I found, however, that a new state juvenile reformatory was just being opened at Milledgeville—which may accommodate a few Negro boys. An attempt is also being made in Atlanta to get hold of some of the children through a new probation system. I talked with the excellent officer, Mr. Gloer, who works in conjunction with Judge Broyles. He reaches a good many white boys, but very few Negroes. Of 1,011 boys and girls under sixteen, arrested in 1905, 819 were black, but of those given the advantage of the probation system, 50 were white and only 7 coloured. In other words, out of 819 arrests of Negro children only 7 enjoyed the benefit of the probation system.
Mr. Gloer has endeavoured to secure a coloured assistant who would help look after the swarming Negro children who are becoming criminals. The city refused to appropriate money for that purpose, but some of the leading coloured citizens agreed to contribute one dollar a month each, and a Negro woman was employed to help with the coloured children brought into court. Excellent work was done, but owing to the feeling after the riot the Negro assistant discontinued her work.
Care of Negro Orphans
With many hundreds of Negro orphans, waifs, and foundlings, the state or city does very little to help them. If it were not for the fact that the Negroes, something like the Jews, are wonderfully helpful to one another, adopting orphan children with the greatest willingness, there would be much suffering. Several orphanages in the state are conducted by the coloured people themselves, either through their churches or by private subscription. In Atlanta the Carrie Steele orphanage, which is managed by Negroes, has received an appropriation yearly from the city, and has taken children sent by the city charities department. After the riot the appropriation was suddenly cut off without explanation, but through the activities of the new Civic League, it was, I understand, restored.
Without proper reformatories or asylums, with small advantage of the probation system, hundreds of Negro children are on the streets of Atlanta every day—shooting craps, stealing, learning to drink. A few, shut up in the stockade, or in chain-gangs, without any attempt to reform them or teach them, take lessons in crime from older offenders and come out worse than they went in. They spread abroad the lawlessness they learn and finally commit some frightful crime and get back into the chain-gang for life—where they make a profit for the state!
Every child, white or coloured, is getting an education somewhere. If that education is not in schools, or at home, or, in cases of incorrigibility, in proper reformatories, then it is on the streets or in chain-gangs.
Why Negro Children Are Not in School
My curiosity, aroused by the very large number of young prisoners, led me next to inquire why these children were not in school. I visited a number of schools and I talked with L. M. Landrum, the assistant superintendent. Compulsory education is not enforced anywhere in the South, so that children may run the streets unless their parents insist upon sending them to school. I found more than this, however, that Atlanta did not begin to have enough school facilities for the children who wanted to go. Like many rapidly growing cities, both South and North, it has been difficult to keep up with the demand. Just as in the North the tenement classes are often neglected, so in the South the lowest class—which is the Negro—is neglected. Several new schools have been built for white children, but there has been no new school for coloured children in fifteen or twenty years (though one Negro private school has been taken over within the last few years by the city). So crowded are the coloured schools that they have two sessions a day, one squad of children coming in the forenoon, another in the afternoon. The coloured teachers, therefore, do double work, for which they receive about two-thirds as much salary as the white teachers.
Though many Southern cities have instituted industrial training in the public schools, Atlanta so far has done nothing. The president of the board of education in his last published report (1903) calls attention to this fact, and says also:
While on the subject of Negro schools, permit me to call your attention to their overcrowded condition. In every Negro school many teachers teach two sets of pupils, each set for one-half of a school day.