Classroom contacts.—There was much less variety of opinion in regard to classroom contacts than the other two. Most teachers agreed that there was little friction so far as school work was concerned, even when it meant sitting next to one another or in the same seats. Most kindergarten teachers found the most natural relationship existing between the young Negro and white children. "Neither colored nor whites have any feeling in our kindergarten," said one principal in a school 30 per cent Negro (Webster); "they don't understand the difference between colored and white children." In visiting one school the investigator noticed that the white children who objected to holding hands with the Negro children in the kindergarten and first and second grades were the better-dressed children who undoubtedly reflected the economic class and race consciousness of their parents. The Armour Mission near the school had excluded Negroes from its kindergarten, thereby fostering this spirit among the whites. A teacher in Doolittle (85 per cent) told of a little white girl in another school who cried because she was afraid the color from the Negro children's hands would rub off on hers; in her present school she has known no such instances in the kindergarten. This conduct is paralleled in instances in which Negro children who have never had any contact with white children in the South are afraid of them when they first come North.
Most of the teachers in the higher grades reported that there were no signs of race prejudice in the room. A teacher at Oakland (26 per cent) said that white girls sometimes asked to be moved to another seat when near a very dirty Negro child, but that this often happened when the dirty child was white. This teacher said it was the white mothers from the South, not the children, who wanted their children to be kept away from the Negroes. "The white children don't seem to mind the colored," she said. "I have had three or four mothers come in and ask that their children be kept away from the colored, but they were women from the South and felt race prejudice strongly. But they are the only ones who have complained."
A teacher in a school 90 per cent Negro said that when doubling up in the seats was necessary whites and Negroes frequently chose each other. A teacher at Moseley (70 per cent), when the investigator was present, called upon a white girl to act as hostess to a Negro girl who had just come from the South, and the request was met with pride and pleasure by the white girl. On the same occasion a white boy was asked to help a Negro boy with his arithmetic, and the two doubled up and worked together quite naturally.
"Race makes no difference," declared the principal of a school 92 per cent Negro (Colman). "The other day I had them all digging in the garden, and when they were all ready to go in I kept out one colored boy to help me plant seeds. We could use another boy, so I told Henry to choose anyone out of two rooms and he returned with an Italian. The color makes no difference."
A few instances of jealousy are cited. In one of them resentment ran high because when a loving cup was presented in McKinley (70 per cent) for the best composition, it was awarded by a neutral outside jury to a white girl. The principal of this 70 per cent Negro school, in addition to finding the Negro children jealous, considered their parents insolent and resentful. On the investigator's first visit she said that military discipline was the only kind for children, and that absolute segregation was necessary. At the next interview she said she preferred her school to any other; that there was never any disciplinary difficulty, and that white children who had moved from the district were paying car fare to finish their course at her school.
Discipline.—There was considerable variety of opinion among the teachers as to whether Negro children presented any special problems of discipline. The principal of a school 20 per cent Negro (Felsenthal), for example, said that discipline was more difficult in this school than in the branch where 90 per cent were Negroes (Fuller). This principal is an advocate of separate schools. She was contradicted by a teacher in her school who said she had never used different discipline for the Negroes. In schools where the principals were sympathetic and the interracial spirit good the teachers reported that Negro children were much like other children and could be disciplined in the same way. One or two teachers reported that Negro children could not be scolded but must be "jollied along" and the work presented as play. This is interesting in view of the frequent complaint of the children from the South that the teachers in Chicago played with them all the time and did not teach them anything.
Attitude toward Negro teachers.—Few Negro teachers were found in the schools investigated.
At Doolittle (85 per cent) there were thirty-three teachers, of whom two were Negroes. There was also a Negro cadet. At Raymond (93 per cent) there were six Negro teachers and a Negro cadet in a staff of forty. At Keith (90 per cent) there were six Negro teachers in a staff of twelve. Two of these principals said that their Negro teachers compared favorably with their white teachers and that some of them were excellent. Asked whether there was much antagonism if a Negro teacher was assigned where all the children were white, the principal of a 93 per cent school (Raymond) said there had been one or two such cases. "They are most successful in the foreign districts on the West Side. The European people do not seem to resent the presence of a colored teacher."
Another principal said that this was especially true where the foreign element was Jewish. A Negro teacher in a West Side school, largely Italian, is considered one of the ablest teachers in the school and proved herself highly competent during the war, when she assisted with the work of the draft board in the district.
One or two principals said that they would not have Negro teachers in their schools because the white teachers "could not be intimate with colored teachers," or because Negro teachers were "cocky," or because "the Defender preaches propaganda for colored teachers to seek positions in white schools." Sometimes an effort was made to explain the principal's objection to Negro teachers by saying that Negro children had no respect for Negro teachers. One principal whose white teachers were rather below the accepted standard said that the one colored teacher who had been there was obliged to leave because of the children's protest against her. A Negro teacher in a 20 per cent school (Haven) was valued highly by the principal, who advised with her as to what measures could be taken to prevent the appearance of race feeling. This teacher formerly taught in a school where there were no Negro children and had experienced no difficulty in either type of school. "The children just seem to forget I am colored," she said.