The inadequate public schools for negroes have been excused or justified upon the ground that private and church schools are supplying the need. This is true in some localities, for the great majority of negro private schools, no matter by what name they are called, are really doing only elementary or secondary work. These schools, however, only touch the beginnings of the problem and have served in some degree to lessen the sense of responsibility for negro education on the part of the Southern whites. Where there is one of these schools supported by outside philanthropy, the public school is likely to be less adequately equipped and supported than in the towns where no such school exists. But at best, these schools can reach only a small proportion of the children.
The difficulty lies in public sentiment. As a rule the tax rate is fixed by the State but collected by the county, and the county board divides the amount plus any local taxes levied, among the schools. Districts of the same number of pupils may receive widely varying amounts, according to the grade of instruction demanded. Generally, a part of the fund is apportioned per capita, and the remainder is divided according to the supposed special need of the districts. A white district which demands high grade teachers is given the necessary money, if possible. Few colored schools have advanced pupils, and only sufficient funds for a cheaper teacher or teachers may be provided. Colored districts are often made too large. The white districts ask so much that little more than the per capita appropriation is left for the colored schools. The negroes are politically powerless and public sentiment does not demand that money be taken from white children to be given to negroes.
Mention should be made of several funds which have been established by philanthropists for the education of the negro. The John F. Slater Fund, founded by a gift of $1,000,000 in 1882, has now reached $1,750,000. The greater part of the income is devoted to the encouragement of training schools. No schools are established by the Fund itself, but it coöperates with the local authorities and the General Education Board. The Jeanes Fund of $1,000,000 established by a Quaker lady, Miss Anna T. Jeanes of Philadelphia, expends the greater part of its income in helping to pay the salaries of county supervisors for rural schools. These are usually young colored women, who work under the direction of the county superintendents and visit the rural schools. They give simple talks upon hygiene and sanitation, encourage better care of schoolhouses and grounds, stimulate interest in gardening and simple home industries, and encourage self help. Their work has been exceedingly valuable. The Phelps Stokes Fund of $900,000, founded by Miss Caroline Phelps Stokes, is not wholly devoted to the negroes of the South. It has been expended chiefly in the study of the negro problem, in founding fellowships, and in making possible the valuable report on negro education already mentioned. In 1914, Mr. Julius Rosenwald of Chicago offered to every negro rural community wishing to erect a comfortable and adequate school building a sum not to exceed $300, provided that the community would obtain from private or public funds at least as much more.
The interest of the General Education Board is not limited either to negro or even to Southern education, but it has done much for both. This great foundation has paid salaries of state supervisors of negro schools in several States and has coöperated with the Jeanes Fund in maintaining county supervisors of negro schools. It has appropriated over half a million dollars to industrial schools and about one-fourth as much to negro colleges. Farm demonstration work, of which more is said elsewhere, is also of aid to the negroes. The Board has realized, however, that the development of negro schools is dependent upon the economic and educational progress of the whites, and has contributed most to white schools or to objects of a nature intended to benefit the whole population.
All testimony points to the conclusion that there is now real enthusiasm for education among the Southern whites. The school terms are being extended, often by means of local taxes levied in addition to the minimum fixed by the State; the quality of the teaching is improving; and popular interest is growing. In many sections, the school is developing into a real community center. Good buildings are replacing the shacks formerly so common. North Carolina is proud of the fact that for more than fourteen years an average of more than one new school a day has been built from plans approved by the educational department. More and more attention is being paid to the surroundings of the buildings. School gardens are common, and some schools even cultivate an acre or two of ground, the proceeds of which go to furnish apparatus or supplies. Many of the Southern towns and cities have schools which need not fear comparison with those in other sections.
The crying need is more money which can come only in two ways, by reforming the system of taxation, and by increasing the amount of taxable property. All through the South the chief reliance is a general property tax with local assessors who are either incompetent or else desirous of keeping down assessments. The proportion of assessment to value varies widely, but on the average it can hardly be more than fifty per cent; and, as invariably happens, the assessment of the more valuable properties is proportionately less than that of the small farm or the mechanic's home. The South is growing richer, but the conflict with the North set the section back thirty or forty years, while the remainder of the country was increasing in wealth. Even today the South must build two school systems without the aid of government land grants, which have had so much to do with the successful development of the schools of the Western States, and without the commercial prosperity which has come to the East. The rate of taxation levied for schools in many Southern communities is now among the highest in the United States.
During the past ten years, hundreds of public high schools have been established, more than half of which are rural. Some still follow the old curriculum, but a new institution known as the "farm life school" is now being developed. Many other schools have such a department attached and usually give instruction in household economics as well. The General Education Board estimates that $20,000,000 has been spent for improved buildings since the appointment of professors of secondary education in Southern universities. This, by the way, is one of the most useful contributions of the Board. These men, chosen by the institutions themselves as regular members of the faculty but with their salaries paid by an appropriation from the Board, may give a course or two in the university, but their chief duties are to coördinate the work of the high schools and to serve as educational missionaries. They go up and down the States, exhorting, advising, and stimulating the people, and the fruits of their work are present on every hand.
The South has a superabundance of colleges. Some of them have honorable records; others represent faith and hope or denominational zeal rather than accomplishment. Some of the older institutions were kept open during War and Reconstruction but others were forced to close. With the return of white supremacy old institutions have been revived and new ones have been founded. The number of students has increased, but the financial difficulties of the institutions have hardly diminished. Few had any endowment worth considering, and the so-called state institutions received very small appropriations or none at all. Good preparatory schools were few and, since the colleges were dependent upon tuition fees, many students with inadequate preparation were leniently admitted. Preparatory departments were established for those students who could not possibly be admitted to college classes. Necessarily the quality of work was low, though many institutions struggled for the maintenance of respectable standards. One college president frankly said: "We are liberal about letting young men into the Freshman class, but particular about letting them out." It was not uncommon for half of a first year class to be found deficient and turned back at the end of the year, or dismissed as hopeless. Obviously this was a wasteful method of determining competency.
Vanderbilt University at Nashville, Tennessee, founded in 1873 by the gifts of "Commodore" Vanderbilt, was the first Southern institution with anything approaching an adequate endowment and was the first to insist upon thorough preparation for entrance, though it was compelled to organize a sub-freshman class in the beginning. Its policy had considerable influence both upon college standards and upon the growth of private preparatory schools. The development of public schools, for a time, had made the work of colleges in general more difficult, because they supplanted scores of private academies which had done passably well the work of college preparation and yet were not themselves able to prepare students for college in the first years of their existence. For years it was difficult in many localities for a young man to secure proper preparation, and the total of poorly prepared students applying for admission to the colleges increased. The number of towns and cities which have established high schools or high school departments has since increased rapidly, and today a larger and larger proportion of college students comes from public schools.
Since 1900, the resources of the colleges have greatly increased. States which appropriated a few thousand dollars for higher education in the early nineties now appropriate ten or even twenty times as much to their universities, agricultural colleges, and normal and technical schools for women, and have appropriated millions for new buildings. Many of the denominational colleges have obtained substantial endowments. The General Education Board up to 1914 had subscribed over $3,000,000 to Southern colleges and universities on condition that the institutions raise at least three times as much more. Southern men who have accumulated wealth are realizing their social responsibility. Several recent gifts of a million dollars or more are not included in the sum mentioned above, and many smaller gifts or bequests likewise.