II. SCHOOL CONTACT PROBLEMS

Information as to problems of contact in the schools was gathered from conferences to which the principals of high and elementary schools were invited, and by personal visits to the schools. Thirteen elementary schools were visited, seven of which had an enrolment of less than 50 per cent Negro, and six of which had an enrolment of more than 50 per cent Negro. The schools with the smaller percentage were: Drake (30),[37] Felsenthal (20), Forrestville (38), Haven (20), Oakland (26), Webster (30), and Kenwood (a very small number of Negroes). The schools having a majority Negro were Colman (92), Doolittle (85), Douglas (93), Farren (92), Keith (90), and Moseley (70).

The high schools visited were Englewood, Hyde Park, and Wendell Phillips. In Englewood and Hyde Park the percentage of Negroes was very small, while in Wendell Phillips the Negro children were about 56 per cent of the enrolment.

The opinions of principals and teachers about Negro children are a cross-section of public opinion on the race question with all its contradictions and irritations. It must therefore be borne in mind in reading this section on school contacts that whether Negro children are reported good or bad, bright or dull, quarrelsome or amiable, whether antagonism and voluntary grouping or their lack are reported, there is an inevitable tendency for the teacher to see the facts in the light of any prejudice or general views she may have on race relations.

It was thought, for example, that for the purposes of this discussion the schools could be put in two general groups: those with less than 50 per cent Negroes and those with more than 50 per cent Negroes. But it was immediately apparent that no generalizations could be made on the basis of the percentage of Negro children in the schools, because sometimes two principals of schools having the same proportion of Negro pupils reported widely different experience with reference to friction; and in some cases principals of schools with a small percentage of Negroes reported friction, while other principals of schools with a larger percentage reported harmonious relations. The most important factor determining the attitude of the teachers in a school was invariably the attitude of the principal. Though there were many cases where individual teachers held views entirely different from those of the principal, yet the attitude of the principal was usually reflected in the expressed opinion of the teachers and in the atmosphere of the school.

But there is no explanation for total disagreement between two teachers in the same school as to whether or not there is race friction in the school except difference in points of view on the race problem. This factor is to be taken into consideration in weighing the testimony of teachers regarding school contacts of the races.

The attitude of some of the principals and teachers was revealed in their fear that their schools, with 20 per cent or 30 per cent Negro children, would be regarded as largely Negro schools. The principal of a school with 30 per cent Negro children considered it an insult to be asked to have his school take part in a song festival with schools largely attended by Negroes. A teacher in a school 26 per cent Negro was much incensed because the Board of Education had sent Negroes to the school to talk to the children on cleaning up the neighborhood. She said that the white children did not seem to mind and listened interestedly; it was the teachers who considered it an outrage that Negroes should come to "tell a community seven-eighths white to clean up."

Since the elementary schools and high schools present rather different problems, due to the greater number of social activities in the latter, it was decided to consider the two groups separately.

1. ELEMENTARY SCHOOLS

The contacts in the elementary schools fall naturally under three heads: classroom contacts, building and playground contacts, and social contacts.