urvey. "..de- lirKtuent b&,y£. ctTie froin rie-.ily b.1i ievela o£ feiucia] -ar.d industri- al life. A& m-iy be expected, however, in consicleratioi'i of tlie arrcunt oi liereditery ut^fectivene-ij found, t.he ,i;reat niajority are ct-iildrer. of laborers und traxleynien of the rniddle ir.d iov.er class- es. The foilov/ing la a ilt't of the 64 occupations of the fatJiers of ty.iy '^^roup of boys;: Laborer 30 Carpenter 26 Painter 12 R.Fc. Employee 17 RsRChcr 11 Teamster 9 :.:aC'iinitt 7 5';^riner 5 Coo:- , 4 Miner 4 Plarsterer 4 Tailor 4 C outi'actor 4 Blacksmith 4 Junk Dea ler 3 Soldier 3 Baker 3 J.yrber 3 Janitor 3 J.lec ti'io ian 2 Cefnent Fi r.ir/>;er 2 Tel ef-crariher 2 3"orter 2 lorinter 2 Gerb^^e Col lee t or ..... . 2 foreman 2 Urloaown snd none....... 9 Iv.iscell7.necus, 1 each.. 37 Tlie iiorne indices of i.hece 125 boya nxe Inwer, on the -averai^e, than the indices of their neighhorliood!?, There are a few caaeo of striking difference; one c^i&e in '.'haoh t}>s hone evades 5 and tlie nei;::'^borhood 17, a di'fe:cence of 12 points; a ease of home index 6 and noi:-^hborhood index 16, r. c-:5?e of home index 11 and neif'aborhood index 23. The caeeo of v/id^est deviation -73- in favor of the home are as follows: h'.I. 14, 11.1. 10; }l.I. 10, N.l. 14; ii.I. 23, I^.I. 19; differences of hut four points in each case. The majority of c^^.fjej;, ho>7ever, falla no-r the line of equal scores." ?iy means of the folloring tv'ole ^ve can comp-^re the index dictributlon of the hoines and neipjabor'noods of t;ie colored chil« dren .nd delinquent boys: Table :UM Conipcrieon of .he Index hjr.tr.i.huticne of the --jomec and MeiGliborhoodB of the Colored Children cjid :)elir!quei!t Boys Index u 6. 7 . 8. 9, 10. 11. 12. 13. 14. 15. 16. 17. lo. 19.... 12 JQ 7 21 6 22 5 23 6 PA 5 25 . . ._i^ 111 Hoines C.C. .1 case. . . . .1 **.... ,'cl cases 4 -o " 4 6 7 8 6 4 8 17 1 ... .12 6 5 5 7 ..7 ..6 .10 ..4 ..3 ..2 ..6 ..7 ..7 ..8 D.E. 5 CilS! 7 " '..otal (C.C: Colored Children ...4 . ..1 120 D.I Neighborhoods c .C. U.B cases ....0 cac ii .... 1 ....0 ii 1 1 H ....6 4 '■' 15 H c 3.1 " . . . .0 2 •» ...lb 12 " . . .It 21 M ...la 4 •' . . .17 9 It 8 10 ■' ....9 3 11 ...13 6 ... .9 4 H ....7 4 a ... .5 1 t. ... .3 4 1) 1 ,^ " ....0 111 135 Delinquent Poys) ^Williar^.s, Xiitej-iitie^we -ud Jelii:.Y^^ncj 1 i'lQ 11. -74- The aljove tolle sliowe t^i^t there are colored liomes that rank as low as t;)e lowest caees of the homes of delinquent boys, hut the number of "better homes rnclces the median tv;o points hi;-:her (\in- derlined figures chow vrhere the medians lie.) There ; e no col- ored homes in neighborhoods represented "by index 5, 6, 7 or 8, only one at index 9 and 4 at index 10, tut the number of homes in nei.'^hlorhoodj; reprecented by index 11 aiid index 12 cuic: the fact tl-iut th.e rjeift'^bcrhoods of a greater niunber of homes of de- linquent boys are better th jji tixe neigl'iborlioodo of the homes of colored children, makes the median for t):ie l.-rtler one point low- er than tli.-t of the forrner, (underlined fi^^ures show wJ-iere the rDedi-:^.ns lie.) The home? and neif^hborhooda of the coloreJ children were compared with delinquent children because of vie yi;nil,;rity of the industrial fttatus of the fatiiere of che Iv/o vroupe of chil- clx-en . -75- Conclusion vflien one coneidere Uiat it is a little over a half a centu- ry since the iMegro was released from hondage, and that during that time he has had to acquire many characteristics of civi- lized life, the condition of the homes are not what one would expect to find; "but much can and must "be done tlirough education in order that they become better. The poor condition of some of the neighborhoods is due to causes many of vAiich are outside his control, nevertheless he can learn to better tliose he cyji con- trol and by so doing raise the status of the neighborhoods. Hln- vironment cannot change one's inherent characteristics, but can do much to develop those other elmr act eristics necessary for tlie making of a good and useful citizen. CHAPTER VI C(aJCLUSION The writer has sought to present briefly the main points brought out in the survey, ae have learned tliatfCl) the condi- tion of the Negro in the San i'rancisco Bay region is about the same as hie condition in other parts of the North, wiiere the colored population is not large; (2) there is little correlation between the education and occupations of the persons who replied to the questionnaires; (3) tiie school v/ork done by the 223 chil- dren camxot be called typical of children of any race; (4) the home and neighborhood environments of colored children are not such as one vrould expect to find ^Then the social and econcMnic status of tlieir parents is considered. A Buaiaary of Uie concluaions reached ie: (1) xlaat there muet be the establiehraent of a system of education to provide vocational training v/hich should aim at ef- ficiency in .. specica field of >;orlc; a liberal education 'Ahich should prep-ire for life in the family, community, state and church; and a cultural education which should prepare for the worthy use of leisure. (2) That the raental level of children nufjt be ascertained, 80 tiiat the proper education may be r^iven. (o) That the correlation between soci;! desiand and voca- tional training must not be disregarded. / -77- (4) That the Negro parent must realize that his child is not receiving certain training because he is colored, hut because it is through such training he vrili bijcorje a better citizen. (5) That the Negro parent must realize ttiixt his child ahould receive most of his encouragement at home. (6) That there must be a greater cooperation between Uie parent and the teacher. (7) That all the various forms of education must be made available to those who can profit therefrom; since public inter- eat demands that every future citizen secure all the training necessary for his life in the conmunity, and many kinds of trained men are needed. (8) That there must be e. greater cooperation betv;een mar:- bers of the race so that the children will have more fields in which to apply tlrie training tl-iey receive. (9) That one of the greatest needs of the race is wives who stay at home; but, until that is made poseible, those who must help support the family should be taught to work in such a way that at night they v/ill not be over-fatigued ^rnd unable to give their best self to their children. (10) That the various organizations must realize their social duties and help their raenbers become more efficient citi- zens. (11) That, since the church has a great influence over the life of tlie Kegro, it is necessary for tlie colored minister to reeJ-ize more fully that his is a profession of service and he -78- can do much toward making tlie conunvmity 'better in ra^iny respects; tliat every nan, regsirdless of his creed, can do good in some way. (12) That the Mcgro must "be able to make use of all his ca- pacities to their greatest extent, in order tJiat he may take his proper place in the progress of the v^orld. -79- List of Diagrams, i'orme and TaMes Diagrams Page 1 Distritution of t-ie Education of tiie 393 i/ien 12 11 Education of the Men and Women in Various Occujiatione. . 13 111 rictribution of tlie Education of 279 Women 22 IV Per cent Kornial, Retarded and .Moderated Pupils 40- V Dietritution of l-upils /.ccording to Good and Poor \/ork in Various Su'bj ects . . * 43 VI Lictribution of t3ie Ifeighborhood Index ;tnd tlie Home Index 70 Forms 1 Q,uestionnaire distributed among the adult population... 7 11 " filled out by high and grammar school teachers regarding colored school children 37 Tables 1 Occupations of the Men 8 11 Education of the Ivien in the Various Occupations 10 111 Occupations of the Women 19 IV Education of the Women in the Various Occupations 20 V iAge-Grade Distribution of r\ipil6 38 VI Distribution of tlie 223 Children in the Grades 39 Vll Distribution of Pupils Doii^ Good Work and V/ork that is Better than Good in Various bubjects 41 Vlll Distribution of Pupils Doing Poor i/ork and ork that is J-etter than ioor in Various Subjects 42 IX Distribution of Pupils Doing Good Work and Poor Work in Various Subjects 53 X Home Index Distribution of 111 Homes of Colored Children 64 XI Distribution of Item-points of 111 Plomes of Colored Children 65 Xll Distribution of Item-points of 38 ITeighborhoods %7here the iiomea of the Children are situited 68 Xlll Index Distribution of the 38 Neir^iborhoods vdiere tlie 111 iiomee are situated 69 XIV Corap-arison of U^e Index Distribution of tlie Homes and i^eighborhoods of the Colored Children and Delinquent Boys 73 BIBLIOGRAPHY Du Bcie, ly. E. -R. Woodson, Carter 0. Jones, Tjio8. Jeo&o Work, n'-onroe, K. Tne Crisis The 'vestcrn Outlook T5ie Education of the ilegro Irior to I8G1 . lietjro iiduR.Htion. .-.ieport, Uni- ted L-tatee Bureau of Education. 1S17 . The Negro Ye-ir Look, 1918-1919 Vol, 22, Ko. 3. July, 1921. Voi. i, .'o. 1 - Vol. XXVll, iio. 20, Liwett, John The luhiic bcljooi by stem of California. ^einger vereus Crookshank. 82 California Deoitsions, ri88. .'innual Report, Board of Education ot tne Cora^^OJr.■ ^Joimcil of tan Pranoisco, California. 1850. Kig-hth Annual Eeport of the Euperinter-dent of l-iAblic schools of San ia'ano i sso o , iOco . Home, II. •!. Eennett, 6. V. Be Oarmo, Chas Dickeon, V. K. >;i»'illia,"io, J rhi].osophy of i.ducation. The Junior High ScjiooI. Principles of secondary i^duca- tion. nelatiorj of '.ienta,! Teeting to cchool /idmini strati on. iieport of Department of Keee-jrch, school 1 raining of Defective Children. Intelligence and Delinquency. The Vhittier i;cale for Grading i'oric Ccnc'itior.i,. . The Whittier J^'cale for Grading Heighhorhood Conditions. V RETURN EDUCATION-PSYCHOLOGY LIBRARY TO— #- 2600 Tolman Hall 642-4209 1 LOAN PERIOD 1 3 MONTH 2 3 4 5 6 ALL BOOKS MAY BE RECALLED AFTER 7 DAYS NO RENEWALS Return to desk from which borrowed DUE AS STAMPED BELOW AP R g'6 19 |1 -B- ^ -^ S QUARTER LOAN DJE mcmu mmj T O R ECA LL NOV - 5 198 ®ycd«smujBRtf> KLC C Ht RJN-RENEWAEtE UNIVERSITY OF CALIFORNIA, BERKELEY FORM NO. DD I 0,