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Footnotes 1271
indicates that the state-to-state variations in these yields are much greater than are the
differences in actual expenditures for education. In Mississippi the yield per child would
be only one-tenth of that in New York State, v;hereas the actual expenditure per child
was one-fifth of the amount expended in New York State.
In Arizona and in the two Dakotas, the expenditure level was even higher than the
national average, and in Utah it was not far below this national figure. (Advisory Com-
mittee on Education, The Federal Government and Education^ pp. 8 and 12-13.)
Missouri and Oklahoma even showed somewhat higher per pupil expenditures for
Negro schools than they showed for white schools. This is due to the fact that Negroes
in these two states, to a greater extent than whites, are concentrated in cities, where school
expenses always tend to be higher than they are in the country.
David T. Blose and Ambrose Caliver, Statistics of the Education of NegroeSy
1933-34 r 935-36 (1939)* PP- H-16.
Doxey Wilkerson, Sfecial Problems of Negro Education (1938), p. 21.
Ibid.y p. 1 9.
Ibid.y p. 9. Also see Chapter 43, Section 4, of this book.
Sixty-five per cent of all the Negro public schools in Louisiana arc one-teacher
schools, and another 27 per cent are two- or three-teacher schools. (See Charles S.
Johnson, “The Negro Public Schools,” Louisiana Educational Survey [1942], p. 43.)
Wilkerson, of. cit.y p. 33.
Ibid.y pp, 40, 45, and 60.
The main figures in the tabulation are as follows:
Number
of
Median Expenditure for Teachers* Salaries in Counties With
Specified Proportion of Negroes in the School
Population, Aged 5-19; 1930-1931
Race
Counties
0 - 12.5- 25.0- 37.5- 50.0- 62.5- 75.0- 87.5-
ia.4% 44.9% 37-4% 49-
9% 62.4% 74.9% 87.4% 99.9%
Negro Schools
White Schools
I8.62 $5.28 $5.56 I4.46 $3.05 I2.85 I2.12 (only I
14.31 16.87 21.25 21.25 22.58 26.25 28.50 county)
Source: Horace Mann Bond, The Education of the Negro in the American Social Order (1934)1 PP* 240-241.
Bond, Of. cit.y pp. 232-245.
“Experience with a number of Federal funds has demonstrated that when the
division of Federal grants between separate white and Negro schools or institutions is
left entirely to administrative discretion, it is exceedingly difficult to secure an equi-
table distribution. Experience with some State distributive funds has also indicated that
when such funds are allocated to local jurisdictions for Negro schools, frequently either
the funds for Negro schools are diverted in part to white schools or the local support of
Negro schools is reduced and the eflfect of State aid is cancelled in whole or in part.”
(The Advisory Committee on Education, Refort of the Committee) p. 51.)
^^See Charles S. Mangum, Jr., The Legal Status of the Negro (1940), pp. 88,
fassim. Mangum summarizes his discussion as follows:
“The central theme running through the above discussion of the statutes and deci-
sions on this important subject is the guarantee of equal educational opportunity for the
children of all races. The fact that such a guarantee of equal facilities exists does not
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