NOTES.
By aiding the education of Negroes in rural communities with the assistance of State governments and of Negroes themselves Mr. Julius Rosenwald has been making an important chapter in the history of this race during the last generation. The significance of this achievement is apparent when one merely glances at these statistics:
| 1223 buildings (2812 teachers). | |
| Total Cost | $4,012,923 |
| Negroes | $1,139,165 |
| Whites | 277,668 |
| Public Funds | 1,840,210 |
| Rosenwald aid | 755,880 |
These schoolbuildings have been built in the States as follows: Alabama 234, North Carolina 175, Mississippi 145, Louisiana 136, Tennessee 114, Virginia 105, South Carolina 73, Arkansas 54, Georgia 53, Kentucky 52, Texas 50, Maryland 16 and Oklahoma 15.
By types these buildings include:
| 357 | one-teacher |
| 464 | two-teacher |
| 191 | three-teacher |
| 106 | four-teacher |
| 39 | five-teacher |
| 32 | six-teacher |
| 5 | seven-teacher |
| 5 | eight-teacher |
| 1 | nine-teacher |
| 2 | ten-teacher |
| 1 | eleven-teacher |
| 1 | twelve-teacher |
| 1 | sixteen-teacher |
| 18 | Teachers' Homes |
| 1223 |
The fact that over $4,000,000 has been invested in these buildings is worthy of comment as is the added fact that more than one-fourth of this large total has been raised by the Negroes themselves. While the figures are of buildings which have been actually completed, it is well to note that there are in progress now, some of them nearly finished and all of them to be finished before June 30, 1922, other buildings which will increase the total to 1500, will show a total outlay of $5,500,000, will bring the total of contributions by the Negroes up to $1,500,000, and make Mr. Rosenwald's contribution over $1,000,000. These school building projects and the financial outlays for them have been definitely approved, and all that is lacking is the actual completion of contracts let.
When the work was first undertaken, the thought was to build one-room rural schoolhouses. Under the developing interest, however, larger and better buildings have been erected. As the teacher capacity is an important thing, the total number of teachers has been given to serve as another index to the value of this achievement.
Still another significant thing should be noted. All of the construction now going on is being done through the States themselves. Every project is presented for approval by the State educational authorities, and is certified as completed by the same officers. The interest manifested is sincere and continuing, and in North Carolina, for example, there are no fewer than eight people connected with the office of the Superintendent of Public Instruction who are giving their time toward Negro education.
There is another point too which may be interesting. The buildings are constructed according to definite plans and specifications and no building receives Rosenwald aid unless it conforms to the details of such plans and specifications. As a result in the Rosenwald schools the windows are so placed as to give the right kind of light; the blackboards too are properly located; and the equipment in the way of desks is the best available for the funds on hand. No school building is paid for until inspection has shown it to be built according to the approved ideas.