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Footnotes 1429
not wish to have the correct number of under-nourished pupils reported because she did
not want to be known as the principal of a “poorhouse.” Frazier and others report that
light-skinned upper class Negro teachers sometimes make it hard for dark-skinned
lower class pupils. (Ibid,^ pp. 96-99.) Davis and Dollard, for example, say about the
dark-skinned pupil:
“He finds that he is not granted these privileges ;
instead he is stigmatized by teachers
and their favored students on grounds of the ‘ignorance’ of his parents, the dialect
which he speaks, the appearance of his clothes, and, very likely, the darkness of his
skin. It does not take him long to discover that something is wrong and that the
teacher’s ‘pets’ of high status are the only ones who can make the prestige goal
responses. If there is no reward for learning, in terms of privilege and anxiety-
reduction, there is no motive for work. The lower-class child soon becomes a ‘dummy’.
Frequently he is openly aggressive toward the teacher; if not, he plays hookey, and he
displaces his aggression from the powerful teacher to the more vulnerable upper-class
and upper-middlc-class pupils. He becomes like his parents, ‘bad’ and ‘ignorant.’
”
(Allison Davis and John Dollard, Children of Bondage [1940], p. 285.)
Wilkerson, of, cit,^ pp. 39-40.
Ibid,
y
p. 40. “From another point of view, though Negroes constitute about 24
percent of the total rural population in these 18 States, they had only 7 percent of the
rural high schools in 1933-34 and formed 4 percent of the rural high school enroll-
ment. By contrast, whereas Negroes constitute about 2 1
percent of the urban population,
they had 30 percent of the 1933-34 urban high schools and 14 percent of the urban
high school enrollment. It is in rural areas, primarily, that Negroes fail to share the
benefits of public secondary education.” {lbid,y p. 41.)
There were 70 public junior colleges in these states for whites, enrolling 17,695
students. {Ibid.y pp. 44-45.)
Ibid,y p. 64.
Fred McCuistion, Graduate Instruction for Negroes in the United States (1939),
p. 39. The five Negro institutions offering graduate work before 1937 are: Howard,
Fisk, Hampton, Atlanta and Xavier. By 1939 nine Southern states had no provision for
the education of Negroes on the graduate and professional level. Two other states
claimed to offer graduate instruction in their public colleges (Texas and Virginia) but
the quality of such instruction was very poor, and its range very limited. The remaining
six states and Virginia, offered to Negro students scholarships which could be used either
in the private universities within the state or in out-of-state universities. These scholar-
ships, however, are not granted freely. The District of Columbia has Howard Univer-
sity.
Alexis de Tocqueville, Democracy in America (1900; translated by Henry Reeve;
first edition, 1835), pp. 114-118; James Bryce, The American Commonwealth (1910;
first edition, 1893), p. 294; Max Weber, “Geschaftsber’cht,” Verhandlungen des
Ersten Deutschen Soziologentages vom ig-22 Oktober^ igio in Frankfort aM, (1911),
translated for private use by E. C. Hughes (1940), pp. 52-60.
Drake, “The Negro Church and Associations in Chicago,” p. 438.
Davis, Of, cit,, p. 139.
Herbert Goldhamer, “Voluntary Associations,” unpublished manuscript (i937)>
pp. 107-112.
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