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Federal Aid and the Negro

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ANY of the recent proposals and much of the suggested legislation concerning Federal aid to education have either ignored the educational inequalities imposed on Negroes in certain States, or have assumed that the proposed system of grants would operate in such manner as to iron out these inequalities.

Because many believe that the first policy is unwise and that the second is ineffective, four arguments are briefly presented in favor of specific safeguards for the education of Negroes in Federal aid legislation, if and when such legislation is enacted.

One

Low educational status. Because democracy increasingly demands an educated citizenry; because ignorance and backwardness constitute the most fertile soil for the growth of forces inimical to our democratic institutions; and because of

the established fact that the educational status of Negroes is lower than that of any of our large minority groups, it is in the interest of the general welfare and of progressive democratic society that colored citizens be given a square deal in the matter of education.

Two

Migration. The need for the establishment of a minimum or foundation program of education for all States and communities is emphasized by the migratory nature of our population. Some form of Federal aid is generally accepted as one instrumentality for ironing out the educational inequalities resulting from (1) extreme variations among States in educational standards and practices, and (2) migration of the population.

Negroes are among our most migratory groups. Nearly a million have migrated from the South to other sections of the country during the past 25 years, and from 1920 to 1930 the number of Negroes in cities increased more than one and onehalf millions. Because of this migration it is necessary to safeguard some sections of the country against the effects of educational inequalities of other sections, and to protect the cities against an influx of migrants from rural areas who have

Ambrose Caliver, Specialist in Education of Negroes,
Explains Why the Negro Needs and Should Get Federal
Aid; Four Arguments Presented

been denied the minimum essentials of an education.

Three

Americans

Inequality of opportunity. have, through a gradual evolution, come very generally to accept in theory the principle of equality of educational opportunity for all children. It is far from being accepted in practice, however.

Experience indicates that unless definite safeguards are provided in the distribution of Federal grants, discrimination against Negroes will follow. Evidence of discrimination is pointed out in a recent study, which shows that the only Federal fund from which Negroes receive allotments in proportion to their numbers is the Second Morrill Act, the one act which definitely specifies that the funds shall be distributed equitably. Further evidence may be found in the distribution of Federal emergency grants. During the first and part of the second year of the operation of these grants, according to official reports received, there were gross inequalities in many States and localities. This condition was corrected somewhat after a statement was sent out from the Federal Emergency Relief headquarters to the effect that funds were to be distributed according to the ratio which Negroes bear to the total population. In the grant for school aid under the National Youth Administration specific stipulations regarding Negroes have been made. mains to be seen how effective they will be without a definite and objective method of checking on their operation.

It re

Similar discriminations are found in the distribution of State funds. In certain States that have equalization funds there are counties in which Negroes fail not only to receive the grants provided thereby, but are deprived also of the

1 John W. Davis. Land-grant colleges for Negroes. West Virginia State College bulletin. (Contribution No. 6 of the Department of Education). Unpublished studies in F. E. R. A. office.

State funds allocated on the basis of the school census.

Four

The per

Preservation of government. petuity of governments rests upon the allegiance of their citizens to the fundamental principles upon which they are founded. Among the principles underlying our American democracy, education as a necessary accompaniment of citizenship has come to be one widely accepted. The interest shown in education by Washington, Jefferson, Hamilton, and others is proof that education may reasonably be considered a right of citizenship that was assumed under the Declaration of Independence and the Constitution. To deny equity to Negroes, therefore, in the distribution of Federal educational funds is a violation of the fourteenth amendment to the Constitution. Moreover, it is conceivable that a disregard of the rights of Negroes in the matter of equality of educational opportunity may eventually result in undermining our conception of the "rights of citizens to education." Proper safeguards, which will be welcomed by many local officials in the interest of good government, will help to prevent an encroachment upon this fundamental principle of democracy.

Safeguards

There are two safeguards that may be applied which will tend to guarantee equity for colored citizens in the distribution of Federal funds. The first is the simple method of inserting a clause which specifies that the law shall be so administered and the funds so expended as to take into account the ratio Negroes bear to the total population of the area under consideration. As previously stated, this has been found to be of some assistance, but in order that the full effect of such suggestion be felt, there needs to be added a second safeguard. It is the

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radio broadcast on education of Negroes will be heard on November 14 from 3 to 3:45 p. m., central standard time over the Columbia Broadcasting System. The Tuskegee choir will sing and the main address will be delivered by the new president of Tuskegee, Dr. F. D. Patterson.

Because of the educational status of Negroes, their migratory nature, and their privileges and obligations as citizens, if and when a Federal support measure for education is enacted, equitable distribution of the funds would be in the interest

of the welfare of the Nation and the perpetuity of the Republic as well as in the interest of its Negro population.

★ Bookmarks

MOTION Picture Bookmarks, a service provided by the Cleveland Public Library to Cleveland citizens for the last 12 years, will now be made available to citizens throughout the United States by the Office of Education on its weekly radio program of Education in the News.

Motion-picture bookmarks are short lists of books which promise interesting reading in connection with current film hits based on famous novels, biographies, or historical episodes. The Cleveland Public Library selects from coming Hollywood releases the pictures most likely to create a demand on the library. Then experts select books interesting to those who are going to see the picture or who have seen the picture. In connection with "Alice Adams", the motion-picture bookmark listed not only Tarkington's book "Alice Adams" but four other books in which were to be found other famous Tarkington heroines. Also the bookmark listed four other books on manners which would have helped Alice in her social problems and might even help modern Alices faced with like problems.

A Picture from the Past

GEORGE O. STREHLOW, Milwaukee, Wis., school director, at a recent Milwaukee school-board meeting, introduced a resolution to require all high-school girls to wear smocks while in school. The resolution brought to mind the above photograph which appeared in a 1901-02 catalog of a now extinct American college. The photograph, which we take pleasure in reproducing above, carried the legend, "Dumb Bells, 'A Sound Mind in a Sound Body."" School Director Strehlow's resolution, as quoted in the Milwaukee Leader of September 4, drew broad smiles from his fellow directors. He defended the resolution "as a democratic move which would lessen the incentive for some

mothers, who can afford it, to dress their daughters up in expensive silks, making less fortunate girls ashamed of their plain clothes."

In Washington, D. C., a 16-year-old high-school girl recently wrote a letter to the Board of Education asking that the Board require all Washington high-school students to wear uniforms. Chester W. Holmes, principal of the school the girl attends, replied to the letter as follows:

"School officials can't dictate to the parents and the children what the chil

dren shall wear. Of course, they must be properly dressed. Bloomers and shorts won't go in the classroom any more than a sport suit can be worn to a dance. uniforms are out of the question."

But

Other District of Columbia school officials questioned as to the practicability of having all high-school students wear uniforms seemed to voice the same com

ment as Principal Holmes. One assistant principal, a lady, said "I'm afraid the children would soon all feel like orphans and would tire of their uniforms." Another said it suggested "regimentation." "It's too much of the 'institution idea' " declared Frank C. Daniel, McKinley High-School principal. Allen Davis, of Roosevelt High School, who believes that the tendency these days is toward individualism-even in school dress-recalled the days of the "gay 90's" when Eastern High School in the Capital City had a girls' cadet corps. The girls all wore the same kind of uniform. "The uniform was very attractive-below the ankles was the style then," Mr. Davis pointed

out. "But after a while the girls became dissatisfied and abandoned the idea." Another principal said that all school officials and teachers should stress the "beauty and advantage of simplicity in dress."

Miss Bess Goodykoontz, Assistant United States Commissioner of Education, represented the Office of Education, United States Department of the Interior, at the Seventh Pan-American Child Congress held in Mexico City, October 12-19. She spoke at the Mexico congress on "Classification of Pupils: Its Function in Child Welfare and Its Advantages in Education." The other official delegates from the United States representing education at the congress were Dr. Elizabeth Woods, supervisor, Los Angeles city schools, and Dr. H. T. Manuel, professor of educational psychology, University of Texas.

SCHOOL LIFE ★ October 1935

New Standards

M

ARKED progress has been made

by the committee representing the six regional educational associations of the United States which is engaged in studies looking to radical revision of standards for accrediting of secondary schools throughout the country.

During the past year more than 2,000 research studies have been carefully abstracted. This has been done in order to utilize results of scientific educational research as a basis for formulation of methods of evaluation of secondary schools which shall be more extensive, more detailed, more valid, and more stimulating to further growth than standards which have been used in the past.

Tentative check lists consisting of approximately 1,500 items were prepared during the year under the direction of the

Members of the Executive Committee of the Cooperative Study of Secondary School Standards in Session at Montreat, N. C., September 2-7, 1935

Standing-left to right:

Jesse B. Davis, Boston University, New England Association; M. L. Altstetter, educational specialist, Washington, D. C.; R. N. Gummere, Harvard University, Middle States Association; J. T. Giles, State Department of Education, Wisconsin, North Central Association; George E. Carrothers, University of Michigan, North Central Association; E. J. Ashbaugh, Miami University, National Committee on Research in Secondary Education; Walter C. Eells, coordinator, Washington, D. C.

Seated- left to right:

Carl A. Jessen, secretary, United States Office of Education; M. P. Moe, secretary, Montana Education Association, Northwest Association; Joseph Roemer, George Peabody College for Teachers, Southern Association; J. Henry Highsmith, State Department of Education, North Carolina, Southern Association; E. D. Grizzell, chairman, University of Pennsylvania, Middle States Association.

Walter C. Eells, New Coordinator for Cooperative Study of Secondary School Standards, Reports Progress of Committee Working Toward Radical Revision of America's Secondary School Accrediting Standards

administrative committee consisting of G. E. Carrothers, E. D. Grizzell, and Joseph Roemer. These are based upon research studies which have been abstracted, and upon judgments of specialists in different fields. They are designed to indicate, in considerable detail, characteristics of good secondary schools in a dozen important aspects.

The general committee in charge of the study consists of 21 members representing the 6 regional associations of colleges and secondary schools-the New England Association, the Middle States Association, the North Central Association, the Southern Association, the Northwest Association, and the Western Association. In addition there are advisory members representing the Federal Office of Education, the American Council on Education, the National Education Association, and the National Committee on Research in Secondary Education.

A smaller executive committee of 9 members has had direct responsibility for planning and development of the study to date. This executive committee met in North Carolina during the entire first week of September to go over in detail tentative check lists which had been prepared, to develop statements of guiding principles, and to make general plans for work during the current year.

The "Cooperative Study of Secondary School Standards", as the organization is officially known, was initiated at a meeting held in Washington in August 1933. (See Oct. 1933 SCHOOL LIFE.) At first it was financed only by contributions from cooperating associations. Last spring, however, substantial support was secured from the General Education Board, permitting a significant enlargement of activities of the committee. Offices were opened at 744 Jackson Place, Washington, D. C., in September, where

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a full-time staff will devote attention to the study during the current year. The professional staff, to begin with, consists of Dr. Walter Crosby Eells, selected as coordinator of the study, on leave of absence from his position as Professor of Education at Stanford University, and of Dr. M. L. Alstetter, educational specialist, of George Peabody College for Teachers. Before Christmas it is planned to revise the tentative check list and statements of principles in light of criticisms and dis

cussions of the executive committee at its North Carolina meeting, and to submit them for suggestion and critical comment to 150 or 200 educational leaders and active secondary school principals in all parts of the country.

A meeting of the general committee of 21 members, of advisory members, and of invited educational consultants will be held in St. Louis the week preceding the meeting of the National Education Association Department of Superintendence.

At this meeting revised check lists will be presented for discussion and approval preliminary to their proposed experimental tryout in several hundred representative secondary schools of all types and sizes, both publicly and privately

controlled, throughout the United States.

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SINCE Jersey City's safety car, “The Voice of Safety", shown above, has been operating during the past 4 months, accident injuries have been lowered 37 percent, Helen Bannerman, principal of School No. 15 in Jersey City reports. The car's loudspeaker can be heard 5 blocks away. Operated by Sergeant David Conroy, supervisor of safety in Jersey City schools, and sponsored by director of public safety, Commissioner Thomas J. Wolfe, "The Voice of Safety" is used at designated play streets and dangerous crossings. The operator instructs children and adults in the way of safety.

Future Farmers

WHAT 100,000 vocational agriculture The high-school students do is news. organization of Future Farmers of America, which now enrolls more than 100,000 farm boys, is directed by boys, although F. F. A. activity in general comes under the supervision of the Office of Education. W. A. Ross, Agricultural education specialist in the Office of Education, who is executive secretary of the Future Farmers of America, will report for SCHOOL LIFE readers each month news of the F. F. A., our country's largest organization of high-school students.

The National Congress of Vocational Agricultural Students, which includes the National Convention of Future Farmers of America, took place in Kansas City, Mo., October 19 to 26.

Certificates

All F. F. A. members, both active and

honorary, who have been awarded the Degree of American Farmer, fourth and

highest in the organization, will receive a handsome engraved certificate properly signed by the national officers and bearing the emblem and seal of the organization. The engraving has now been completed

and the names of all American farmers from 1928 to 1934, inclusive, are being hand lettered. The certificates, 81⁄2 by 11 inches in size, will be furnished each year in the future as the new crop of American farmers is elected at the national convention.

Chapters

Forty-eight chapters from 23 States reached the finals in the 1935 F. F. A.

chapter contest. The reports, for the most part, are beautifully compiled and show a broad scope of activities. The chapter contest inaugurated 5 years ago is responsible for considerable improvement in chapter programs of work and is a splendid device for self-teaching along cooperative lines; $800 in awards are offered by the national organization.

100,000 plus

The active membership of the F. F. A. went over the 100,000 mark this fall as shown by the annual reports from the various State associations recently received at the national office. The steady,

healthy growth of this great organization of farm boys in the 8 years of its existence has been gratifying to all who are interested in the welfare of youthespecially farm youth.

The tenth edition of the F. F. A. Manual has just come from the press. This edition was 5,000 copies.

Grange award

The National Grange, through Mr. L. J. Taber, master, has provided $100 in prize money to be awarded to outstanding State associations of F. F. A. The awards will be made on the basis of the annual reports submitted by the various State associations for the year ended June 30, 1935, and announced at the national convention.

Trippers

Thirteen chapters in Montana completed camping trips ranging from 2 to 10 days in length and covering such points of interest as Glacier and Yellowstone Parks, the State Capitols, Great Falls smelter, Boulder Canyon and parts of Wyoming and Idaho. On these tours the F. F. A. boys have planned their journey, done their own cooking and the whole undertaking averaged a dollar per day expense which included food, transportation, and entertainment.

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Fourth tour

Twenty-three Medina, Ohio, F. F. A. members and their adviser made their fourth annual tour which this year carried them into the northeastern States and Quebec. The trip was for 10 days and they traveled 2,085 miles.

Band

The Texas association, with nearly 9,000 members of F. F. A., will furnish the official band for the national congress of vocational agricultural students and national convention of F. F. A. Texas had about 150 pieces in their band at the State convention this year. From this band a selection of about 75 members will be made and this group brought to Kansas City. This is the second time in 8 years that the official band came from Texas.

SCHOOL LIFE October 1935

Educators' Bulletin Board

Recent Theses

A LIST of the most recently received doctors' and masters' theses in education, which may be borrowed from the Library of the Office of Education on interlibrary loan, is as follows:

BENNETT, OMER H. The status of county superintendence in Ohio. Master's, 1929. University of Cincinnati.

BRODSHAUG, MELVIN. Buildings and equipment for home economics in secondary schools. Doctor's, 1931. Teachers college, Columbia university. 178 p. CARLETON, RALPH K. The personal equation in chemical analysis. Doctor's, 1934. George Peabody college for teachers. 85 p.

Mas

COLBERT, EDWARD B. The status of guidance in the larger secondary schools of Massachusetts. ter's, 1935. Boston university. 127 p. ms.

DANIEL, JOSEPH M. Programs of studies of small high schools: a study of the programs of studies of the small high schools of South Carolina based on an interpretative analysis of the factors influencing their organization. Doctor's, 1935. Harvard university. 486 p. ms.

GARLAND, AGNES G. Music and the development of international good will. Master's, 1935. Boston university. 103 p. ms.

GESSFORD, MARGARET. Social effectiveness and the leisure time activities of junior high school girls. Master's, 1935. George Washington university. 44 p. ms.

GOTSCHALL, JOHN H. The development of the union superintendency system of school supervision in Massachusetts. Master's, 1935. Boston university. 91 p. ms.

HAGER, WALTER E. The quest for vocational adjustment in the profession of education. Doctor's, 1931. Teachers college, Columbia university. 86 p. KOEPP-BAKER, HERBERT. An examination of the problems of measuring speech abilities in freshmen at the Pennsylvania State college. Master's, 1934. Pennsylvania State college. 38 p. ms. LANGFORD, HOWARD D. Educational service, its functions and possibilities. Doctor's, 1931. Teachers college, Columbia university. 212 p.

MACLELLAN, MALCOLM. The Catholic church and adult education. Doctor's, 1934. Catholic university of America. 125 p.

MEREDITH, HOWARD V. The rhythm of physical growth: a study of 18 anthropometric measurements on Iowa white males ranging in age between birth and 18 years. Doctor's, 1934. University of Iowa. 128 p. MOORE, EOLINE W. Difficulties recognized by elementary teachers and their implications for supervision. Doctor's, 1934. George Peabody college for teachers.

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Discusses changes in content and method in the social studies in secondary schools. Topics include: the unit plan, workbooks and study guide tests, the problem method as based on current events, socializing class methods, laboratory methods and visual aids, integration of the social studies with English.

The Teaching of Reading for Better Living, by Mary E. Pennell and Alice M. Cusack. Boston, New York, Houghton Mifflin Company, c1935. 469 p. $2.00. Teaching methods and specific helps for the kindergarten and grades one to six.

The Teaching of History through Dramatic Presentation, by Eleanore Hubbard. Chicago, New York, Benj. H. Sanborn & Co., 1935.

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body Library School, 1935. 12 p. (Peabody Contributions to Librarianship, no. 5.) 25 cents.

The organization of a fraternity house library and a list of basic books for a Chapter House Library. Living with Books, the art of book selection, by Helen E. Haines. New York, Columbia University Press, 1935. 505 p. (Columbia university studies in library service, no. 2.) $4.00.

The principles and methods of book evaluation and selection; useful for school librarians.

Negro Education

County Training Schools and Public Secondary Education for Negroes in the South, by Edward E. Redcay. Washington, D. C., The John F. Slater Fund, 1935. 168 p.

The first historical presentation of the Slater Fund activity in Negro secondary education and an analysis of the present situation.

SUSAN O. FUTTERER

Meetings

AMERICAN ASSOCIATION FOR LABOR LEGISLATION.
New York, N. Y., Dec. 26-30.
AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF
SCIENCE. St. Louis, Mo., Dec. 30, 1935, to Jan. 4,
1936.
AMERICAN ASSOCIATION OF SCHOOLS OF PROFESSIONAL
SOCIAL WORK. Pittsburgh, Pa., Dec. 26-28.
AMERICAN ASSOCIATION OF TEACHERS OF FRENCH.
Cincinnati, Ohio, Dec. 30.

AMERICAN ASSOCIATION OF TEACHERS OF SPANISH.
New York, N. Y., Dec. 28.
AMERICAN ASSOCIATION OF UNIVERSITY INSTRUCTORS
IN ACCOUNTING. New York, N. Y., Dec. 27-28.
AMERICAN CATHOLIC HISTORICAL ASSOCIATION. Bos-
ton, Mass., Dec. 26-29.
AMERICAN CATHOLIC PHILOSOPHICAL
Cleveland, Ohio, Dec. 30-31.
AMERICAN ECONOMIC ASSOCIATION. New York,
N. Y., Dec. 26-28.

ASSOCIATION.

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