In addition to the public, independent and denominational agencies
maintaining colored schools, there are certain funds and associations
that are deserving of consideration. There are educational funds,
religious organizations and educational associations.
The funds and associations interested in the education of Negroes in the
United States differ widely in purpose and resources. Some are rendering
a remarkable educational service not only to the Negroes; but also to
the South and the whole Nation. A number of the agencies are devoting
only a part of their resources to Negro education. A few are of
comparatively little importance. The work of the more important agencies
is discussed herewith.
_General Education Board._—Because of the large sums controlled by this
board and its wide influence upon the education of the country as a
whole, it is important to outline its attitude toward Negro education.
The report just issued by the Bureau of Education describes the attitude
and works of the General Education Board in establishing some of the
more recent movements in the improvement of the colored schools and
communities. Among the more important of these are State supervisors of
Negro rural schools, cooperation with other agencies, home-makers clubs
for girls and farm demonstration works. Most of these movements have
been carried on either directly or indirectly with the schools. In
describing these more recent movements in Negro education, the report
says:
“The guiding principal of the General Education Board in all its efforts
in behalf of Negro education is cooperation, first of all with public
authorities and second, with agencies that are thoroughly constructive
in purpose. The secretaries are men of ability and foresight. The work
and influence of Dr. Wallace Buttrick have been especially notable. The
policies of the board are based upon a study both of educational
facilities and community needs.”
Its activities have included the improvement of country life through
farm demonstration agents and boys’ and girls’ clubs in such projects as
the cultivation and canning of vegetables; encouraging secondary schools
to adapt their program to the needs of democratic society; and aiding
colleges and universities to increase their efficiency and broaden their
curriculum so as to provide adequate emphasis on modern problems. These
undertakings have been conducted with statesmanship and a real regard
for the welfare of democracy. While the sum spent on educational efforts
in behalf of Negroes forms but a comparatively small part of the total
appropriations made by the board, the activities encouraged or
maintained have been effective in the development of cooperation with
the public school authorities, and in the improvement of both private
and public schools for Negroes.
Perhaps the most important form of cooperation on the part of the
General Education Board in behalf of Negro education, is with the State
departments of public instruction in the appointment and support of
State supervisors of Negro schools. Ten Southern States have made such
appointments. These supervisors are capable of Southern white men who
are devoting their energy with much success to the advancement of Negro
schools. Their efforts have already resulted in small but significant
increases in public appropriations, a better attitude toward Negro
education, and greater cooperation between public and private
institutions.
Another important contribution of the General Education Board has been
correlation of effort with private funds, church boards, and individual
institutions. The Jeanes fund has received financial aid and
encouragement in the excellent work of placing industrial supervisors
and teachers in many counties throughout the Southern States. The Slater
fund has been similarly assisted in the development of the county
training schools. In the study of Negro education, the agents of the
Phelps-Stokes fund not only had access to the board’s valuable records,
but were enabled to call upon the board’s representatives for
information and counsel. Church boards of education and individual
schools have received substantial appropriations from the board and
valuable suggestions on educational method from its educational experts.
Homemakers’ clubs have been formed in a number of Southern States. These
clubs are composed of colored girls who are taught the essentials of
rural homemaking, including the cultivation of a garden and the canning
of fruits and vegetables. The movement has been very successful in the
inculcation of sound ideas of sanitation, thrift and morality. Hundreds
of clubs have been formed under the general direction of the State
supervisors, and the more immediate care of the Jeanes fund county
teachers. Under the provisions of the Smith-Lever Act some Federal funds
are also being spent for this purpose.
The farm demonstration movement is undoubtedly the most important
educational effort which the General Education Board has encouraged for
the improvement of white and colored people. While the influence of the
movement has been primarily among white farmers, its future
possibilities for the colored people are so significant that a
description of the plan must be included herein. The purpose of the
movement is the increase of the productivity of the soil. The plan was
originated by Dr. Seaman A. Knapp about 1903, in order to enable the
farmers of Texas to combat the ravages of the bollweevil. The
fundamental element in the plan is Dr. Knapp’s principle that the most
effective way of teaching good farming is to prevail upon one farmer in
every neighborhood to cultivate an acre of his land according to
scientific methods of agriculture. The effect of such a plan has been
that the farmer with the demonstration acre extends the plan to the
remainder of his farm and the neighboring farms soon follow his example.
It has been shown that such an experimental plan is much more effective
than the distribution of printed matter or even explanations by
traveling lecturers.
When the remarkable possibilities of this simple method had been
demonstrated, the General Education Board entered into cooperation with
the United States Department of Agriculture to extend the movement
throughout the Southern States and especially in the section suffering
from the bollweevil. As a result of this cooperation, begun in 1906, the
board made increasing appropriations each year until the sum for
1913–1914 had become $252,000. In that year the Federal Government also
appropriated $375,000, and the States and counties gave approximately
$400,000. In 1915, further cooperation was prohibited by Congress, but
in recognition of the value of the work, the Federal appropriation was
considerably increased.
The economic and educational significance of the farm demonstration
movement is now gradually being understood. Committees have lifted
themselves out of poverty. Schools and churches and roads have been
built. The general average of community welfare has been elevated in
many rural districts. Schoolmen have been impressed with the value of
actual demonstration in instruction and school methods are requiring
that pupils shall “learn to do by doing.”
_Carnegie Foundation._—The interest of Mr. Carnegie in Negro education
is well known. His gifts have been large and significant. The activities
of the Carnegie Foundation, however, have been such that little
systematic study could be devoted to Negro education. Many educational
leaders have expressed the hope that the perplexing problems of
educating the 10,000,000 Negroes may receive the counsel and aid of the
Carnegie Foundation. Many schools, however, have received large gifts
from the Foundation, and from Mr. Carnegie. Several schools have
splendid libraries as the result of these gifts.
_John F. Slater Fund._—One of the most widely known funds devoted
exclusively to Negro education, is the John F. Slater Fund. The work
made possible through this gift, is one of the notable achievements in
the education of Negroes in the United States. The fund, amounting to
$1,000,000, was given in 1882, by John F. Slater of Connecticut, for the
purpose of “uplifting the lately emancipated population of the Southern
States and their prosperity.” In recognition of the public spirit of the
donor, the United States Congress gave him a vote of thanks and a medal.
At the time of the final distribution of the Peabody Fund in 1914, the
Peabody trustees voted to transfer a sum amounting to about $350,000 to
the John F. Slater Fund, “the income to be used for improving the rural
schools for the Negro race.” The total amount of the Slater Fund is now
about $1,750,000.
In 1915–16 the Slater Fund appropriated $67,250 for Negro schools
located in 13 Southern States. Of this amount $25,425 was given to
supplement the work of institutions owned by State or county
authorities. The total number of schools receiving aid in 1915 was 68,
of which 17 are county training schools, and 19 others are owned by
city, county, or State. Approximately $3,000 has been given to aid
summer schools for teachers.
The general purpose of the appropriations made by the trustees of the
Slater Fund, has been the encouragement of industrial courses. The
number of schools receiving aid has varied from year to year. The
following statement indicates the number of schools and the amounts
appropriated in different periods:
Time. Number of Schools. Amount.
1882–83 12 $16,250
1883–84 18 17,106
1884–85 29 36,764
1889–90 37 42,910
1894–95 16 42,400
1900–1901 11 43,330
1904–5 27 53,550
1909–10 40 69,750
1914–15 68 69,250
The variation in the number of schools reflects the different policies
of the fund as well as the changes in the amount of money to be
distributed. The present policy is that of increasing cooperation with
public school authorities in all efforts to improve and increase the
supply of public school teachers. Dr. Dillard, the director of the
Slater Fund and the executive officer of the Jeanes fund, has been very
successful in arousing the interest of public authorities in Negro
schools. Realizing that the majority of elementary school teachers
receive their education in their own or neighboring county, he is
directing as much as possible of the Slater Fund to the improvement of
public schools centrally located in the counties, so that courses of
training for teachers may be established. The usual conditions observed
in the organization of these schools are: first, that the property shall
belong to the State or county; second, that an appropriation of at least
$7.50 shall be made annually by the county for the maintenance; third,
that at least eight grades of instruction shall be provided, including
some industrial work and simple instruction in teaching methods. In
1912, there were three schools of this character. In 1915, the number
had increased to 17. With the aid of the General Education Board and
other agencies, it is probable that before the close of 1917, there will
be over 40 county training schools for Negroes in the Southern States.
_Anna T. Jeanes Fund._—The origin of the Jeanes Fund is so significant
of the spirit and purpose of its present policy, that space must here be
taken to relate some of the incidents connected with that event. In
1906, Dr. Frissell appealed to Miss Anna T. Jeanes for a contribution to
the work of Hampton. Miss Jeanes was an elderly Quaker lady of
Philadelphia. As Dr. Frissell described the hardships of the teachers in
rural schools, she said: “Thee interests me,” and proceeded to write a
check to aid the work of small rural schools. Dr. Frissell, expecting to
receive not more than a hundred dollars looked at the check and saw, to
his great surprise, that it was for $10,000. He said: “Well, you
certainly are interested. Would you like to have Booker Washington call
on you to explain the need of small schools in Alabama.” Miss Jeanes
replied that she would and soon afterwards she gave another ten thousand
to Dr. Washington. At the suggestion of Mr. George Foster Peabody, then
the Treasurer of the General Education Board, she gave $200,000 more to
be used according to plans to be determined upon by Dr. Frissell and Dr.
Washington.
When she was convinced of the successful use of this gift, she said to
Dr. Frissell: “I am going to show thee my will.” Reading it, he saw that
she had bequeathed practically all her estate for the improvement of
little county schools for Negro children. The will also provided that
the funds were to be administered by a trustee board to be appointed by
Dr. Frissell and Dr. Washington. Dr. Frissell assured her that it could
be done, and asked whom would she like to have on the board. She
replied: “Andrew Carnegie.” Plans for forming the board were immediately
decided upon. Mr. Carnegie, Dr. Washington and Dr. Frissell organized a
board of trustees, which consisted of five southern white men, five
northern white men and five Negroes. Mr. Taft, then President of the
United States, became a member of the board, and Dr. Dillard of Virginia
was elected as the executive officer.
When the arrangements were complete, Miss Jeanes consented to see a few
of the members of the board. This meeting was dramatic in its
simplicity. There were present Mr. George Foster Peabody, President
Taft, Dr. Dillard, Dr. Frissell, and Dr. Washington. Miss Jeanes was
very feeble, her arm, swollen with pain, was supported by pillows. When
she had signed away her estate of $1,000,000 she said to Dr. Frissell
and to Dr. Washington in turn: “Dost thee remember when thee came and I
gave thee $10,000 for the little country schools? And then I gave thee
$200,000 more. And now I am giving all for these little schools. This is
a great privilege. I am just a poor woman, and I gave it not to save my
soul from hell; but because I wanted to.”
The trustee board in charge of this fund is composed of five southern
men, five northern men, and five men of the colored race. In 1915, the
trustees expended $34,475 for the improvement of Negro rural schools in
Southern States. Practically all of this money is used to pay the
expenses of county supervisors and industrial teachers These are usually
young colored women who visit the public schools of the counties for the
purpose of aiding and encouraging the schools in all phases of their
work. The more important service of these traveling teachers, working
under the direction of the county superintendent, is to introduce into
the small country schools simple home industries; to give talks and
lessons on sanitation, personal cleanliness, etc.; to encourage the
improvement of schoolhouses and school grounds; and to conduct gardening
clubs and other kinds of clubs for the betterment of the school and the
neighborhood.
The teachers are appointed by the county superintendent and their work
is supervised by that officer. Effort is made by the representatives of
the Jeanes Fund to have the country authorities and the colored people
undertake as much as possible of the salary and expenses of these
teachers. In 1913, the counties contributed from public funds for this
purpose, $3,400; in 1914, $6,255; in 1915, $12,183, and in 1916,
$17,913. In 1915–16 Jeanes-Fund teachers were maintained in 164 counties
distributed through 16 Southern States. It is to be hoped that all of
these States will follow the example of Maryland in its provision of
State aid, so that every county with a considerable number of Negroes
may have county industrial teachers.
_Phelps-Stokes Fund._—The endowment of the Phelps-Stokes Fund is
approximately $1,000,000. Over half of the income has been spent to
maintain several projects pertaining to Negro education. The more
important of these are:
1. Cooperation with the United States Bureau of Education in preparing a
comprehensive report on Negro education.
2. The establishment of fellowships at the University of Virginia and
the University of Georgia. Twelve thousand five hundred dollars is given
each of these universities for the permanent endowment of a research
fellowship on the following conditions:
The university shall appoint annually a fellow in sociology for the
study of the Negro. He shall pursue advanced studies under the direction
of the department of sociology, economics, education, or history, as may
be determined in each case by the president. The fellowship shall yield
$500, and shall, after four years, be restricted to graduate students.
Each fellow shall prepare a paper or thesis embodying the result of his
investigations, which shall be published by the university with
assistance from the income of the fund.
3. The establishment of a fund at the Peabody College for teachers,
Nashville, Tenn., in accordance with the following vote:
Voted, that $10,000 be given to the Peabody College for Teachers to
establish a fund for the visitation of Negro schools and colleges, the
income to be used to enable the teachers, administrative officers, and
students of the Peabody College to come into direct and helpful contact
with the actual work of representative institutions of Negro education.
4. Assistance to the Southern University Race Commission by an annual
appropriation for traveling expenses.
5. Appropriations for constructive movements, such as the teaching of
home and school gardening, the educational use of school dormitory and
dining room, the installation of adequate financial and school records,
and the dissemination of advice on the construction and care of
buildings and grounds.
_Rosenwald Fund._—In 1914, Julius Rosenwald, of Chicago, announced
through Tuskegee Institute that he would give money to assist in the
erection of rural school buildings for Negroes in the South. According
to the terms of the announcement, Mr. Rosenwald agreed to give any rural
community a sum not exceeding $300 for the erection of a school building
for Negroes, provided the people of the community should raise from
public funds or from their own resources a sum equal to that given by
him. It was further specified that total sums in each case must be
sufficient to erect and furnish one school building.
Up to June 30, 1916, Mr. Rosenwald has given $44,718 toward promoting
rural schoolhouse building. To meet Mr. Rosenwald’s contributions the
Negroes in the communities where these schoolhouses were erected have
contributed $61,951; from the public funds of the States, $21,525 has
been appropriated; and white citizens have given $8,820. Through Mr.
Rosenwald’s benefactions 142 rural schoolhouses for Negroes have been
erected, as follows: In Alabama, 107; North Carolina, 11; Georgia, 8;
Arkansas, 6; South Carolina, 1; Tennessee, 5; Mississippi, 2, and
Virginia, 2.
_Daniel Hand Fund._—This Fund is administered by the American Missionary
Association 287 Fourth Avenue, New York City. Daniel Hand was born in
Madison, Conn., July 16, 1801. When 16 years of age he went to Augusta,
Ga., under the direction of his second brother residing there, whom he
succeeded in business. Mr. Hand remained in some part of the Southern
Confederacy during the entire war. His partner, Mr. Geo. W. Williams,
who was conducting a branch of the business at Charleston, S. C.,
protected the capital of Mr. Hand, from the confiscation seriously
threatened, in view of his being a northern man of undisguised
anti-slavery sentiments. After the war, when Mr. Hand came north, Mr.
Williams adjusted the business, made up the account, and paid over to
Mr. Hand his portion of the long-invested capital and its accumulations.
Bereaved of wife and children for many years, his benevolent impulses
led Mr. Hand to form plans to use his large wealth for the benefit of
his fellowmen.
The total amount of the endowment of the Daniel Hand Fund is
approximately $1,500,000, and the income in 1915 was $69,000. This
income is spent under the direction of the officers of the American
Missionary Association for the maintenance of educational work in the
schools of that association.
In 1888 Daniel Hand, of Guilford, Conn., gave $1,000,000 as a permanent
fund, “the income of which shall be used for the purpose of educating
needy and indigent people of African decent, residing, or who may
hereafter reside, in the recent slave States of the United States,
sometimes called the Southern States.” When Mr. Hand died, in 1891, he
left the residue of his fortune, amounting to $500,000, to be added to
his original gift.
_Stewart Missionary Foundation for Africa._—The total endowment of the
Stewart Missionary Foundation is $110,000. The income is used to provide
classroom instruction on missions at Gammon Theological Seminary; to
issue a monthly journal, “The Foundation,” devoted to the awakening of
an interest in missions; and to maintain a lecturer who travels among
Negro schools lecturing on missions.
This Fund was given in 1894 by the Rev. W. F. Stewart and his wife, to
establish missionary training in Gammon Theological Seminary. Mr.
Stewart had been a missionary in the Methodist Episcopal Church, and he
was eager to arouse a strong interest in missions among Negro youth.
_Miner Fund._—The Miner Fund has property valued at $40,000, and the
annual income is about $2,100. This income is used for the aid of the
Manassas Industrial Institute for Colored Youth of Virginia, and for the
Colored Social Settlement of Washington, D. C.
The fund is named after Miss Myrtilla Miner, of Brooklyn, N. Y., who in
1851 established a normal school for colored girls of Washington. In
1862, she incorporated the school as “Institution for the Education of
Colored Youth.” The first property purchased by the institution was in
the square now occupied by the British embassy. Later this lot was sold
and another purchased, on which a new normal school was erected. In 1879
the District of Columbia leased this property from the trustees of the
fund, and maintained the institution as a part of the public school
system. About 1900 the trustees purchased another building in which they
maintained a day nursery and a kindergarten. This work was later taken
over by the public authorities. The combined annual income from both
properties amounted at one time to $4,000.
In 1915, the city school board purchased a site and erected a
magnificent new building to house the normal school. This building was
named “The Myrtilla Miner Normal School.” After the removal of the
public school from the building owned by the Miner Fund, it was
necessary to sell the building and invest the money in other forms of
real estate at a reduced income.
_Cushing Fund._—The total amount of the Cushing Fund is $33,500 and the
income varies from $1,200 to $1,500 annually. This income is distributed
by the executive officer among 28 schools for colored people.
The fund was bequeathed for the education of colored people in
accordance with the will of Miss Emeline Cushing, of Boston, who died in
1895. The will designated Mr. Archibald Grimke and two others as
trustees and executors. Mr. Grimke is now the sole survivor and
administers the fund.
_The Association for Negro Youth._—This Association was organized at
Knoxville, Tennessee, in 1913. The plan has been to admit only
institutions maintaining work of college grade. So far 10 institutions
have been admitted to membership. The following quotation indicates the
embarrassment of the association in its effort to be just to the
colleges within and without the organization:
One of the most important topics of the several sessions was that of
admission of additional colleges into the association. The consensus of
opinion prevailed that the association needed more careful detailed
information about the colleges, both within and without the
organization, and the executive committee was authorized to make a
careful study of all colleges both within and without the association
that some standards for grading of membership might be established.
The general purpose of the association is indicated by the following
list of topics discussed at the four annual meetings, 1913 to 1916: