.. , .. I ; .. .. : . ' ... ;- Doc... .50t>·l BY 1 tf 9 7'/ T 3'11 A-, __ BULLETIN OF EDUCATION SCHOOL PLANT IMPROVEMENT PUBLIC FORUMS NEGRO EDUCATION L. A WOODS STATE SUPERINTENDENT OF PUBLIC INSTRUCTION DIVISION OF NEGJtO EDUCATION GORDON WORLEY, DIRECTOR D. B. TAYLOR, HIGH SCHOOL SUPERVISOR MRS. R. E. SWANSON, SECRETARY No. 371 VOL. XIII, No. 2 AUSTIN, TEXAS FEBRUARY, 1937 ISSUED MONTHLY Entered as second-class matter janu ary 19, 1925, at the postoffice at Austin, Texas, under Act al Aueust 24, 1912 Ll RAR OF
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Doc... I~ ~ .50t>·l BY 1 tf ?/~ 9 7'/ T ~·' 3'11 A-, __
BULLETIN ~~-STATE D~PARTMENT OF EDUCATION
SCHOOL PLANT IMPROVEMENT
PUBLIC FORUMS
NEGRO EDUCATION
L. A WOODS
STATE SUPERINTENDENT OF PUBLIC INSTRUCTION
DIVISION OF NEGJtO EDUCATION
GORDON WORLEY, DIRECTOR
D. B. TAYLOR, HIGH SCHOOL SUPERVISOR
MRS. R. E. SWANSON, SECRETARY
No. 371
VOL. XIII, No. 2 AUSTIN, TEXAS FEBRUARY, 1937
ISSUED MONTHLY
Entered as second-class matter january 19, 1925, at the postoffice at Austin, Texas, under Act al Aueust 24, 1912
Entered as second-class matter January 19, 1925, at the postoffice at .Austin, Texas, under Aa •f .Au~:ust 24, 1912
CriBR AR Y OF
STEPHEN F. AUST!N STATE. TEACHERS Cot.LEG .
I •
DIRECTORY
OFFICIALS AND HEADS OF DIVISIONS
State Board of Education
GHENT SANDERFORD, President J. C. BLAIR R. S. BOWERS TOM GARRARD J. 0. GULEKE F. L. HENDERSON JOHN W. LAIRD J. G. STRONG BEN F. TISINGER B. F. YOUNGBLOOD L. A WOODS, Ex-Officio Secretary
State Superintendents
L. A WOODS !State Superintendent of Public Inst1·uction JEREMIAH RHODES, First Assistant
EDGAR ELLEN WILSON, Second Assistant
Department Division Heads
Accounting T. P. WALKER
Agriculture PAUL G. HAINES
Census JOHN OLSEN
Certification C. L.KUYKENDALL
Curriculum W. A. STIGLER
Curriculum and TextbQoks J. C. MATTHEWS
Equalization E. M. SHEPHERD
Homemaking RUTH HUEY
Information and Statistics MYRTLE L. TANNER
Junior High Schools NELL TAYLOR PARMLEY
Negro Education GORDON WORLEY
Rehabilitation and C1-ippled Children J. J. BROWN
School Plant J. FRED HORN
Supervision J. W. O'BANION
Supplies ALMA W. BUCHANAN
Traxies and Industries RAY L. MARTIN
FOREWORD
This bulletin has been prepared for the purpose of trying to extend helpful suggestions on school plant improvement,
offer plans for the organization and operation of public forums
and convey information on the present status of Negro Education in Texas. Beyond this statement, let the bulletin convey
the story.
ACKNOWLEDGMENT
The State Committee on School Plant Improvement expresses its appl'<:'
ciation to the Rosenwald Fund for the financial assistance provided by ti; latter to help make the printing of this bulletin possible. Also it acknowledges its indebtedness for the helpful suggestions and data obtained from
Rosenwald bulletins, the Oklahoma School Plant Improvement Bulletin, and from numerous school people over the State who have from time to time
CHAPTER VII-Biographical Sketch of Julius Rosenwald---------·-------------- Gl
• • •
CHAPTER I.
SCHOOL PLANT IMPROVEMENT
Plan for Contest on Improvement and Beautification of School Plants
In order to stimulate the improvement of a maximum number of rural schools the Committee on School Plant Rehabilitation of the Julius Rosenwald Fund is cooperating with state and county officials in sponsoring Contests on Improvement and Beautification of School Plants. One is for white and one for colored schools, and the Fund is offering four well selected Elementary Library Sets as prizes in the State Contest-two for white schools and two for colored schools--in keeping with the following suggestions and regulations: ·
STATE PRIZES: (1) One elementary library set will be offered in the Contest to the white school and one to the colored school making the greatest progress in improvement of buildings, grounds and equipment during the current school year; and (2) one supplementary elementary library set to the white school and one to the colored school rated second by the state judges.
COUNTY AWARDS: An attractive Honor Roll Certificate, signed by the state and county superintendents of education and other officials, will be awarded the winning white school and, to the winning colored school in each county. Such additional premiums as the county superintendents and committees may be able to secure from public spirited organizations, companies and indivisJ.uals to stimulate a greater number of schools to enter the Contest will be given locally. The winning white school and the winning colored school in each county will be eligible to enter the contest for the state prizes by filing with the Deputy Superintendent complete reports <>f improvements together with pictures.
ENTRANCE REQUIREMENTS: In order for a county to qualify in this Contest it is necessary that at least three schools file applications on blanks provided. for this purpose, with the county superintendent. It Is hoped that all schools in every county will participate. If both white and colored schools are entering the contest, three schools of each group should file applications (where there are only two colored schools in a county and both file applications, exception will be made to include them in the Contest).
DATE FOR ENTERING AND CLOSING THE CONTEST: March 15th has been set as the last date for entering the contest. The contest will close on May 15.
THE JUDGES OF THE CONTEST: The County Superintendent will appoint a competent, impartial committee to aid him in judging the schools of his county which have entered the contest. This committee should visit the enrolled schools, judge them, and determine the winners. The county superintendent should then make to the deputy superintendent a summary report of the schools which entered from his or her county and s tipulate the winners. He should send along with the report for the winners such pictures and extra descriptions as he has in his possession
-6- • • • that would be of assistance to the deputy and his district committee in determining the winners in the district. This should be done not later than June 1st.
Then the deputy superintendent and his committee should study, compare and when necessary, in case of very close competition between winning schools of two or more counties visit them, and determine the winning school, after which the Deputy Superintendent should report to the State Committee the results and summary of the contest in his district. He, too, will furnish the State Committee with all pictures and descriptions necessary to help give the State Committee a true picture of improvements made at the winning schools. This should be in the hands of the State Committee not later than June 15.
The State Committee will study and judge the winning schools from the various districts and visit such of them as it finds necessary in case of very close competition.
State winners will be determined and the State Committee will then make report to the Rosenwald Fund not later than July 1. After which the Rosenwald Committee will make awards to all State and County winners as per the conditions of the plan.
COOPERATING AGENCIES: Doubtless best results can be achieved in the contest by the cooperation of all agencies in the school and community, such as principals and teachers, the pupils, the parent-teacher associations, the F. A. A's. the 4-H Club members, the religious organizations, etc.
SPECIAL SCHOOL DAY PROGRAM: March 5 has been designated by the State Committee as School Improvement and Beautification Day, but in the event of inclement weather or any other reason it is not feasible, you are invited to hold your improvement day at a time more suitable to you, either before or after March 5, but certainly prior to May 1.
SUGGESTED SCORE CARD: A suggested score card is provided in this bulletin to aid county superintendents and other judges who may wish such help in scoring their schools. This card is only meant to afford suggestions.
FINAL N.OTE: It is important that every school in the contest file with the county superintendent a report of improvement (in duplicate on forms furnished the county superintendents by the deputy superintendents) on the buildings, grounds and equipment. The county superintendent will furnish the deputy superintendent summary reports of the improvements made in his county and will give complete reports on the two winning schools. The deputy superintendent will furnish the State Superintendent a summary r eport of improvements made in his district and will give separate and complete reports and descriptions on the two winning schools in his district.
Rosenwald, State, Distrjct and County Committee Set-up
A. Rosenwald Committee
1. S. L. Smith, Chairman, Director for .Southern Office, Julius Rosenwald Fund, Cotton States Building, Nashville, Tennessee.
2. Leo M. Favrot, Southern Representative, General Education Board, Grace American Building, Richmond, Virginia.
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3. W. F. ·Credle, North Carolina State Department of Education, Raleigh, North Carolina.
4. Ray L. Hamon, Department of Schoolhouse Planning, George Peabody College for Teachers, Nashville, Tennessee.
5. W. G. Eckles, Director of School Building Service, Mississippi State Department of Education, Jackson, Mississippi.
6. J. B. Calhoun, Director, Division of School Planning, State Department of Education, Nashville, Tennessee.
7. Raymond V. Long, Director of School Building, State Board of Education, Richmond, Virginia. ·
B. State Committee
L. A. Woods, State Superintendent, Chairman J. Fred Horn D. B. Taylor Gordon Worley
C. District Committee Chairmen, composed of Deputy State District Superintendents John W. Gunstream, West Texas State Teachers College, Canyon G. D. Holbrook, P. 0. Box 1466, Lubbock J. D. Wilson, 601 Avenue B, Southeast, Childress Warner Rasco, 205 City National Bank Bldg., Wichita Falls Alex Dickie, T. C. Station, Denton R. N. Sandlin, Cooper J. L. Moses, Senior High School, Texarkana Madge Stanford, P. 0. Box 363, Abilene H. E. Robinson, Brownwood Mrs. Beulah 0. Cummings, P. 0. Box 444, Cleburne Arthur Maberry, Sixth Floor Records Building, Dallas Bryan Dickson, Courthouse, Tyler Sue B. Mann, Sul Ross Teachers College, Alpine S. Ozell Murdock, Room 20, City Hall, San Angelo. A. M. Tate, Chamber of Commerce Bldg., 414lh Franklin Ave., Waco L. J. Garner, Courthouse, Palestine
E. Esten Day, Nacogdoches Mrs. P. E. Dickison, Fourth Floor Courthouse, San Antonio Elizabeth Smellage, Austin C. B. Barclay, P. 0. Box 1119, Bryan E. E. Chamness, Third Floor Civil Courts Bldg., Houston M. J. Fields, 1108 Hazel Street, Beaumont E. H. Patton, La Grange Katherine Henderson, c/o Casa Ricardo, Kingsville
D. County Committee County Superintendent or County Judge ex-officio, Chairman Other qualified members
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'Suggested School Improvement and Beautification Prognm
It is suggested that Thursday night, March 4th, be set aside for holding '8. preliminary conference and that March 5 be used entirely as work day in improving and beautifying school grounds, buildings and equipment. Suggestions for the Thursday night conference and Friday work day program are given in this bulletin. In case it is inconvenient to hold the work day on March 5, set your own date to suit your convenience, either earlier or later as desired.
Suggested Program for Th111rsday Night, March 4, 7:30 P . . M.-9 :30 P. M.
1. Song
2. Prayer
3. Biographical sketch of Julius Rosenwald 4. Purpose of this program
'5. Reports of Committee on Work to be done tomorrow
1. Report of committee on school ground improvement and beautification
2. Report of committee on repairs and improvements on buildings
3. Report of committee on repairs and improvements on equipment 6. Announcement by the general chairman of plans for Friday's
work program 7. Song
8. Adjournment
Program for Friday, March 5
An all day program of work as outlined in the reports of the three committee chairmen in Thursday night's Conference is suggested.
WORK .PROGRAM
7 A. M. to 12:00 Noon--Work on the various phases of improvement 12 to 1: 30-Community Lunch
1:30 P.M. to 5 P. M.-Continuation of work started or planned 5 P.M.-Work Day Ends
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An Outline of Suggestions for School plant Improvement
.A. Grounds I. General Statement:
Literally there are thousands . of both Negro and White school campuses in Texas, many of which are a generation old, without even a semblance of landscape improvement. This condition obtains quite generaqy, even over the eastern portion of the State where an abundance of the world's .best landscape plants can be had from the native woods nearby.
II. Definition: School landscape gardening, as it is intended here, is simply the improvement of both the appearance and usefulness of the school grounds, and maximum necessary usefulness should be the first consideration.
III. Groups of values that should be derived from a well-planned, beautifully kept, and rightly used school campus are: 1. Aesthetic values 2. Moral values 3. Religious values 4. Health values 5. Practical or utility values
IV. Phases to be considered in formulating a pla:ri f9r school ground improvement: , 1. Playgrounds-at side and in the rear of buildings where
possible. 2. · W:alks and drives-where needed and only where neded. 3. Outbuildings-to be located to the rear and far back usually. 4. Water supply-should be convenient but located on high
ground. 5. Foregrounds-to be the show window of the school. 6. Tying in or framing the buildings-with appropriate plantings. 7. Unity-to insure a simple, pleasing, single picture of the whole.
·V. Steps to be taken in connection with the work of planning, laying out, planting, and maintaining the school grounds are: 1. The drawing of a definite plan which will provide accurately
for all playgrounds, parking spaces, walks, drives, trees, shrubs, vines, and gardens, wells and out-buildings to be had in the landscape.
2. The preparation of the grounds including grading, leveling, laying off, and constructing playgrounds, walks, drives, and planting and sodding the campus.
3. The procuring of trees, shrubs, vines, and grass to plant the campus.
4. The cultivation, spraying, pruning, and caring for the plantings throughout the balance of their lifetime on the campus.
-vr. Practical ways to get the school grounds landscaped: 1. School may work up its own plan, and do its own work. 2. The school and the community may co-operate in sharing e:x.
pense and in performing work. (The most preferable method us.ually.)
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VII. Suggestions for a co-operative work day: 1. Have everything minutely planned and organized · so that
specific groups will be responsible for specific jobs with full information and instruction to insure the most efficient work.
2. Secure the best or most efficient person to be director and in charge of all the work.
3. Put a chairman in charge of each different type of work to be done and have squads of workers each under a subchairman to perform definite jobs in each type of work.
4. Have a definite hour to begin work, take lunch, resume work, and cease work.
5. With less than the above outlined steps in prepar ation, the cooperative work day will almost surely be a flop.
VIII. Some jobs to re done: 1. Grading and leveling. 2. Laying out and constructing walks and drives. 3. Laying out and preparing athletic and other playgrounds. 4. Installation of playground apparatus. 5. Obtaining tr.ees, shrubs, vines, and sod. 6. Digging holes and setting plants. 7. Fencing the grounds. 8. Digging well or improving curb and mound around well to
make it sanitary. IX. Equipment likely to be needed:
1. Wagons and teams or trucks. 2. Plows, slips, harrows, and graders. 3. Mattocks, picks, axes, spades, and shovels. 4. Measuring lines, stakes, and hand axe.
X. Some points to be kept in mind while making choice of plants to be used in the school landscape are the provision of: 1. A good sprinkle of bright green winter foliage. 2. A beautiful combination of brilliant autumn foliage colors. 3. An assortment of brilliant colored berries and fruits during
fall and winter. 4. A wealth of beautiful spring blossoms during spring and summer. 5. Pleasant fragrance from spring blossoms. 6. Adequate shade of desirable sorts to take care of the comfort
of the children. 7. A supply of nuts and hardy fruits for the children and for
birds. 8. Variety to furnish suitable or adequate laboratory materials
for studies in biology and nature, kindergarten, primary grades, etc.
9. Adaptability of the plants to the soil and climate. 10. Food and protection for birds and other objects of laboratory
interest. XI. A suggested list of some of the very desirable native trees, shrubs,
vines and grasses from which desirable combinations can be worked out for most communities, particularly in the eastern haLf of the State.
XII.
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1. Evergreen trees, shrubs, and vines for fine winter foliage:
Yapon Native Holly Native Red Cedar Native Pines
Magnolia Live Oak Wild Peach Myrtle
Honeysuckle Vine Smilax Vine Bay
2. Flowering or ornamental trees, shrubs, and vines:
Crepe Myrtle Bridal Wreath Burning Bush Red Bud
Dogwood Trumpet Vine . Wild Rose Honeysuckle
Cape Jesamine Cr ab Apple Magnolia Lantana
3. Trees and shrubs especially good for their bright colored fruit and berries in fall and winter:
Yapon Holly Sumac Spanish Mulberry
Sarsparilla Vine Black Haw Red Raw
Gooseberry Black Gum Huckleberry
4. Trees, shrubs, and vines especially fine for their brilliant autumn foliage:
Sumac Black Gum Sweet Gum
Maples Red Oaks White Oaks
Hickory Virginia Creeper
5. Trees and shrubs that provide edible f r uits and nuts for children or birds, squirrels, etc.:
P ecans Hickory
Pears Oaks
Black Haws Black Walnuts
Persimmon Red Haws Huckleberry 6. Trees, shrubs, and vines that are very fine for their fragrance
during blossoming:
Magnolia Cr ab Apple Red Haw
Pears Breath of Spring (Bush
Honeysuckle)
Honeysuckle Vine Cape Jessamine
7. Vines adapted to school ground beautification: Wisteria Smilax Kudzu Sarsparilla Tr umpet Virginia Creeper 8. Grasses and clovers adapted to Bermuda Lespedeza Carpet ·
Honeysuckle
school campus sodding: White Dutch
Clover Sources and places from which plants and seeds may be obtained economically:
1. Native woods nearby. 2. Friends and neighbor patrons of the school. 3. E xchanges with other schools. 4. Root or produce many of your own plants as a project at school. 5. Nearby nurseries.
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XIII. Points that should be kept in mind in placing plants: 1. Break bare walls with appropriate plantings. 2. Avoid putting tall growing plants near enoukh to windows to
exclude needed light. 3. Keep much open space, particularly in front of building. 4. Provide a suitable background. 5. Use good foundation or base plantings of very hardy plants.
XIV. A few simple work suggestions on securing, preparing, and setting plants:
1. Select desirable plants; dig them so as to preserve a good amount of root systems without bruising and breaking them.
2. In case of evergreen plants, it is desirable to keep a large ball of earth in contact with the root system. This can be done by digging around and under the plants and placing a gunny sack around the ball of earth and pinning it together so as to prevent the soil from falling away from the roots while the plants are being handled in planting.
3. Do not allow the roots of plants to become exposed to drying or cold conditions of weather before they are transplanted.
4. With sharp knife or shears, cut smooth any broken, bruised, or mutilated roots before transplanting.
5. Just before, or immediately after, setting trees and large shrubs, the tops should be pruned back somewhat in proportion to the amount of root system which was broken or cut away in uprooting them.
6. Well-prepared planting beds should be provided, and the plants should usually be placed only one to two inches deeper than they stood in their original locations.
·7. Fill in good top soil about the roots of the plants to be set and preferably settle it by pouring water over it. Then cover with dry soil and do not pack it, but leave a shallow basin about newly-set trees instead of a mound, so that they may h~ more easily watered.
8. Avoid the use of manures and fertilizers under and about newly-set plants during the first season.
9. Keep the soil worked about the newly-set plants and keep the grass and weeds out at least during the first entire year.
10. Keep plants watered during dry weather throughout the first summer at least.
B. Buildings
I. Outbuildings: 1. If pit toilets must be used, secure plans from State Health
Department. 2. It is essential that there be seat covers and that the toilets
be fly-tight from the seat down. 3. Concrete risers and floors are recommended. 4. There should be no possible drainage to the school or neigh-
bors' water supply. 5. Wash toilet seats daily. 6. Repair and paint the toilet building inside and out. 7. A fuel house should be provided and painted.
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II. · Exterior Repairs: ' 1. Repair all ·roof leaks or replace the roof if it is not worth repairs.
2. Repair porches and steps. 3. Protect building with gutters and downspouts. Lead water
away from . building with drains or splash blocks. 4. Make buildings safe and more comfortable by underpinning. 5. Repair weatherboarding and replace broken or decayed boards
where needed. 6. Repair doors and door hardware; bolt doors together where
they are pulling apart. 7. Repair windows by· replacing portions of sash and frames,
and replace all broken window glass, fasten with both sprigs and putty.
III. Interior Repairs:
1. 2. 3.
4.
5. 6.
7.
8.
9. 10.
11.
Repair all broken plaster and fill cracks. Securely fasten all wood ceiling and wood trim. Repair or replace window shades on the sunny sides of the • house. Window shades should be of light tan or buff translucent material. A window should have two shades fixed at the middle, one rolling up and the other down; or be adjustable so as to cover any portion of the window. Remove fire hazards by repairing the flues. All flues should extend to the ground and have fireproof tile lining or double brick walls plastered smooth inside. Replace defective stovepipe and rivet joints. Repair stoves, and provide for pan of water on stove. Install jacketed stove if possible or place a home-made jacket around the stove. Place metal sheet or concrete beneath stove. Repair or replace worn flooring boards. Flat-grain pine is not suitable for school floors. Edge-grain pine or hardwood should be used. Floors should be kept well oiled or waxed. Each classroom should have at least 30 linear feet of good blackboard. Most worn boards can be restored by applying liquid slating. If the boards are too far gone, they should be replaced with new blackboards or, tack boards. Pulp blackboards should be suspended from the top with expansion space left at bottom and ends. Built-in bookshelves should be provided in every classroom. Desks should be repaired by combining good portions of broken desks, tightening up all screws, and tefinishing. Use nonglossy finish. Desks should be arranged so the pupils will receive light from their left; or, if windows are on two sides, from the left and rear. It is important that every child be provided with a seat and desk of the proper height. His feet should touch the floor, the desk should be at elbow height when upper arm is vertical and the seat should underlap the desk by about one or two inehes.
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12. If the structure of the building will permit, the windows should be arranged on one side of the classroom and up against the ceiling.
13. Ventilation can be improved by window deflectors and breeze openings. If window sills are the proper height, use glass deflectors; if the sills are too low, use wood or opaque deflectors.
IV. Exterior Painting:
1. · Before any painting is done, the building should be carefully repaired and put in good condition.
2. The surface should be thoroughly clean and dry before applying paint.
3. All loose and cracked paint should be removed before painting, using steel brush, blowtorch or paint remover.
4. Knot or sap places in woodwork should be filled with pure grain alcohol shellac. All nail holes, cracks, and other defects should be filled with putty between coats.
5. Exterior paint should be thinned with the best grade of linseed oil. Never use gasoline or kerosene in thinning exterior paint.
6. The first coat should have plenty of oil. The second coat should be thicker. Two coats will usually be sufficient on old wood unless the surface is in bad condition. The rule should be two coats every four years. Certain portions of the building which are subjected to severe conditions should be painted every two or three years.
7. Paint both ends of exterior doors and paint or oil the edges of window sashes.
8. Among exterior color schemes are: Solid white; cream or buff trimmed in white; and light gray or yellow trimmed in white or cream. Where undressed weatherboarding has been used or raw wood has been exposed to the weather for a long period, it will probably be advisable to use three coats of paint.
9. Wood shingles should be stained or preferably a coat of linseed oil and graphite applied.
V. Interior Painting:
1. Interior repairs should be made and the surfaces to be painted should be clean and dry before applying' paint. Remove loose paint.
2. Flat oil-base paint should be used in the interior. Interior paint should not be thinned with linseed oil, as it will give it a gloss finish. If it is necessary to thin the paint, use not more than a pint of turpentine to a gallon of paint.
3. Three-coat work is preferable. Size unpainted plaster before painting.
4. Classroom walls and ceilings should be painted in light colors to improve the light reflection and diffusion. The wainscoting should. be darker to avoid too much reflection below the eye level.
5. Approved color schemes may be had from the various departments of education. The following colors are satisfactory: Ceilings: Light cream or light ivory. Walls: Rich cream, light buff, light tan, or ivory tan. Wainscoting (below window sills and chalk rails), tan or brown. Wood trim (including wainscoting if wood), oak stain.
VI. Paint Specifications: 1. Unless a skilled painter is employed, it will probably be more
satisfactory to buy ready-mixed paint. The best grades of paint should be purchased from reliable dealers and manufacturers.
2. Lampblack should never be used in interior school paint, as it greatly reduces the light reflection. Secure color card from School Plant Division, State Department of Education, Austin, Texas.
C. Equipment I. Suggested library additions and references that may be needed:
1. Procuring appropriate books suitable both for the school children and also for the adults of the Community.
2. Procuring needed bulletins from U. S. Department of Ag.riculture for the children and adults.
3. Procuring suitable newspapers, agriculture magazines and other periodicals needed for the pupils and adults.
4. Procuring Rosenwald Aid on any one or all four of the library sets available through the Rosenwald Fund.
5. Procuring such maps and charts as are needed for effective teaching in the school.
6. Construct or repair and polish or varnish book shelves when needed.
II. Suggested blackboard work: 1. Readjust heights of blackboards to suit size of children where
needed. 2. Re-surface boards where needed. 3. Construct and install chalk troughs where needed.
III. Work likely to be needed in connection with desks: 1. Repair broken desks by utilizing parts of two old broken desks
to construct one good one: Or tighten up desks that need it. 2. Where desks have been marked or cut or scarred: plane and
sandpaper out the scars. 3. Repolish desks which need it. 4. Repolish or varnish teachers desks where needed. 5. Construct or purchase additional desks when needed. Draw
ings and specifications for construction of desks are carried in this bulletin.
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A SUGGESTED SCORE CARD FOR CONVENIENCE OF COUNTY SUPERINTENDENTS IN TEXAS ROSENWALD SCHOOL
PLANT IMPROVEMENT CONTEST
A. GROUNDS Perfect Score
1. Adequate, appropriate and durable walks, drives, and vehicle parking spaces________________________________________ 75
2. Adequate, convenient, sanitary and safe water supply and drinking arrangements_________________________ 100
3. Adequate and appropriate playgrounds and play-ground equipment _________________ -------------------------------------- 7 5
4. Appropriate leveling, terracing, and planting of suitable trees, shrubs, and grass ______________________________ 100
5. Attractive and appropriate fencing of grounds and installation of convenient gates for entrance__ 50
B. BUILDINGS
1. Necessary and adequate exterior and interior repairs of all buildings_____________________________________________ 150
2. Necessary and appropriate paintings of the exterior of all buildings_____________________________________________ 150
3. Necessary and appropriate paintings of interior of all buildings and polishing of furniture____________ 100
C. EQUIPMENT
1. Adequate and appropriate pupil and teacher desks in good condition of repair___________________________ 100
2. Adequate and desirable teaching materials; such as maps, globes, charts, flash cards, sand tables, etc. ------------------------------------------------------------------------------- 150
3. A reasonably adequate supply of appropriate library books for the schooL______________________________________ 100
4. Ade9-uate and appropriate blackboards___________________ 50
Total ------------------------------------------------------------------ 1200
MISCELLANEOUS DATA
Score Awarded
for Improvements made in Contest
1. Amount of money raised and expended for school plant improvement during the year----------------------------------------------·
2. Amount of money obtained from federal relief agencies during year for school improvement, -----------------------------------·
3. Amount of money contributed by local community in labor, money and materials for improvement during the year _____________________________ .
4. Amount of money received f r om State and County for School Improvement during year -------------------------·
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CHAPTER II.
PUBLIC FORUMS
Thoughtful people realize the increasing importance of providing opportunity for continuing educational growth on throughout adult life. More than ever before adults are being called upon to exercise group action in matters of ever increasing perplexities. That our citizens may be better fitted to exercise intelligent democr atic action in such matters, many people are turning to the public forum as an agency or medium of adult education. The desirability of such public forums has been very clearly set forth by United States Commissioner of Education, Dr. J. W. Studebaker in the following statements:
It is basic to good democratic action that we develop the capacity for group discussion of all issues and problems which affect our group life. Without this counseling together and sharing of ideas, facts and points of view we have no adequate basis for coming to intelligent conclusions on public policies. Whether the discussion technic is effectively used by a labor union in getting at a consensus of opinion on a problem of colective bargaining, or by school teachers in discovering improved methods in pedagogy, or by taxpayers in getting an understanding of a tax program-or in any cause you may think of-1 am keenly in favor of it.
The public forum as meant here is an institution or agency maintained for the purpose of providing opportunity for adults who wish it to continue in constructive educational growth. It is f.elt that the program set up for any community should emphasize subjects of especial interest to the forum group. Neither factional politics nor political motives should ever enter the forum. It should be maintained strictly for the purpose of assisting the members to acquire the infor mation needed to insure intelligent conclusions on matters of community and public policy.
It is realized that in their pr esent economic status in most of the counties of Texas it will be impracticable to attempt to secure funds with which to operate the public forums with paid leaders. That there may ·b~
less efficiency in directing discussions and studies by only par tially experienced leaders is undoubtedly true. However, there may be some compensation, for it is conceivable that many will support and participate in the forums, who otherwise would not do so particularly, after it is known that the best prepared men and women obta inable from the County, are devoting their time and energies to the cause without financial remunera tion.
Brief set-ups for both the smaller county syst em of forums and the larger group forums are presented in these pages. The first system is illustrated in the Bowie County set-up, while the latter is represented in the McLennan-Falls County set-up, with Waco as .the center.
Bowie County Type--County Superintendent L. H. Griffin, General Chairman
In this, its initial year, the Bowie County Public Forum oper ates in ' eight consolidated school communities. After a series of meetings of the l ocal Superintendents with the County Superintendent in the evolut ion of
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a proposed plan, each local Superintendent carried the tentative plan back to his community for full consideration and discussion, by the people. Parenthetically, this constituted the first forum meeting. The cit~zens of each community indorsed and adopted the idea of the forum and set up salient points, subjects, and speakers which it particularly wanted included in the forum. After the conclusion of the series of community meetings the local superintendents again came together, with the County Superintendent and set up final plans for the Bowie County Public Forums. Forum meetings are held regularly in each community twice monthly. Four meetings are held on Tuesday and four on Thursday nights.
Each community has its own governing board and the chairman of the local boards constitute with the County Superintendent the County Committee. Forum discussion leaders and subjects for the year hav.e been chosen. Leaders who have accepted include persons whose occupatiom; are as follows:
Two District Court Judges A College Professor of Social Science A Rabbi A Deputy State Superintendent of Education A County ,Judge A County Superintendent of Schools The Eight local School Superintendents A ' Secretary of Chamber of Commerce A District Supervisor of Vocational Agriculture A Special State Supervisor
Subjects Proposed by Bowie County Forum:
1. The Community's Public Forum-Its Function and Program 2. Desirable Reading Material For Life Enrichment In Rural Communi-
ties. 3. Crime. Its Causes and Costs in Bowie County 4. Bowie County School System-Its Needed Changes 5. Bowie County Taxpayer's Dollar and What Becomes of It 6. Changing Living Conditions-In the Old Home Community 7.. Cooperative Enterprises-Which Ones for Bowie County 8. Old and New Sources of Tax Revenue-Which of Both Do We Want 9. Sane Soil Building and Conserving Practices-Which Ones for Bowie
County lO. Beautification of the Farmstead-A Character Building Agency and
An Economic Asset 11. Nutritiorr-The Orchard, the Garden, the Cow, the Sow and the Hen-
As Health Promoters 12. Increasing Farm Tenancy-Its Economic and Social Effects 13. Malaria-Its Annual Cost in Human and Economic Resources 14. Relative Availability of Educational Opportunities in Different Schools
and for Different Racial Groups 15. Nex Year's Educational Program for the Community and the Agencies
to be Coordinated in it.
The County Committee does not claim that this set up is fool proof. lt recognizes handicaps obtaining in it because of the fact that it is inexperienced in this type of work, that it is resorting to the expedient IJf
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using local talent which in most cases is without special training for the work of forum leadership, and finally the .entire set-up is operated on the magnanimity of the forum leaders and committees since there is no money available to carry on the venture.
In planning for and setting up his type of public forum for smaller counties and communities without money to pay expert leaders, amateur leadership must, to a large extent, be used. Obviously much more work will devolve upon the County Committee and local Committees than will. obtain in the larger centers where trained leaders are available. The· greatest of care and consideration should be exercised in such matters as the choice of subj.ects, of discussion leaders, of local chairmen and committees, of meeting dates and frequencies. Without the most intelligent planning and tact in executing these matters it will be difficult to achieve, much success.
Waco Type-Superintendent R. H. Brister, General .Chairman
The Waco Center of Public Forums is one of several demonstrations distributed about over the country in which the United States Office of Education is cooperating. The salaries of expert, or thought to be potentially good, forum leaders borrowed chiefly from leading colle.ges and universities are paid by the United States Office of Education. These projects are also linked to the WP A since all the clerical and assistant help must be taken from the rolls of the unemployed, and paid for by the Federal Government.
Although the United States Office of Education pays the salaries of the forum speakers and of the clerical and assitant help, the management of this type of forum centers wholly in the local authorities. Superintendent R. H. Brister of Waco is chief Forum Administrator and the Waco School Board is the governing body. Superintendent Brister and his school board make final choice of all such matters as local forum centers, the forum leader-director, forum speakers, subjects to be used, frequency of meetings, place of meetings, etc.
Howev.er, this governing body has an advisory council composed of representatives from each of the local forum centers. This council is made up as far as possible of people representing a cross section of the different interests of the community. Conscious effort is made to get on this advisory committee differing shades of opinion on religion, economics, politics, capital, labor and agriculture. This advisory committee studies the entire forum set up and makes recommendations to the school board which is the final gov.erning body. The latter Board acts as it thinks best on the recommendations of the advisory committee. The governing body now has a long list of speakers and subjects, turned in to it by the advisory committee, from which it may select all or any part of its speakers and subjects for the year.
Each member of this central advisory committee is chairman of a local advisory committee in his local forum. He is urged to keep his own local advisory committee composed of a cross section of the community.
This type of forum seems to be designed for the triple role of training forum leaders, promoting adult education and stimulating, encouraging and assisting in the development of Junior forums. in any School in the
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Forum Center territory which desires such aid as can be furnished by the forum authorities and their assistants. Junior Forums are now in the process of being developed in several of the schools of McLennan Falls Bell and Hill Counties. ' '
Several Superintendents have indicated their interest in the formation and operation of public forums in their Counties or Communities. In fact .some are already engaging in , forum activities in a limited way and are •contemplating enlarg-ement into public forums on a wider and more compre?ensive basis. If the State Department of Education can be of any assistance to any of the Superintendents in working out their plans it will ~e happy to furnish ~uch assistance as may be in its power. Too, it is hkely true that Supermtendents Brister and Griffin of Waco and Boston respectively, would be wiling to give to interested Superintendents the benefit of their experience and plans.
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CHAPTER III.
NEGRO HIGH SCHOOLS AND COLLEGES
There are about four hundred Negro high schools classified as one year, two, year, three year, and four year high schools. Such of these High Schools .as enjoy the distinction of being accredited have received it according to the unit plan; that is, the school is accredited as a whole rather than by subjects. Upon application of a Superintendent or School Board possessing a. Negro High School, which it desires to have accredited, the High School Supervisor for Negro Schools visits the School, checks and studies it, pre]Jaratory to making his recommendation before the State Committee on Classification and Affiliation at its next regular annual meeting in June
:following.
At present there are sixty-nine accredited Negro High Schools in Texas. :Eleven of this number are members of the Southern Association of Colleges .and Secondary Schools. All the latter and all but seven of the former are public high schools.
DIRECTORY OF ACCREDITED NEGRO HIGH SCHOOLS 1936-1937
G1·oup !-Class A
Name of School .Anderson Booker T. Washington Central Central ·Charlton-Pollard Emmett J. Scott I. M. Terrell
.Jack Yates Moore Phyllis W,heatley
"Phyllis Wiheatley
· Group !-Class B
Dunbar Lincoln Longview
Group !-Class C "Blackshear Booker T. Washington Cameron Crockett Dunbar Dunbar Ennis Fred Douglas Gibbons Rebert
Huntsville Jackson Kemp Lincoln Navasota Solomon Cole
Superintendent A. N. McCallum N. R. Crozier S. B. Graham J.P. Buck M. E. Moore J. M. Hodges W. M. Green E. E. Oberholtzer R. H. Brister E. E. Oberholtzer J. C. Cochran
H. W. Stillwell G. M. Simms H. L. Foster
Principal Location W. B. Campbell Austin L. Virgil Williams Dallas W. J. Mason Galveston H. B. Pemberton Marshall R. T. Tatum Beaumont R. S. Austin Tyler L. M. Johnson Ft. Worth James Ryan Houston J. J. Wilson Waco E. 0. Smith Houston S. J. Sutton San Antonio
A. E. Alton W. E. Sampson L. J. White
Texarkana Port Arthur Longview
E. T. Robbins 0. L. Price Taylor Wichita Falls Cameron Crockett
H. D. Fillers A. E. Holland E. A. Perrin 0. J. Thomas I. J. Deck W. M. Henry Frank L. Williams S. 0. Parrish L. C. Proctor C. C. Sampson N. W. McCann B. F. Thomas LaRue Cox M. B. Davis A. H. Chamness T. G. Givens M. E. Moore N. S. Blanks
C. N. Shaver W. H. Norwood S.M. Brown Bonner Frizzell J. T. Ferguson E. H. Hereford
S. W. Houston H. T. Wise R. C. Neal A.M. Story W. E. Jones T. C. Ayer
. Mexia Temple Ennis J acksonvill-l Paris South Park,
Beaumont Huntsville Corsicana Bryan Palestine Navasota Corpus Christi
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G1·oup !-Class D
Ball Joe F. Saegert Sam Thompson Seguin Brenham M. B. Holleman A. R. Pickard Brenham Butler College Academy (Private)-Isaiah Jackson, President-Tyler. Calvert . W. D. Wilkerson W. D. Springer Calvert Center Pomt 0. E. Acker . Mrs. Christine Cash Pittsburg Con:oe H. N. Anderson T. W. Humphrey Conroe Demson F. B. Hughes W. B. Wims Denison Denton R. C. Patterson F. D. Moore Denton Douglass A. H. Hughey W. 0. Bundy El Paso Farmers' Improvement
Agricultural School E. T. Thompson R. L. Smith Wolfe City Flint Hill Jack Overton Paul Rutledge Neches Fred Douglass L. T. Cook F. R. Pierson Sherman Garland High School L. H. Griffin N. S. McClellan DeKalb Georgetown R. L. Hiles S. C. Marshall Georgetown Guadalupe College Academy (Private)-J. R. Lockett, President_:_Seguin. Hempstead Welsey Slack B. S. Luter Hempstead Hooks L. H. Griffin J. C. Washington Hooks Holy Rosary (Private)-Sister M. Ignatius-Galveston. Jarvis Christian College Academy (Private)-J. N. Ervin, Pres.-Hawkins. J~sper J. F. Parnell J. H. Rowe Jasper L1be~ty J. H. Kannenberg C. G. Armstrong Liberty Lufkm I. A. Coston W. H. Brandon Lufkin Luling R. A. Box R. A. Harrison Luling Moton W. E. Lowry Mrs. M. Wallace Orange Mt. Pleasant P. E. Wallace H. R. Jones Mt. Pleasant Nacogdoches Rufus E. Price J. W. Campbell Nacogdoches Naples H. T. Morris P. Y. Gray Naples Powell Pt. J. G. Burton T. B. Mitchell Kendleton Rosenburg F. C. Herndon A. Anderson Rosenburg San Marcos L. J. Berry Boston Grant San Marcos St. Nicholas Academy (Private)-Rev. Geo. Reynolds-Houston. St. Peter Claver's Academy (Private)-San Antonio. Texas Deaf, Blind
Dumb Institute for Colored Youth-J. D. Martin, Prin. and Supt.-Austin. Valley View _Hig~ School Fred Covin T. J. Downs Gilmer
V1ctona Porter S. Garner A. D. Sheffield Victoria Woodland
High School Wortham Yoakum
J. J. Bates M.D. Murphy Geo. P. Barron
A. R. Foreman S. S. Palmer M. J. Barrett
Mexi2. Wortham Yoakum
REQUIREMENTS FOR THE ACCREDITING OF TEXAS NEGRO
HIGH SCHOOLS
Group I Group II Class Class Class Class Class
A B c D A Number of years in course ·-------- --- -- - 4 4 4 4 4 Length of term in months ________ _____ __ 9 9 9 9 9 Minimum yearly salary ___ --·· -------- $810 $720 $720 $720 $625 No. units required for graduation ____ 16 16 16 16 12 No. volumes in library ___ _ _______ ___ ___ 1500 600 400 300 200 No. science courses offered __ 2 1 1 1 1 Length of recitation periods (Min.) 45 45 45 45 45
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Maximum number of daily classes per teacher ------------------------------------- 6 6 6 6 7
Minimum % high school teachers with degrees ___________________ : ___________________ .;J5o/o 75o/o 75o/o 75 o/o 75 o/o
Maximum average daily attendan<:e per class ------------------------------------------ 40 40 40 40 40
Minimum average daily attendance 300 200 100 40 30 Minimum number hi.gh school
teachers ------------------------- ------------------- 9 6 4 3 . 2 Other conditions obtaining for the accrediting of Negro high schools are: 1. Adequate personnel records. These will be determined by the State
Department of Education. 2. Adequate library record with the accession book. 3. Certification: At least first class four-year high school certificates for
all high school teachers and no second class certificates for elementary teachers.
4. Buildings: The location of the buildings, the nature and condition of corridors, closets, water supply, furniture, apparatus, lighting, heating, ventilation, and method of cleaning must insure hygienic conditions for pupils and teachers.
NEGRO HIGH SCHOOLS APPROVED BY THE SOUTHERN ASSOCIATION OF COLLEGES AND SECONDARY SCHOOLS
Name of School
Anderson Phyllis Wheatley Central A. J. Moore Booker T. Washington Phyllis Wheatley Jack Yates Central High School I. M. Terrell Charlton-Pollard Booker T. Washington
DIRECTORY OF COUNTY TRAINING SCHOOLS IN TEXAS 1936-1937
Superintendent
L. H. Griffin S. H. Smyre H. R. Boucher Miss Cora Mackey Lester D. Self W. W. Rogers S. R. LeMay W. B. Denman C. R. Lacey M. D. Barkley G. P. Parker Hulon N. Anderson G. H. Wilemon David W. Boyd C. 0. Pollard C. V. Compton Floyd G. Betts
Address
Boston Caldwell LaGrange Longview Silsbee Greenville Athens Giddings Centerville Midway Jefferson Conroe Conroe Newton Henderson Woodville Wharton
County School
Bowie Maceilonia Colored School Burleson Caldwell Colored School Fayette LaGrange Colored School Gregg Greenville Colored School Hardin Silsbee Colored School Hunt St. Paul Colored School Henderson Athens Colored School Lee Giddings Colored School Leon St. Paul-Shiloh Colored Scho1 Madison Midway Colored School Marion Jefferson Colored School Montgomery Conroe Colored School Navarro Kerens Colored School Newton Liberty Colored School Rusk Henderson Colored School Tyler Woodville Colored School Wharton Wharton Colored School ,
HIGH SCHOOLS
COUNTY TRAINING SCHOOLS (John F. Slater Fund)
County Training Schools are fostered by public support and aid contributed by the Slater Fund.· County Training Schools are simply Negro high schools. Durin.g 1935-36 there were twenty-two such schools in Texas. There is a total of eighteen such schools in Texas for the school year 1936-37. Only one is established in a county, preferably in the rural districts. The requirements are: (1) A co-operative board and superintendent, (2) minimum term of eight months, (3) minimum number of three teachers, ( 4) adequate buildings and grounds, (5) a willingness on part of the authorities to supply wanted needs.
As these schools become accredited high schools, they are dropped from the list of county training schools.
The following facts will reveal the importance of county training schools in Texas. During 1935-36 a total of $105,862 from public schools' funds and $2,750 from the Sla ter Fund was spent for the upkeep of the training schools. The Smith-Hughes Fund contributed $12,265 to vocational agriculture and home economics departments for the support of these schools. A total of $131,989 was spent on the maintenance and upkeep of County Training Schools in Texas during 1935-36.
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For the year 1935-36 the total enrollment of pupils in these schools was 7,062. The avera.ge daily attendance was 5,612. Of the total enrollment 5,407 were elementary and 1,659 were high schoDl pupils.
One hundred and sixty-six teachers taught in these schools in 1935-1936. Vocational Agriculture and Homemaking Education were each offered in all but three of these schools.
COUNTY TRAINING SCHOOL ANNUAL REPORT IN TEXAS 1935-36 TABLE No 2
Smith- Rural Other Equipment County Public Slater Hughes Aid Sources Total and
Availability or iack of Availability of Accredited Negro High Schools In One Hundred Three Counties of Texas Containing Most
of the Negro Scholastics
Tab)e'-Counties Having Accredited Four-Year Negro High Schools No.4-Yr. Ace. Negro No.4-Yr. Ace. Negro
Counties High Schools Scholastics Counties High Schools Scholastics
Anderson Angelina Bell Bexar Bowie Brazos Caldwell Camp Cherokee Dallas Denton DeWitt Ellis EI Paso Fort Bend Freestone Galveston Grayson Gregg Grimes Guadalupe Harris Harrison Hays Houston Hunt
Jasper Jefferson Lamar Liberty Limestone McLennan Milam Montgomery Morris Nacogdoches Navarro Nueces Orange Robertson Smith Tarrant Titus Travis Upshur Victoria Waller Walker Washington Wichita Williamson Wood
Ina dditio!l to the above accredited public high schools, there are seven accredited private high schools distributed, one each in the counties of Bexar, Galveston, Guadalupe, Harris, Hunt, Smith and Wood.
Table-Counties Containing Practically All the Remaining Negro Scholastics
Scholastic Population 1,499 2,439 1,649 2,099 3,570
371 228
1,809 1,147
266 3,816 1,233 2,050
295 2,057
645 2,067 1,430
Counties Lee Leon Lubbock Madison Marion Matagorda Newton Panola Polk Potter Rains Red .River Refugio Rusk Rockwall Sabine San Augustine San Jacinto
Scholastic Population 1,224 2,642
392 1,150 2,347 1,447 1,472 3,388 1,625
283 238
2,199 319
4,895 498 836
1,123 1,518
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Counties High Schools Scholastics Counties High Schools Scholastics
Hopkins Jackson Johnson Jones Kaufman Karnes Lavaca
936 Shelby 599 Taylor 407 Tom Green 257 Trinity
3,218 Tyler 311 VanZandt 585 Wharton
Wilbarger
TOTAL-51
DIRECTORY OF NEGRO COLLEGES
2,319 524 314
1,109 940 595
2,816 430
71,899
There are thirteen colleges for Negroes recognized by the Division of College Examiners of the State Dpartment of Education. Six of these are standard senior colleges, two of which are rated as "A" class colle.ges by the Southern Association of Colleges and Secondary Schools, while all of the other four have also been rated by the same association as Class "B" colleges. The other seven are classified by the Division of College Examiners as junior colleges and one of the number is rated "A" and one "B". Ttte enrollment in these colleges is approximately four thousand students of college grade or classification. A directory of the colleges follows:
A. Senior College Division
PRAIRIE VIEW STATE NORMAL AND INDUSTRIAL COLLEGE, PRAIRIE VIEW, TEXAS
(Under auspices of the State of Texas) T. D. Walton, President W. R .. Banks, Principal
D. R. Glass, President Geo. N. Redd, Dean Ina V. Qualls, Registrar
TILLOTSON COLLEGE, AUSTIN, TEXAS (Under auspices of American Missionary Association)
Mary E. Branch, President Timothy C. Meyers, Registrar W. H. Jones, Dean
WILEY COLLEGE, MARSHALL, TEXAS (Under auspices of Methodist Episcopal Church)
M. W. Dogan, President Mrs. H. L. Bradford, Re.gistrar V. E. Daniel, Dean
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B. Junior College Division
BUTLER COLLEGE, TYLER, TEXAS (Under auspices of Baptist Church)
I. Jackson, Jr., President Miss Sammie E. Waters, Registrar
GUADALUPE COLLEGE, SEGUIN, TEXAS (Unqer auspices of Baptist Church)
J. R. Lockett, President J. H. Brown, Registrar and Dean
THE HOUSTON COLORED JUNIOR COLLEGE, HOUSTON, TEXAS (Under auspices of the City of Houston)
Dr. E . E. Oberholtzer, Superintendent Houston Independent School District, President
R. O'Hara Lanier, Dean
JARVIS-CHRISTIAN COLLEGE, HAWKINS, TEXAS (Under auspices of the Christian Church)
J. N. Ervin, President Miss Venita 0. Carney, Registrar Miss L. B. Smith, Dean
MARY ALLEN JUNIOR COLLEGE, CROCKETT, TEXAS (Under auspices of the Presbyterian Church)
B. R. Smith, President E. H. !3teele, Registrar and Dean
PAUL QUINN COLLEGE, WACO, TEXAS (Under auspices of African Methodist Episcopal Church)
A. S. Jackson, President Miss Bernice Davis, Registrar Mrs. L. T. Moore, Dean
ST. PHILIP'S JUNIOR COLLEGE, SAN ANTONIO, TEXAS (Under auspices of Protestant Episcopal Church)
Miss Artemisia Bowden, President _ Miss Katherine Greene, Registrar Nick Ford, Dean
TRAINING OF NEGRO TEACHERS
The academic and professional training of Negro teachers is shown in Table below. It will be observed that more than fifty percent of the elementary principals have four or more years of college training. All of t;he elementary principals have had some college training.
All of the senior high school principals have had some college training. One hundred twenty-seven out of a total of one hundred sixty-six of these principals have four or more years of college training.
It will be observed that two thousand seven hundred and three elementary , teachers have three or more years of college training. One and three of the elementary teachers have not had any college work. Five of the elementary teachers have masters degrees.
By observing the lower column, it will be seen that only 109 of the 5,967 Negro public school t eachers have not had some college training. Thirty-five and seven-tenths percent of the Negro public school teaching force in Texas have four or more years of College training.
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TABLE No. 3-ACADEMIC AND PROFESSIONAL TRAINING OF NEGRO TEACHERS, 1935-1936
Th State Department of Education and an increasing number of county and city superintendents recognize the justice ,in and value of having their program of education for Negroes more expertly workE::d out and effectively supervised than has been the case in the past. It is also recognized that capable Negro Supervisors are in position to render among their people more efficient service with their teachers, pupils and adult gr oups than could be rendered by white supervisors. Consequently s.everal types of supervisory and itinerant teacher training services are now being main- / tained, and will be discussed briefly in this chapter.
Jeanes Supervision
Th~ Anna T. Jeanes Fund through its president, Mr. Arthur D: Wright, 726 .Jackson Place, N. W., Washington, D. C., is cooperating with the State Department of Education and several of the County Superintendents of Texas in Counties having large Negro population, to pay the salaries of Jeanes teachers or Supervisors. These supervisors are the agents or assistants of the County Superintendents and of the County Boards of
, Education. Most of the Jeanes Supervisors are so well trained for, and adequately experienced in, rural education as to be able to render constructive service to the teachers in setting up their programs for better health work, for a more practical live-at-home program, and to the ParentTeacher organizations in their work.
COUNTY
Anderson Bowie Brazos Burleson Camp Cass
Fort Bend Gregg Grimes Harrison
Houston Jasper Kaufman Lamar Lee Leon Limestone Marion Milam
JEANES SUPERVISORY SET-UP FOR SESSION 1936-1937
COUNTY COUNTY SUPT. JEANES SUPERVISOR SEAT Palestine A. J. Overton, Jr. Miss Sophia Montgomery Boston L. H. Griffin Mrs. Marjorie Bland Bryan Mrs. W. E. Neeley Miss Pauline Watkins Caldwell J. M. Har.e Mrs. Roberta Jackson -Pittsburg 0. E. Acker Mrs. Sadie Eubanks Linden Horace Boon Miss Amanda Martin
Mrs. Helen Blount Richmond James G. Burton Mrs. Lula J. Lee Longview Miss Cora Mackey Miss P. A. Ray Anderson M. B. Thomas Mrs. Mary T. Birdwell Marshall Morton Smith Mrs. Lela A. Bryant
Mr. Willie E. Lee Crockett John A. Long Mrs. Addie Ware Jasper V. 0. Easley Miss Barbara K. Benton Kaufman Carroll Rogers Mrs. Mercedes S. Groner Paris P . L. Chism Mrs. Lizzie Ely Giddings R. J. Hejtmancik Mrs. Henrietta Thomas Centerville C. R. Lacy Mrs. Laura Jones Groesbeck J. J. Bates Mrs. B. V. Foster Jefferson E. E. Justice Mrs. Virgie Benton Cameron Guy T. Newton Mrs. Marcia Anderson
Montgomery Conroe *H. N. Anderson Mrs. Lenora R. Meachum Morris Daingerfield Mrs. Roy Moore Mrs. Willie Mae Douglas *H. N. Anderson is Conroe Independent District Superintendent.
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COUNTY COUNTY COUNTY SUPT. JEANES SUPERVISOR SEAT
Nacogdoches Nacogdoches Miss L. J. Toliver Newton Newton
M. Wedgeworth G. J. Gray Miss A. M. Edwards
Panola Carthage J. A. Browning I. W. Popham
Mrs. Frances Packer Miss Nanie Belle Jenkins Mrs. Bernice P. Mark Miss Estelle L. Jordon
Travis Austin Tyler Woodville 0. A. Riley Walker Huntsville Waller Hempstead Washington Brenham Wood Quitman
C. L. Phillips Miss Jimmie Ogg M. H. Ehlert Chas. 0. Blalock
· Mr. Theodore Griffith Mrs. Marion C. Hubert Mrs. N. V. Berry
This service is rapidly growing in favor, in scope and in quality of work being done. The qualifications of the Jeanes Supervisors have increased almost unbelievably fast since the session of 1933-34.
The salaries and length of service hav.e likewise been increased as may be seen from the following 'summaries.
Summaries -of Some Data on Texas Jeanes Teacher Set-Up for 1936-37 Salary Groups
2 Jeanes Teachers are _____ ___ ____ "" _________ " .. " .... : .. __ __ _________ 50 to 60 years 6 Jeanes Teachers are " ___ " __ " _______________ " __ ".""""---"---.40 to 49 years 6 Jeanes Teachers are "" _____ " ___________________ """ _______ ........ 35 to 39 years 9 Jeanes Teachers are """"----"" ____ " __ "_"""" _____ " __ " ____ 30 to 34 years 7 .Jeanes Teachers are .. " .. """""-----"~-------"·-----------------25 to 29 years
Years of Jeanes Teacher Service Group
6 Jeanes Teachers have served for ----------------------------------- """10 to 16 6 Jeanes Teachers have served for ------------------------------------------
6 .Jeanes Teachers have served for -----------------------------------------
6 Jeanes Teachers have served for ----------------------------------------
6 .Jeanes Teachers have served for ------------------------------------------
Degrees Held
19 Jeanes Teachers hold degrees
5 Jeanes Teachers hold two or more ,degres each.
l Jeanes Teacher holds three degrees
Only four of the entire group held degrees in 1933-34.
5 to 9 3 to 4 1 to 2 0 years
of age of age of age of age of age
yem·s years years years
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Vocational Agriculture Supervision
Three Area Supervisors or Teacher helpers and one itinerant teacher trainer for Vocational Education in Agriculture are employed. These Supervisors visit the teachers in their respective areas for the purpose of helping them to work out their problems in connection with their work with the boys in their all day, day unit and part time classes and with the men in their ·evening school classes. They also hold regular monthly meetings of the teachers in each of the districts comprising their respective areas.
In addition to their work of supervision these supervisors each teach evening school classes comprised of adult. farmers. They are proving especially beneficial since their services are not only supervisory and instructional among the teachers and farmers, but they are rendering valuable aid in the work of interpreting and explaining for their teachers and people the United States Department' of Agriculture's program of Soil Conservation.
These Supervisors are: C. H. Banks, Prairie View State College, J. C. McAdams, Crockett, W. A. Flowers, Box 25, Texarkana, and J. N. Freeman, Giddings.
Homemaking Education Supervision
The Vocational Homemaking Division of the State Department of Education uses the teacher-trainer from Prairie View State College as an assistant supervisor to aid in the supervision of the Negro vocational home making teachers in their work in the public high schools of the State. Emphasis in this work is placed on two things: ( 1) Providing acceptable teaching situations so that good standards of home making may be exemplified in the classroom. (2) Seeing to it that the instruction is practical and applied to the improvement of home conditions of Negro families.
The teacher-trainer supervisor for this work is Miss Elizabeth C. May of Prairie . View State College.
Trade and Industrial Education Supervision
The Trade and Industrial Education Division of the State Department of Education, in addition to the regular staff of Teacher-Trainers and Supervisors, uses the Teacher-Trainer from Prairie View State College as an Assistant Supervisor to aid in the organization, development and supervision of the Trade and Industrial classes for Negro boys and girls and men and women.
The Teacher-Trainer from Prairie View also conducts the teachertraining classes necessary to improve Negro Trade and Industrial teachers in service. The Teacher-Trainer and Supervisor from Prairie View College is W. P. Terrell.
Conferences
Each year the State Department of Education sponsors and cooperates in the following conferences for Negro Schools of the State:
1. Conference of Vocational Agriculture Teachers. . 2. Conference of Homemaking Teachers.
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3. State and District Conferences for Jeanes Supervisors. 4. District Conferences for Negro Elementary, Junior High and High
School Principals. 5. State Conference on Negro Education. 6. Librarians Conference for Elementary, Junior High, High School,
Public and College Librarians. 7. Conference of Trades and Industries Teachers. 8. Teacher-Training Conference. 9. College Administrative Conference.
All of the conferences are designed to stimulate and improve the various levels of work in public schools and colleges. Wholesome cooperation is evident in all of these Conferences.
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CHAPTER V.
VOCATIONAL EDUCATION This chapter is included especially for the purpose of setting forth the
basis of employment, requirements for the training of teachers for Vocational Education, the Counties and Schools carrying Vocational Education and the directory of schools and teachers of Vocational Education in Agriculture, Homemaking and Trades and Industries.
Vocational Agriculture Establishing Departments of Vocational Agriculture
1. Basis Upon Which A Teacher May Be Employed: A teacher may be employed on either a 100 per cent, 85 per cent, 75 per cent, or 30 per cent basis. (a) A teacher on 100 per cent basis is to devote his entire time to
the developing of an agricultural program in the school and community including two to three 90 minute period classes devoted to ali-day vocational agriculture, and two agricultural evening schools for adults. He should reach 36 all-day school pupils and 60 adults.
(b) A teacher on 85 per cent basis will devote 85 per cent of the ali-day school to the development of an agricultural program in the school and community including not less than two 90-minute classes in vocational agriculture reaching 36 pupils and two agricultural evening schools reaching 60 adults. This basis has been used only, in a few cases, in small schools where the vocational agriculture teacher acts as superintendent.
(c) A teacher on 75 per cent basis should devote 75 per cent of the all-day school day to the development of an agricultural program in the school and community, including not less than two 90-minute periods and two agricultural evening schools. He should reach 25 ali-day pupils and 60 adults. On this basi<> the instructor usually teaches two periods of non-vocational agricultural subjects.
(d) A teacher on 50 per cent basis will devote 50 per cent of the ali-day school day to the development of an agricultural program in the school and community including one or more 90-minute periods to teaching all-day vocational agricultural classes, reaching 15 pupils and two agricultural evening schoois reaching 60 adults.
2. Qualifications of Vocational Agriculture Teachers: A teacher of vocational agriculture must have completed a four-year course of college grade in agriculture. He must be at least 21 years of age, must have had at least two years of practical farm experience, and must be familiar and in sympathy with the problems of farm life.
Six weeks on alternate summers, or three weeks each summer, may, with the approval of the local board, be allowed teachers of vocational agriculture for professional improvement, provided such training is secured at institutions approved by the Federal Board for Vocational Education for teacher-training in vocational agriculture. Teachers' plans for professional improvement should be approved in advance by the State Supervisor.
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DIRECTORY
Colored Departments of Vocational Agriculture 1936-1937
Massey, J. E. King, B. Y. Blount, M. C. Matthis, C. C. Cooper, S. E. Fair, E. L. Wright, T. W. Samue,l, L. R. Simmons, L. A. Douglass, Alfred Bauknite, L. D. Yancey, Colquit Johnson, D.P. Staten, Henry Coss, W. H. Duval, D. T. Canada, Dock Humphreys, General Humphrey, T. W. Collins, A. L. White, Demosthenes McCullough, M. B. Watson, Leonidas McAdams, J. C. Langrum, H. C. Johnson, T. H. Sampson, S. A. Turner, B. W. Allen, C. W. Donovan, I. A. Madison, J. C. Thomas, B. F. Anderson, 0. J. Brigman, R. L. Williams, J. H. Lilly, Dwight, Sadberry, Oliver Evans, M. W. Freeman, J. N. Downs, Thomas J. Thomas, Cline Adams, G. W. Vaughn, S. A. Hubbard, G. E. Batts, Fred D. Johnson, Thelmo Tomplin, Doris Luter, Buckner Dix, Eugene O'Neal, A. W. Baldwin, William Montgomery, J. L. Palmer, W. H. Shankle, H. F. M. Givins, Roger Sanders, Floyd Brown, Marshall V. Hardeway, M. Ross, S. J.
Harrison, W. H. Dansby, Dewey C. Fields, H. D. Graves, Manuel Tomplins, W. H. Sadberry, C. L. Kissam, William L. Terry, Grady P. Cobb, Clyde A. Pearson, R. M. Walker, C. L. Davis, A. B. Harrison, R. A. Spencer, Isaac Davidson, Oscar Lee, E. R. Jones, A. H. Smothers, J. W. Adams, W . . J. Yates, J. J. Washington, C. A. Johnson, C. W. Reagan, John H. Parrish, S. 0. Jones, Gus Washington, E. J. Byrd, N. P. Lawson, M. W. Jones, H. R. Echols, S. N. Gray, P. Y. Flowers, W. A. Simmons, C. W. Collins, E. E.
Rutledge, Paul Singletary, W. Cash, L. B. Collins, Harold Gray, W. D. Williams, I. Smith, T. S. Dorsey, Martin L. Sanders, A. D. Archie, N. L. Powell, G. L. Thomas, Chas. Collins, W. M. Stevens, P. S. Arnold, R. V. Johns, Clarence Thomas, M. M. Smith, Ernest Jingles, Frank Johnson, B. L. Tatum, A. W. Crouch, H. S. Davis, N. L.
Pierce, S. V. Kennedy, N. K. Taylor, B. J. H. Jr.
NAME OF SCHOOL
Wharton Wiergate Willis Woodville
·wortham (Freestone Co. Tr.) Yoakum Zavalla (Vernon Co. Line) Prairie View (P. V. C.) Prairie View (P. V. C.) Prairie View (P. V. C.)
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NAME OF TEACHER
Atkinson, R. A. Brailsford, A. Jingles, C. L. Marks, J. B. Palmer, S. E. Harrington, R. L. Phillips, S. M. Banks, C. H. Potts, L. A. Reid, Orleanis, Junior
VOCATIONAL HOMEMAKING EDUCATION
Standards of Homemaking Departments in High Schools
1. Qualifications of homemakin~ teachers:
The teacher must have a degree from an approved institution, holding the following certificates: Certificate of Approval issued by the State Director of Homemaking Education, and the Legal Permanent SpeCial Certificate issued by the State Board of Examiners.
2. It is highly desirable for the teacher to devote all of her time to developing a homemaking program which meets the needs of the students in school and the homemakers in the community. Work should be provided for the high school students, separate classes for adults, over-age girls, out-of-school youths, and boys.
.3. Ten students to a class should be the minimum. In order to maintain a vocational program, two homemaking classes should be organized for students 14 years of age and over.
4. Schools having homemaking programs are encouraged to develop twelve months' programs with the teachers employed ten calendar months. The teacher guides the students in selecting summer experiences that will supplement the homemaking experiences of the nine months' term as a means of attaining objectives not possible for each student tJ attain during the busy year.
.5. The homemaking department should be planned and equipped to create a working situation similar to that found in the home. It is advisable for the large schools to have a clothing room, foods room, and a combination living-dining room. It is desirable to include a lavatory. For smaller schools an all-purpose laboratory with a combination living-dining room have been found very satisfactory. All doors and windows must be screened. The following dimensions have been found satisfactory for the rooms:
For 16 students: foods room, 22' x 34'; clothing room, 22' x 34'; combination living and dining room, 15' x 22'. For 24 students: foods room, 22' x 38'; clothing room, 22' x 38'; combination living and dining room, 15' x 22'. For an all-purpose laboratory the size should be 22' x 36' for 16 students; 22' x 38' for 24 students.
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Storage space:
Adequate storage cabinets must be provided for the following purposes: a. Storage of foods and general equipment. . b. Hanging brooms, mops, brushes, and caring for other cleaning
supplies. c. Hanging space for aprons and garments. d. Storage for teaching aids and illustrative material.
Desk equipment and library: Library and equipment lists may be obtained from the State Department of Homemaking Education, P. 0. Drayver F, Capitol Station, Austin, Texas.
6. Homemaking Supervisors: District 1. Esther Sorensen, Tech Station, Lubbock. District 2. Nell E. Dearmont, 409 East Weatherford, Fort Worth. District 3. Lenora Walters, •Taylor School, Houston. District 4. Gladys Short, 4th Floor, Bexar County Courthouse, San
Antonio. District 5. Josephine Pazdrai, P. 0. Drawer F., Capitol Station,
Austin.
DIRECTORY Colored Homemaking Departments With Vocational Programs, 1936-37
NAME OF SCHOOL Athens Belton Brenham Bryan Burkeville (Enterprise) Calvert Cameron Carthage (Holland) Chapel Hill (Sauney Chapel) Columbus Conroe Corpus Christi Cuero Dekalb (Garland) Denton Ennis Georgeton Goliad Hammond Hempstead Henderson Hillsboro Hooks Hubbard Huntsville Jacksonville Jasper Jefferson Kerens Liberty Longview Longview (Rollin)
NAME OF TEACHER Mrs. Ruby Williams Witherspoon Margaret Marie Regis Lois Brown Imogene Sharpe Mrs. G. K. Tapscott Mrs. Susie L. Singleton Hattie M. Whiting Helen V. Greene Mrs. M. M. Duval Carrie Jenkins Mrs. Ruby Humphrey Mrs. Ethel S. Smith Mrs. C. L. Gathings Lorene M. Gibson Mrs. Eva Hodge Mrs. M. Walden Wilson Mrs. S. C. Marshall Helen Nathaniel Mrs. Thelma Johnson Mrs. A. B. Alton Viola McDonald Consuela Scott Gwendolyn Taylor Hattie Lee Hodge Valerie E . Ross Mrs. Beatrice F. Ford Jessie Pulliam Mrs. Elease Knight Juanita McBroom Mrs. Allie Charles Mrs. Rowena E. Brown Mrs. Lillie H. Pearson
Nacogdoches Naples Navasota Neches (Flint Hill) Orange . Pittsburg (Center Point) Point (Richland) Richards Rockdale Rosenberg San Antonio (Edison) San Marcos Schulenburg Seguin Seguin (Sweet Home) Sherman Smithville Sour Lake Taylor Teague Terrell Tyler
Tyler (Chandler) Victoria Waxahachie West Columbia Wharton Wiergate (Burkeville) Winnsboro Woodville Wortham Yoakum
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NAME OF TEACHER
Theresa Pratt Imogene Blakely Lanetta I. Bailey Lovie M. Murphy Lollaretta Pemberton Emily Harris Helen E. Kennedy Mrs. P. Y. Gray Mrs. Lucynthia Jones Mrs. J ohnie Cephas Rutledge Katie Sparrow Alice Muckelroy Delphine Marshall Erma Walker Annie L. Barrett Beulah J. Harris Mrs. Lucy Manning Mrs. Eva M. Mosby Mrs. Clera Mason Collins Mrs. Estella P. Burns Mrs. A. C. Lewis Alice Chatman M. E. Williams Mrs. Carrie Wyatte Mildred Boykins Mrs. Mattie C. Brooks Mrs. Alice M. Clark Myrtle Bledsoe Louisa Mae Taylor Mrs. C. V. Smilie Emma Price Mrs. 0. M. Goldthwaite Mrs. Lillie Belle Banks Mrs. Cleo Myers Jones Genevieve Coleman Fannie M. Wright Mrs. Berniece Marks Alice Lee David Sarah Ann Bailey
Vocational Education in Trades and Industries
A. HOUSEHOLD EMPLOYMENT TRAINING-is the most extensive rrade and Industry Program for Negroes. Negro women in every section of the State are enrolled in this type of class.
B. TRADE PREPARATORY CLASSES IN DAY TRADE SCHOOLS-is to fit young people for useful employment in specific trades. Instruction is given by demonstration and actual practice.
C. TRADE EXTENSION TRAINING-is for adults employed in skilled trades.
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DIRECTORY
Colored Trade and Industrial Teachers--1935-1936
NAME OF TEACHER
Cashaw, Alyce E. Fisher, K. M. Johnson, E. A. Joyce, B. L. Powell, Myrtle Mitchell, Lela White, Bessie C. Singleton, Susie Hereford, G. D. Smith, Mrs. E. S. Sheley, Vivana Webster, Reba Jenkins, Mrs. V. F. Anderson, R. 0. Bazy, Samuel Bryant, Lucille Coleman, Mrs. E. C. Glover, Mattie Jefferson, Ophelia Johnson, Mrs. L. M. Love, Mrs. C. Olga McAlister, M. I. Powell, Mattie Ransom, Mrs. W. E. Scott, Mrs. W. E. Seay, P. E. Shackels, Mrs. E. Smith, Mrs. Lucille Smith, U. S. Trezevant, Mrs. E. Roberts, Thelma Sublette, Nannie C. Marshall, Mrs. S. C. Dement, Amalia Branch, Ernestine P. Dixon, Hrs. M. A. Jones, Mrs. R. B. Brown, Robert C. Dillon, Nellie Johnson, Jessie Knighton, Minnie Mitchell, Mable Nelson, Roberta Smith, Mellownee Wilson, Dellie DeShay, Mattie Gee, Blanche C. Johnson, Scotte E. Ford, Beatrice F. Hays, Mary L. DaCamera, Mrs. M. S. Johnson, Minnie B. Davis, Booker T. Derry, Josie Brown, J. C. Tatum, Geneva 0. Hall, Mrs. 'L. B. Brewer, C. L.
NAME OF SCHOOL
Anderson Colored High Austin Colored High Austin Colored High Austin Colored High Beaumont Bellville Brenham Calvert Cleburne . Corpus Christi Corsicana Dallas Elgin Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth Fort Worth FranRlin Galveston Georgetown Gladewater Hearne Hempstead Hillsboro Houston Houston Houston Houston Houston Houston Houston Houston Hubbard Huntsville Huntsville Jacksonville LaGrange Laredo
~ufkin P alestine P alestine Pittsburg Plano Richards San Antonio (P. W.)
NAME OF TEACHER
Kelly, Allene Scott, Samuel Simmons, 0. W. Washington, R. J. Johnston, Mrs. A. M. Williams, M. E. Mayfield, C. M. Anders, Simon Allen, 0. W. Coger, E. L. Patton, Nancy Taylor, Anna G. Jeffrey, Mrs. 0. M. Nelson, Mrs. M. T. Jingles, Susie L. Moore, Eula M.
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NAME OF SCHOOL
P. Wheatley, San Antonio San Antonio San Antonio Shiro Smithville Sugar land Teague Victoria Waco Waco Waco Wichita Falls Wichita Falls Willis Wortham
Teacher Training Institutions
'Prairie View College-W. P. Terrell, Division of Mechanic Arts
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CHAPTER VI.
SCHOLASTICS, APPROPRIATIONS, TEACHERS AND PRINCIPALS, INSTRUCTIONAL COSTS AND
AVERAGE SCHOLASTIC COST FOR INSTRUCTION
These data which follow in tabular form later, are taken from the school census and from the annual reports of the County and Independent District School Superintendents. They cover one hundred counties in which nearly all of the Negro Scholastics of the State are enumerated. They include such items as the number of scholastics, the amount of State appropriations at nineteen dollars per capita, the number of teachers and principals employed, the total amount of money expended for the salaries of teachers and principals and the average annual salary for the session 1935-1936.
Also the average per scholastic expenditure for teachers' and principal~' salaries for the session 1933-1934 when the State appropriation was $16 and for the session 1935-1936 when that State appropriation was $19, are given. The money listed under appropriations in the column below does not include any of the special or additional money provided by the State as an equalization fund, for teachers' salaries and transportation, or from the State and Federal funds for Vocational education in Agriculture, Homemakin-g and Trades and Industries. Nor does it include any of the income from local tax. But the expenditures for salaries of teachers and principals and average per capita cost of instruction do include all the money reported by the Superintendents as having been expended on their Negro Schools in payment of the cost of the salaries of the teachers and principals.
Such independent districts as are reported in the census with less than ten scholastics are not listed by name in this bulletin, but their scholastics and appropriations are included in the County totals.
It should be understood these data do not include the cost of such maintenance items as fuel, light, water, crayon, brooms, janitor hire, payment on bonded indebtedness, and transportation. There is no way of gleaning the expenditure of the items just enumerated as the reports of the Superintendents do not list separately such expenditures for their Negro and White schools.
Grand Total or Average ... . . 236,590 $4,495,210 5,727
Salaries of Teachers and Principals
Total Average - -------
$ 540 $ 540.00 540 540.00
20,170 916.82 ~
$ 21,250 $ 885.42
. , . . .. . 360 , ·360.00
3,518 586.33
$ 3,878 554 .00
s 4,140 $ 345.00 358 358.00 420 420.00
3,600 600.00 2,145 536.25
720 360.00 240 240.00
1,463 487.67 8,141 581.50
715 357.50 -------
$ 21,942 $ 477.00
s 14,9()2 $ 650.52 270 270.00
2,319 463 .80 1,215 607.50 2,205 551.25
s 20,971 $ 599.17 --------
$3,515,098 $613.78
Instructional Cost Per Scholastic
1933-34 1934-35 ------
s 12.00 $9.47 10.80 18.62 14.46 19.39
------$13.94 $18.72
s 7:o5 $'493' 11.84 13.64
------7.48 9.02
s 5.66 s 6.95 11.32 16.27 17.45 10.24 13.78 16.44 3.75 12.33
........ 7.27 12.63 . i3:S6' 18.29
9.03 12 .60 8.80 12.77
- - - ---$ 9.03 $11.24
$17.67 $22.74 15.38 16.88 7.45 8.49
10.17 10.21 8.40 14.90
- ----$13.24 $17.27 -----
$12.20 $14.86
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CHAPTER VII.
BIOGRAPHICAL SKETCH
Julius Rosenwald was born Augu~t 12, 1862, at Springfield, Illinois, the city which had been the home of Abraham Lincoln. His parents lmew many of Lincoln's friends, and he grew up among constant reminders of the Great Emancipator. He was a typical mid-western American boy. Like other boys in Springfield he jittended the public schools and on Saturdays and vacations earned his spending money by working at odd jobs such as helping in his father's store, pumping the church organ, and, on those rare occasions when circuses came to town, helping to water the elephants.
It was recently estimated that Mr. Rosenwald, in addition to the creation of the Julius ·Rosenwald Fund, has given more than $40,000,000 for educational, civic, and charitable purposes. The gift he remembered with the greatest personal enjoyment, however, was an elaborately decorated tea set, costing about tw!E!nty dollars, which he gave his mother on her china wedding anniversary. At that time Mr. Rosenwald was fourteen years old and the gift represented a summer's work and savings.
Mr. Rosenwald at seventeen entered business in New York City where he remained for five years. In 1885 he became President of Rosenwald and W eil, clothing man:ufacturers, Chicago. In 1895 he bought an interest in Sears, Roebuck and Company and devoted the remainder of his business career to building up this mail order house, serving first as Vice-President and Treasurer, then as President, and fina}Jy as Chairman of the Board of Directors. Under his leadership Sears, Roebuck and Company grew into one of the nation's greatest industries handling today approximately two hundred times the business that it did in 1895. Mr. Rosenwald believed that permanent and successful foundations for business operations are to be found in making each transaction of mutual advantage to all concerned. In other words, the customers and employees must benefit as well as the company and stockholders. Soon after Mr. Rosenwald's entry into the Company, he initiated the policy of "your-money-back-if-not satisfied."
In 1916, under Mr. Rosenwald's guidance, Sears, Roebuck and Company established the Employee's Savings and Profit-Sharing Pension Fund for the benefit of workers of ten years' standing. Many employees on small salaries hiwe acquired very substantial estates through this profit-sharing plan. For example, one girl who started as a clerk at $15 a week seventeen ,years ago has accumulated some ten thousand dollars under this plan.
During the critical period of business readjustment after the World War, Mr. Rosenwald risked a heavy personal loss to protect the stockholders. He returned to the treasury of the company $21,000,000 of his personal holdings of Sears, Roebuck and Company common stock. Thus, through his courage and confidence, the company was able to readjust its finances without injury to 'its stockholders.
In spite of the tireless effort he gave tq business, Mr. Rosenwald fotind time , to devote himself to many outside interests. Just prior to the World War, in 1916, President Wilson called him to Washington as a member of the Advisory Commission of the Council of National Defense. In August
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1918 he went on a special mission to France for the Secretary of War. He served in Washington as a member of the President's Industrial Conference, 1919-1920. Mr. Rosenwald devoted much time to work for philanthropic, educational, and civic organizations. For many years he served as President of the Jewish Charities of Chicago. He was Chairman of the Chicago Bureau of Public Efficiency and a member of the Executive Committee of the Chicago Plan Commission. He was a trustee of the Rockefeller Foundation, the Baron de Hirsch Fund, University of Chicago, Tuskegee Normal and Industrial Institute, United Charities (Chicago), Hull House (the famous Chicago settlement house directed by Jane Addams), the Art Institute (Chicago), and many other organizations.
A list of Mr. Rosenwald's gifts indicates the range of his interests. Schools, museums, scientific research, the fine arts, social settlements, relief agencies, hospitals, clinics, and dental services have benefited. He gave three million dollars for an industrial museum in Chicago, four million to aid .Jewish colonization on farms in Russia, five million to Jewish charities and Jewish institutions, two million to war work and war relief, three million to general education and research, four million to Negro education and welfare other than through the Fund which he has created, three million to hospitals and health agencies, and four million to the University of Chicago, besides establishing the Julius Rosenwald Fund with twenty million dollars dedicated to the "weel-being of mankind."
Mr. Rosenwald was greatly interested in the betterment of the American Negro. As trustee of Tuskegee Institute, he was in sympathetic touch with Booker T. Washington, whose plans he aided, first by gifts to Tuskegee, then by a program of cooperation in the building of rural public schools. Aid from Mr. Rosenwald has made possible the erection of sixteen
... , Y.M.C.A. buildings and two Y.W.C.A. buildings for Negroes. In 1929 he financed on a business basis a large project to house 1,500 Negroes in Chicago.
The Julius Rosenwald Fund is of course entirely separate from the personal giving of Mr. Rosenwald. The Fund has helped in building over 5,000 rural schools for Negroes, which are a part of the regular public school systems for fifteen southern states. The Fund has also aided many other aspects of Negro education and Negro welfare. In addition it has carried on active programs of medical service and medical economics and has aided in programs of general education and social studies. The Fund at present is most active in attempts to improve rural education regardless IOf race.
There are now 5,357 "Rosenwald schools," a number of them with separate buildings for shops and teachers' homes, standing in the fifteen states of the South. One may picture to himself over fourteen thousand teachers (in these modern schools, which dot the hills and valleys i~ almost every county of the South), giving elementary instruction in the three R's, in homemaking, and in simple farming and mechanical industries to more than six hundred thousand colored children. The significance of this program in a large degree is in the fact that these schools are a part of the great American system of public education for all the people and have been an incentive to the progress and development of schools generally in
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the South. The Rosenwald schools represent investments of twenty-eight million dollars. Of this total the Negroes have contributed approximately four and three quarter millions, white citizens have raised by direct gift a million and a quarter, public tax fl.jnds have entered to the extent of eighteen millions, and approximately four and one-third million dollars have been provided by Mr. Rosenwald and the Rosenwald Fund. The Rosenwald contributions, it will be noted are less than the total raised by the Negr.oes themselves in small a~ounts, county by county and village by villabe. The importance of these figures is that they show a willingness to cooperate Qn th~ part of the public authorities and private white and Negro citizens.
The William E. Harmon Awards for Distinguished Achievement in Race Relations presented Mr. Rosenwald in 1927 with a special gold medal in recognition of the national importance of his work on behalf of Negroes. At that time he said-"! am interested in the Negro people because I am also interested in white people. Negroes are one-tenth of our populat~on. If we promote better citizenship among the Negroes not only ar they improved, but our entire citizenship is benefited."