*****«"**
/NO. 31.
EDUCATION OF THE NEGRO IK NORTH
CAROLINA
By N. C. Newbold
Director Division Negro Education
(Prom the Educational Section of The Charlotte Observer,
July 31.) V
North Carolina has a public
conscience. It is trying now,
and has tried for years (not al
ways successfully, nor fully per
haps), to be fair and just with
all classes or groups of its peo
ple. By reason of certain facts
in its history (and traditions)
it has been difficult to deal
justly in providing schools for
Negroes. Like the Hebrews of
old, the people of North Caro
lina wandered forty years in the
wilderness—the wilderness of
poverty and its attendant evils,
ignorance and prejudice. The
period from 1866 to 1900, and
even later, was one of great
trial, struggle and difficulty. It
is next to impossible 7or a peo
ple who are poorly fed, thinly
clad, and indifferently housed, to
be more generously inclined to
their more unfortunate neigh
bors—white or black.
Highly Spiritual
Happily, however, about the
close of the last century, and
later, there came a group of
statesmen and educational
prophets whose leadership was
highly spiritual, as well as edu
cational and material. They
preached an educational cru
sadd, and declared that educa
cation must be universal, and
they made it clear that “univer
sal” meant the black child in
North Carolina as well as the
white child. This movement
gave impetus not only to educa
to economic development as
well. Out of it has come with
in the past decade—ten momen
tous years—the economic and
financial independence of the
State. Today, as one result of
the fine leadership of Governors
Bickett, Morrison and McLean,
New York bankers buy our
road and other permanent im
provement bonds in 10 to 20
million dollar blocks at the low
interest rate of 4 and 4*4 Per
cent for twenty to thirty years.
Economic and financial inde
pendence! Those are stirring
words! As soon, therefore, as
the North Carolina white man
began to get upon firm ground
economically, when it was no
longer a death struggle for daily
bread, he at once began to help
his Negro neighbor improve his
schools. Thus it happens that
with the coming of better times,
the white leaders of the State,
educational, political, spiritual
and industrial give their hearty
support to ,the movement (for
better educational advantages
for Negro children. As a prom
inent former justice of our Su
preme Court stated, some time
ago, there is a sort of “reflexed
happiness” which comes to our
white people when they have
tried to do their duty in helping
to provide schools for Negro
children. There is a moral and
spiritual quality involved which
will no doubt bring honor and
glory to North Carolina.
Accomplishments
What has been accomplished
ip North Carolina in behalf of
Negro education?
1. Elementary schools. School
houses are at least a first requi
site. Practically the entire sys- ,
tem, rural and urban, is in pro- '
cess of being rebuilt Within re
cent years 660 Rosenwald schools
have been erected in country,
village and small town districts.
These have cost three and a
third million dollars. The Ne- '
groes, themselves, and Mr. Ro
senwald, have each contributed
slightly more than a half mil- <
Hon, while the amount from the
public taxes is nearly two and a
quarter millions. These schools
provide rooms for 1,000 teach
ers and 81,000 children. This is
nearly one-third of the total
Negro school population.
Good buildings in towns and
cities furnish rooms for another
third of the Negro population,
leaving about one-third who are
still poorly or indifferently
housed.
The number and quality of
teachers are both much above
even five years ago. The aver
age number of pupils per teach
er has been- reduced to 32.2 in
recent years in average daily at
tendance (enrollment 48.6).
Three-fourths of the teachers
now have standard State certifi
cates, against one-fourth six
years ago. Supervisors are em
ployed in 40 .counties, where
about two-thirds of the State’s
total Negro population live. Two
thirds of the salaries of these
supervisors come from public
taxation—about $25,000 — the
other from the Jeanes Fund.
2. High Schools. “The most
remarkable high school develop
ment of recent times in the
United States of America”—so
wrote Basil Matthews, the En
glish author, after a visit to
North Carolina two years ago,
The growth has been rapid.
There were only 13 accredited
high schools six years ago. Now
there are 58. About an equal
number of others are doing some
high school work. Many of
these will become accredited
within the next three to five
vears.
~ all Negro high
schools exceeds 15,000, and ap
proximately 1,500 graduated
this year from standard schools.
Half of this number will most
likely enter higher institutions
in September next. All of the
teachers in these high schools
(more than 50) have had a min
imum of two years of college,—
many of them three and four
years of college. A large percent
age are full college graduates.
Sixty-five of the towns and
cities where these high schools
are located have good buildings,
13 are not so well provided, and
24 have, poor buildings.
3. Normal Schools and Col
leges. The State owns and op
erates five institutions of higher
learning for Negroes, and there
are seven private colleges. Two
ef the State schools are stand
ard normal schools (two years
above high school), one of the
colleges is a standard four-year
institution, another will become
standard in 1928, and the other
in 1929. The property value of
these institutions is approxi
mately two and one-half million
lollars, and they receive from
the State $260,000 for mainte
nance annually.
Private colleges in the State
are as follows:
Shaw University, Raleigh.
Four-year Class A.
Johnson C. Smith university,
[Charlotte. Four-year Class A.
Livingstone College, Salisbu
ry. Expected to be a Four-year
Hlass A 1928.
Kittrell College, Kittrell. Ex
oected to be Four-year Class A
L928.
Bricks Junior College,. Bricks.
Standard Junior College.
St. Augustine’s Junior College,
Raleigh. Standard Junior Col
ege.
Bennett College for Women,
Sreensboro. Expected to be
Standard Junior College, 1928.
AH these institutions, both
public and private, must meet
certain standards, the same as
those set up for white colleges,
in order to attain State rating,
rhese requirements include
equipment, number of students,
mnual guaranteed income, fac
ulty, curriculum offerings and
the like.
Outside the State 1
It is said by some observers
that North Carolina has too
many Negro colleges for a pop
ulation of 800,000. However,
the seven private colleges serve
about a half million or more
from outside the State. Four
years ago there were only 360
attending Negro colleges in
North Carolina. This year the
number exceeds 1,300. Within
three to five years college en
rollment will undoubtedly climb
to 2,500 or more; by 1940 to
about 4,000 or 5,000.
In the United States the av
erage number of college stu
dents for each 1,000 of popula
tion is 5.04, (in 10 Southern
States Only 3.14). Should we
achieve this average only in 10
years, it would mean about
6,500 in our normal schools and
colleges, when we consider our
own Negro population and the
half million our private colleg
es serve who live outside the
State.
4. Teachers. The State’s pro
gram for training Negro teach
ers is a scientifically balanced
one. About eight out of ten
teachers must work in the ele
mentary schools,—that Ur in the
ratio of about 8 to 2. In fact in
the Negro schools at the present
time the ratio is 9 to 1. In oth
er words, of each ten teachers
in the Negro public schools nine
are teaching in the elementary
schools and one in the high
schools. Of 5,500 or more Ne
gro teachers, in round numbers,
5,000 are elementary teachers
and only 500 high school teach
ers. To meet this need the State
owns and operates three insti
tutions for the training of Ne
gro teacher* 1ft the elementary
schools. "I . v, j
Two
two-year normal schools, grad
uates of which receive MB” cer
tificates, and one four-year
standard college whose gradu
ates receive “A” certificates, and
the B. S. degree in Education.
One liberal arts college devotes
its energies mainly to training
high school teachers; and a fifth
college, Agricultural and Tech
nical, trains men foi? teaching
vocational subjects in high
schools and adult classes under
the Smith-Hughes Fund in
towns and cities.
In addition to teacher-train
ing activities in its. own institu
tons—the five just described—
the State appropriates annually
$15,000 for teacher-training in
seven private colleges and four
private high schools. The State
and the institutions agree upon
the instructors. The State pays
the salaries, organizes and su
pervises the courses of study
offered. This cooperation is
heartily entered into by re
presentatives of the State and
the responsible officials of the
private institutions. This plan
has been successfully operated
over a period of six years—and
it has proven to be one of the
best undertakings of the State
in the field of Negro education.
Indeed, it has not been restrict
ed to the fold of education alone,
for the working together har
moniously of the State and
these fine private institutions
ha* given strength and tone to
the whole matter of race rela
tions in North Carolina, ui a
very real sense private colleges
are a part, and a large part, of
the State's program for Negro
education.
some oi me private institu
tions are training teachers for
the elementary schools, and
some preparing high school
teachers, thus helping to main
tain what has been called above
a balanced teacher-training pro
gram for the State.
Teacher-Training
Besides the work of its own
normal schools and colleges, and
cooperation with private insti
tutions, the State is promoting
two other definitely organized
types of teacher-training for its
Negro schools. These are:—
Summer Schools, and Winter
th*
5,1
Courses. The sum
are open from six
* They .are con
State and private in
the private colleges
their doors for this
the same way, and on
terms, that
do.
can earn rrom six to
r hours credit. in
schools, which raises
of their certificates
means an increase
Each year about 80
cent of the Negro
attend summer schools
more than 4,000 of the
more employed.
‘nter extension courses
by members of the
of normal schools and
both public and pri
groups of teachers in
, cities and counties. It
for teachers taking
1 *Hree to six
hours certificate cred
2,000 teachers, the
past-yiar, have taken advantage
of ttt opportunity to advance
theiri fcrtificate rating, and of
course to increase their pay.
The; ertification plan in North
Carolii i requires 30 semester
hours3 | approved study to raise
a certi Icate from one grade to
the next higher. This is the
equivalent of one year in nor
' or college. The eours
offered in summer
inter extension
i of the regular
id college cours
The salary increases come
with the gain of each credit of
seven and one-half semester
hour*, and do not have to wait
for jate full gain of 30 hours.
committed to a definite program
for the training of its teachers,
Negro as well as white,—defi
nite in two respects, viz.; 1st.
It provides opportunities at
State expense for their training;
2nd, It offers them increased fi
nancial rewards for the better
training which they receive.
Six years ago only 24 per cent
of the Negro teachers in North
Carolina. held standard certifi
cates. Now more than 70 per
cent do. Thus in the brief
space of 6 years 46 per cent,
nearly half, of all the teachers,
have been lifted above the low
est level of standardization—
viz., at least graduation from an
accredited high school plus six
weeks of special professional
training.
At the end of the last school
year (1926-26), including col
lege, normal school, and high
school graduates with summer
State certi
school credits, the
fied for the first time in its his
tory a sufficient number of Ne
gro teachers to fill the vacancies
for the current year. The num
ber of graduates, all types, with
special professional training and
granted standard certificates
was 714. This means that with
in three to five years from now
the unprepared Negro teacher
will go out of business in North
Carolina. Even now several
counties in the State do not em
ploy below the minimum State
certification standard.
\> ill tins piugimii wicic mo
opportunity for both the pre
service and the in-service teach
ers to fit themsevles for better
service and increased pay, and
these opportunities are available
nearly every day in the year.
Negro Education.
Emphasis has been placed
upon the subject of teacher
training because of its signifi
cant importance. Horace Mann's
statement, "As is .the teacher,
so is the school," is as true to
day as it was in Ms time.
5. Division of Negro Educa
tion. The Legislature of North
Carolina in 1921, created ai Di
vision of Negro Education to
be a unit in the State Depart
ment of Public Instruction. This
Division includes 9 persons, fi
(Continued on page 2)
Memorial Services for the late
Dr. Carr.
The Memorial service for the
late Dr. William E. Carr was
held Sunday morning, July XT,
at eleven o’clock. The program
follows:
Scripture reading by Elder P.
H. Doswell from II Timothy,
fourth chapter.
Prayer, Deacon W. P. Pan
nell
Music, by the choir, hymn 24.
Remarks by Elder P. li. Dos
well.
Solo, Miss E. V. Gunn.
Remarks, Prof. J. T. Page
Poem, Mrs, Lottie Chirk.
Trio, Messrs. Hazel, Bullock
and Page.
Remarks, Mr. W. D. Ivey.
Music, by the choir.
Notices.
Selection by the choir.
Collection.
Remarks of Eider Doswell
The service this morning is to
pay tribute to the late beloved
pastor, Rev. Dr. William E. Carr,
whose death last July came as
a shock. While we sorrow most
of all in that we shall see his
face no more, yet mingled with
our sorrow, there will be today
a note of rejoicing and praise
to God with deep thankfulness,
for having given to us for so
many years dim who was a shin
ing example of what a man filled
with the Spirit of God can do
for His kingdom on earth, and
what an example spch a maii
can be as a leader of men on the
heavenly way.
We would also not forget that
he has only gone from the Mas
greater and more splendid ser
vice in heaven.
I wish to say a few words
speaking in behalf Of the ses
sion. The session trusted him
completely and had entire con
fidence in him as an executive
and as a leader. He was easy
to approach and as simple as a
little child. He was one of the
vary few men I have ever known
of whom it could truly be said
he was meek in the" best sense
of the word—gentle, self-con
trolled, and forbearing under in
jury or annoyance. Today in
this memorial service we would
thank God for him, for his no
ble life, for his splendid work
and achievements? for his won
derful influence, for his Christ
like example and for his valiant
contending for the faith once
delivered to the saints.
I like to ihink of Dr. Carr in
those last, quiet days waiting
for the call of the King to leave
the earthly, and come to the
heavenly home. When the call
did come it found him ready and
waiting and “so he passed over
the river and all the trumpets
sounded for him on the other
side.”
Remarks of Prof. J. T. Page
Twenty-six years after the
cruel days of slaveiy, seven
years after the Spanish-Ameri
can War, when Benjamin Har
rison was President of the
United Spates, the late William
E. Carr came to Danville to
pastor Holbrook Street Presby
terian church. The oljdeet of
you who are present today were
then in your prime. Thirty-six
years ago you were in the balmy
days of your life. Suppose you
could call back these thirty-six
years. Suppose you could call
back time in her flight and
live over again these thirty-six
years! No man can live over
again the years that have
passed, but all men may, if they
will, out of the experience of
the past, make the future years
more fruitful years.
As a teacher the late Williain
E. Carr helped a large number
of boys and girls in this com
munity. He was anxious to see
them go forward in their stu
dies, so much so until he was too
easy on them. .As a preacher he
always endeavored to teach
something. He of ten said that
preaching is teaching, and any
mail who failed to teach some
thing in his sermons was a fail
ure as a preacher.
The late Dr. Carr's arrange
ments of his sermons, his homi
letics, if you please, were of a
very high order. In arranging a
sermon you have seen but few
(hen who could equal or surpass
him. He was not ah eloquent
preacher, yet he was always
forceful and engaging. If he
had been as eloquent as some of
the men we have heard from
Lincoln University, his Alma
Mater, he would have been one
of the greatest preachers of his
age.
The late William E. Carr was
hot a lover of money. He would
not accept the prihcipalship of
the Industrial High School He
left that job for some one else.
Often when an effort was being
put forth to raise a certain
amount of money, and in many
cases his own salary would be
involved, he would divert the
minds of the people thus mak
ing it more difficult for the of
ficers to raise the amount
sought. We have sometimes
wondered if Tie didn't care too
little for money.
The thing more than any
other that endeared the late
William E. Carr to the commun- <
ity was his pastoral work ; his
visiting the sick regardless of
church affiliations. We have
been with him in the sick cham
ber. We have knelt with him
while he prayed to the Father
that if it was in accordance
with Hie will to bring the af
flicted one back to health again.
Persons who were not Presby
terians because of the late Rev.
afflictions have requested that
he preach their funerals when
they were dead.
The late William E. Carr was
kind-hearted, He was quick to
give his decision; then if he
thought he had offended he was
quick to come back and make
things right. He possessed more
of that child-like spirit than
any other man we have ever
seen. ^
Have the thirty-five years ot
labor here been spent in vain?
Ask that host of boys and girls,
that multitude of men and wom
m who have been helped by
him; see this beautiful church
structure that has taken the
place of the old structure.
The late William E Carr has
played well his part in the dra
ma of life. Many of us have al
ready passed the meridian of
our career and our sun of day
is now hovering over the dreary
western hills of life. No man can
live over again the years that
have passed, but all may, if they
will, out of the experience of the
past, make the future years
more fruitful years. The late
William E. Carr has had his day.
He has stepped from time to
eternity to return never more.
Watchman, what of the night.
The floral design sent by Mrs.
Evelyn Carr, the wife of the
late W. E. Carr, was beautiful
After the memorial service the
flowers were sent to Providence
Hospital for the Women’s
Ward.
Miss Martha E. Gunn, who
has been in Cleveland, Ohio,
with her brother, Dr. E. J. Gunn,
attending Cleveland College, is
at home on her vacation.
SITE FOR DUNBAR ATHLET
IC FIELD.
Washington,—Purchase o f
l^nH to be used for an athletic
field for Dunbar High School
has been approved by the Com
missioners of the District of
Columbia Government. An of
fer for sale of lot 836, square
554, containing 1,900 square
feet, for $11,235 made by Ar
chibald S. and Martina B. Morse,
has been accepted. A monster
athletic field will be constructed
upon this site.