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Full resolution (TIFF) - On this page / på denna sida - IX. Leadership and Concerted Action - 41. The Negro School - 3. The Development of Negro Education in the South
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892 An American Dilemma
The support of Negro education in the South given by Northern phil-
anthropic organizations has been important in terms of both the funds
spent and the initiative taken. It has also spurred the Southern state and
municipal authorities. Federal aid has had its importance and might come
to mean more in the future. The general facts about this and about the
discriminations in the South against Negro education in terms of financial
expenditure have been reviewed in Chapter 15. We shall later add some
notes on what this means for the actual character of education.
The stress then will be on elementary and secondary education. At the
college level, Hampton and Tuskegee continue with their vocational
emphasis but have recently tended to give a good basic education of the
academic type. Most of the Negro liberal arts and teachers^ colleges of the
South are inadequate; more so even than the average white Southern
college or university, which is notoriously inferior to the bulk of Northern
colleges and universities.^^ The best Negro universities in the South
—
Howard (in Washington, D.C., supported by the federal government),
Fisk (in Nashville, Tennessee, privately supported), Atlanta (in Atlartta,
Georgia, privately supported)—are as adequate in many ways as the better
Southern white universities. There are also one or two Negro colleges—for
example, Talladega (in Alabama, privately supported) —that rank with
the better white colleges. Only a half-dozen of the Southern Negro univer-
sities offer any training on the graduate or professional level and, with the
exception of Howard University, graduate training is restricted to a few
fields. Many Southern Negro students go to the great Northern univer-
sities. Many Northern Negro students go to Southern Negro colleges.
The control of Negro schools in the South has been shifting somewhat
in recent years. As elementary and secondary education for Negroes is
coming to be taken for granted by white Southerners, the support for it is
coming less from Northern philanthropy and more from state and local
tax funds assisted by federal grants-in-aid. With the support has gone the
control, and the South now has complete control of Negro education on
the elementary and secondary levels. Negroes hold some of the control
over their own schools, partly because they help to pay for them by volun-
tary contributions, but mainly because they are the only teachers now in
(4) The Gug-genheim Memorial Foundation provides research fellowships (some 20
outstanding Negroes have received these) j
(5) There have been gifts by many Negro philanthropists. (See Horace M. Bond,
The Education of the Negro in the American Social Order [1934], pp. 145-147) j
(6) Church missions support a significant proportion of the secondary schools and
colleges for Negroes in the South}
(7) The Harmon Foundation gives awards to Negroes for outstanding achievement,
and holds exhibits of fine arts by Negroes. Other small foundations have special
prizes for Negroes.
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