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1428 An American Dilemma
urban. It is also directly corroborated by Doxey A. Wilkerson, Sfecial Problems of
Negro Education (1939), p. 7.
David T. Blose and Ambrose Caliver, Statistics of the Education of Negroes: 1^33-
1^34 and 1935-1936^ U. S. Office of Education, Bulletin No. 13, (1938), p. 2. Also
see other statistics in that study.
Sixteenth Census of the United States: 1940, Pofulation. Preliminary Release,
Series P-IO, No. 8.
Charles S. Johnson, “The Negro Public Schools,” Louisiana Educational Survey
Section 8 (1942), p. 66.
Wilkerson records some of the other conclusions of such scholastic achievement
tests:
“They have demonstrated such facts as these: (i) that the extent of racial differences
in scholastic achievement varies markedly among different school systems; (2) that such
differences are greater in segregated than in nonsegregated schools; (3) that there is
close correspondence between the extent of racial differences in scholastic achievement
and racial differences in school environment; (4) that differences between the achieve-
ments of white and Negro pupils in Northern school systems are attributable almost
entirely to scholastic deficiencies on the part of Negro migrants from impoverished
school systems in the South; and (5) that Negro graduates of Northern high schools
maintain better scholastic records in Southern Negro colleges than do graduates of
Southern Negro high schools.” (Wilkerson, of. cit.y p. 153.)
One of the best of these investigations was the Rosenwald Survey of 10,023 children
in the third and sixth grades in 1 6 Southern counties. This is reported in Horace Mann
Bond, The Education of the Negro in the American Social Order (1934), pp, 339-349.
Other studies are listed by Wilkerson (pf. cit.y p. 1 53):
“Doxey A. Wilkerson, ‘Racial Differences in Scholastic Achievement,^ Journal of
Negro Education III (1934), pp. 453-77, and ‘A Racial Index Number of Relative
Educational Efficiency for Virginia County and City Systems of Schools,* Virginia
Teachers Bulletin IX (1932), pp. 1-5, 8-12; Charles H. Thompson, ‘A Study of the
Reading Accomplishments of Colored and White Children,* unpublished master’s thesis.
The University of Chicago, 1920, and ‘The Educational Achievements of Negro
Children,* Annals of the American Academy of Political and Social Science, CXL
(1928), pp. 193-208; J. H. Johnston, ‘Graduates of Northern High Schools as
Students at a Southern Negro College,* Journal of Negro Education, II, (1933),
pp. 484-6; T. E. Davis, ‘A Study of Fisk University Freshmen from 1928 to 1930,’
Journal of Negro Education, II (1933), pp. 477-83; and Forrester B, Washington,
‘The Negro in Detroit* (Detroit: Bureau of Government Research, 1926).”
Ambrose Caliver, Vocational Education and Guidance of NegroeSy U.S. Office of
Education, Bulletin No. 38 (1938), p. 12.
®®In Nashville, Tennessee, for example, the President of the Board of Education
admitted in court (February 23, 1942) that there is a larger percentage of Negro
teachers with college degrees in the schools of Nashville, than there is of whites.
(N.A.A.C.P. news release [February 27, 1942]).
Negro teachers in the city schools sometimes manifest their upper class status to
the detriment of the lower classes of Negroes. Frazier (E. Franklin Frazier, Negro
Youth at the Crossways [1940], p. 282) records that they sometimes use their teaching
positions to advance their own status and cites the case of a school principal who did
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