10. Accredited Schools--	/TD>	/TD>
a. Elementary:	/TD>	/TD>
(1) Total elementary in 1937	566	29
(2) Percentage of children in standard elementary schools, 1935-36	53.9	6.6
(3) Percentage in city units, 1935-36	79.7	22.7
(4) Percentage in rural units, 1935-36	45.4	1.1
b. High Schools:	/TD>	/TD>
(1) Total accredited high schools, 1936-37	702	130
(2) Total non-accredited, 1936-37	31	79
11. Enrollment in high schools, 1936-37	145,046	31,522
12. Percentage of enrollment in high schools, 1936-37	23.1	11.7
NOTE--Graduates, 1936-37	20,462	3,386
13. Other items of State aid:	/TD>	/TD>
a. Libraries ($54,000 appropriation).	/TD>	/TD>
b. Supplementary readers in elementary grades.	/TD>	/TD>
c. Teaching supplies.	/TD>	/TD>

NOTE--No definite complete figures are available on these three items. Almost no aid, however, from a and b reaches the 1,817 small one to three teacher colored schools--more than one-third total Negro enrollment.

II. Vocational Education.

        

1. Agriculture, 1937-38--	/TD>	/TD>
a. No. schools in which vocational agriculture was taught (all day)	310	59
b. Enrollment (all day classes)	13,848	2,166
c. Evening classes (adult)	267	93
d. Enrollment (evening classes)	7,669	1,548
e. Day unit (extension)	----	15
f. Enrollment (day units)	----	270
g. Part-time (in schools)	----	18
h. Enrollment (part-time)	----	245
i. Expenditures, vocational agriculture:	/TD>	/TD>
(1) Federal aid	$269,272.92	$39,271.27
(2) State aid	89,751.63	6,533.00
(3) Local aid	179,515.26	19,303.21

        

2. Home Economics, 1937-38:	/TD>	/TD>
a. No. of departments	201	26
b. Enrollment	13,629	3,181
c. Expenditures--Home Economics:	/TD>	/TD>
(1) Federal aid	$128,343.87	$18,195.90
(2) State aid	42,376.32	3,623.08
(3) Local aid	84,752.64	7,264.17
3. Trades and Industries--1937-38:	/TD>	/TD>
a. Number of classes or units	566	75
b. Enrollment	9,580	1,466
c. Expenditures, Trades and Industries:	/TD>	/TD>
(1) Federal aid	$69,223.94	$12,469.96
(2) State aid	14,575.58	6,234.98
(3) Local aid	33,862.89	1,507.50

III. Teachers, Training and Salaries.

        

1. Average Training Index, 1937-38	771	712.6
2. Average Training Index, 1929-30	676.1	525.7
3. Salaries--State Funds, 1937-38:	/TD>	/TD>
a. Maximum --A-8	$990.00	$770.00
b. Median --B-6	827.00	638.00
c. Minimum --C-2	660.00	504.00

IV. Higher Education.

        

1. Students enrolled in State institutions, 1937-38	10,430	3,329
2. Average college enrollment per instructor employed, 1937-38	14.1	27
3. Per capita (student) cost per annum, State appropriation, 1937-38	$150.00	$73.00
4. Total capital outlay in college plants	$27,998,804	$4,838,971
5. Graduate and professional instruction	1 to 3 Yrs.	None
6. Institutions offering graduate and professional instruction ranging from the Master's to and including the Doctor's degree	4	None

        NOTE.--Basing our judgment upon facts stated above, as well as upon statements which follow, we are strongly convinced:

        1. That conditions which exist in our rural Negro schools are extremely distressing and unhappy; almost a thousand one-teacher schools, nine-hundred two- and three-teacher schools, 845 of them pronounced "bad" by competent judges of buildings; lack of consolidation, transportation, good buildings, and additional high schools.

        All of these items which need large capital outlay for improvement are now the responsibility of county units. Many of these

units are already burdened to the limit it seems with debt obligations. It is our settled judgment that improvement of these facilities for rural colored school children is the outstanding single development which should take place, and without too great delay.

        2. That present offerings in vocational education are so limited as to numbers of pupils reached, immediately expanded programs in this field should be undertaken so as to reach many thousands of Negro children.

        3. That a reduction in salary differentials would be very wise in 1939.

        4. That considerably increased support should be given to state colleges for Negroes.

        5. That some satisfactory plan for providing graduate and professional education should be determined by the Legislature of 1939.

CHAPTER II

ELEMENTARY AND HIGH SCHOOLS: PRESENT STATUS,
AND NEED OF IMPROVEMENTS

I. The Standard Rural School Pattern.

        1. The standard pattern for rural schools in North Carolina is, without question, the consolidated school. People of the State have been working consistently at this problem for more than twenty years. Proof, if proof is needed, that the consolidated school is the standard pattern for rural North Carolina may, in part at least, be found in the following:

• a. In 1936-37, four thousand and forty-three busses were required to transport rural children to schools.
• b. In the same year there were 1,286 rural schools in various stages of consolidation.
• c. Of this number 581 were large union (consolidated) schools with nine or more teachers.
• d. In that year also 286,295 children in rural districts were transported to consolidated schools. In addition, 1,693 children were transported to city units.

II. Status of Colored Rural Schools as Compared with the Standard Pattern--The Consolidated Rural School.

        1. A beginning has been made in consolidating rural colored schools. In 1936-37 there were:

• a. 361 busses transporting rural colored children to school.
• b. 18,855 children were transported.
• c. 206 rural colored schools were in process of developing into consolidated schools. Of this number only 61 had nine or more teachers.

        2. 174,050, or 90.2 percent of colored children in rural districts in 1936-37 were not transported to school.

        3. Of this number 119,221 were enrolled in 1,817 one, two and three-teacher schools.

        4. Of these 1,817 one, two and three-teacher schools for colored children, 845, nearly half, have been described in a state-federal survey (W. F. Credle) as "bad". Two paragraphs quoted from this survey are as follows:

        "Data in this bulletin show that a considerable number of the rural schools for colored children are small, poorly built, dilapidated, unfurnished, insanitary, and in most every way inadequate to serve modern children in an enlightened progressive commonwealth. Many of these buildings are not

only unsuited for modern school purposes, but are in such a bad state of repair that they are both a menace to health and dangerous to life and limb. Moreover, in the very nature of the case it would be unwise to erect new small buildings on the sites of these old ones."

        "Under these conditions county officials now have a first-class opportunity to study and to plan for larger school units which is not only in line with the definite policy of school organization in this State, but to be able to provide a good school building, and the right kind as to size and service, for colored children, especially since so many of the old buildings must be replaced or some other definite steps taken within the next few years to provide a place for these children to attend school."*

        *Study of Local School Units in North Carolina.

        5. Counties in which there were in 1936-37 ten or more small rural schools for colored children:

        

/TD>	One-Teacher	Two- and Three-Teacher
(1) Alamance	19	8
(2) Anson	14	25
(3) Bertie	15	22
(4) Bladen	29	13
(5) Caldwell	10	1
(6) Caswell	32	13
(7) Chatham	28	9
(8) Cleveland	10	15
(9) Columbus	13	17
(10) Craven	17	7
(11) Cumberland	22	22
(12) Davie	13	1
(13) Duplin	18	15
(14) Forsyth	10	9
(15) Franklin	17	18
(16) Gates	12	8
(17) Granville	24	14
(18) Halifax	16	24
(19) Harnett	16	15
(20) Iredell	12	10
(21) Jones	16	2
(22) Orange	18	9
(23) Pender	21	8
(24) Person	14	13
(25) Pitt	19	20
(26) Randolph	12	4
(27) Robeson	20	20
(28) Rockingham	16	10
(29) Rowan	23	3
(30) Rutherford	15	5
(31) Sampson	24	25
(32) Union	29	7
(33) Warren	11	25
(34) Wayne	13	17
(36) Wilkes	10	0

        Caswell has thirty-two one-teacher schools; Chatham has 28; Bladen and Union have twenty-nine; six have twenty or more and twelve others fifteen or more.

        6. Counties with eight or nine one-teacher rural schools for colored children:

        

/TD>	One-Teacher	Two- and Three-Teacher
(1) Gaston	9	11
(2) Lenoir	9	17
(3) Lincoln	9	5
(4) Northampton	9	24
(5) Vance	9	6
(6) Wake	9	24
(1) Beaufort	8	12
(2) Brunswick	8	12
(3) Hyde	8	6
(4) Nash	8	21
(5) Pasquotank	8	4
(6) Perquimans	8	6
(7) Stokes	8	2
(8) Wilson	8	15

        7. Thirty-five other counties have from one to seven one-teacher rural schools for colored children and 219 two- and three-teacher schools.

        8. In fourteen counties there were 21 one-teacher schools with fewer than ten children in average daily attendance, 27 counties with 44 schools in which the average is 10 to 15; 72 counties with 374 districts in which daily attendance was 15 to 30; 71 counties with 245 schools in which the average daily attendance was 30 to 40; 50 counties with 143 schools in which the average daily attendance is 40 and over. Ten of the last type are in Caswell County, eleven in Halifax, nine in Robeson, six each in Cleveland, Granville, Jones, Pender, Pitt, Rowan, and five each in Union and Warren.

        9. The State Department of Education upon requests from county officials has made studies--surveys of colored schools in thirty counties. Since these surveys were made and definite information and recommendations for gradual consolidation were submitted to the county boards of education considerable progress has been made in that direction. (See maps pages 32 and 33 and graphs pages 37 and 48).

        10. Two counties are completely consolidated for colored schools as well as for white schools:

• (1) Jonston (except one four-teacher white and one two-teacher and one four-teacher colored).
• (2) Alexander.

        NOTE.--Two others in the west--Avery and Jackson practically in the same class of the two named above.

        11. Specific data--High Schools.

• a. In each of the 100 counties there is:
  (1) A sufficient number of high schools to serve all rural white children.
  (2) A reasonably adequate number of busses to transport all rural white children, who are not within walking distance, to high schools.
  

          NOTE: The State rural high school standard is, it may be stated, an accredited high school within reach of every child who is prepared and who may attend these high schools.

  
  
• b. Rural high schools for Negro children measured by the State standard--a high school with adequate transportation for every child who lives beyond walking distance score as follows:
  (1) Thirty-five counties in which the number of accredited high schools for Negroes is sufficient to serve the present school population. (Figures for 1936-1937.)

TYPE I A

PER CENT OF POPULATION (6-12) ENROLLED, PER CENT OF ENROLLMENT IN HIGH SCHOOL, NUMBER OF VEHICLES USED, AND NUMBER OF HIGH SCHOOLS (1936-37) IN COUNTIES WHERE PER CENT ENROLLED IS 75.1 OR ABOVE.

        *Substandard schools not needed

        **Adequate transportation.

TYPE I B

        *Substandard schools not needed.

        **Adequate transportation for high school children.

        NOTES.--It will be observed:

        a. That eight counties had adequate transportation for high school children--Alexander, Currituck, Durham, Hertford, Johnston, Montgomery, New Hanover and Warren.

        b. That twenty-four counties had some transportation for high school children, but not adequate.

        c. That three counties did not have any bus transportation--Gates, Martin and Pasquotank.

        (2) Forty-eight counties in which the number of accredited high schools is not sufficient to serve the population as distributed at present (Figures for 1936-37).

TYPE II A

PER CENT OF POPULATION ENROLLED, PER CENT OF ENROLLMENT IN HIGH
SCHOOLS, NUMBER OF VEHICLES, AND NUMBER OF HIGH SCHOOLS IN COUNTIES
WHERE PER CENT ENROLLED IS 75.1 OR HIGHER.

        

38 COUNTIES	Population (6-21)	Total Enrollment 1936-37	Per Cent Population Enrolled	High School Enrollment 1936-37	Per Cent in H. S.	No. Vehicles Used	No. High Schools		No. 4-yr. Schools Needed
/TD>	/TD>	/TD>	/TD>	/TD>	/TD>	/TD>	Acr.	Non-Acr.	/TD>
Chatham	3,065	2,651	86.5	350	13.2	2	2	1	3
Cleveland	5,023	4,518	89.9	314	6.9	----	3	----	4
Cumberland	5,977	4,736	79.2	453	9.6	2	2	----	3
Davie	662	618	93.3	57	9.2	----	----	1	1
Duplin	5,298	4,321	81.6	593	13.7	3	3	4	Survey
Forsyth	8,367	7,303	87.3	1,390	19.0	5	1	----	2
Franklin	5,069	4,324	85.3	429	9.9	8	2	2	Survey
Granville	5,049	4,502	89.2	423	9.4	----	1	1	Survey
Guilford**	8,669	7,729	89.2	1,622	21.0	19	3	1	Survey
Harnett	4,558	3,663	83.6	432	11.8	12	2	1	Survey
Henderson	596	494	83.0	66	13.3	4	----	1	1
Iredell	2,713	2,454	90.4	248	10.1	8	1	2	1
Jones	1,940	1,592	82.1	187	9.0	3	1	1	2
Lenoir	5,944	4,645	78.1	420	9.0	----	2	----	Survey
Lincoln	1,284	982	76.5	43	4.4	----	----	1	1
Mecklenburg	11,871	9,044	76.2	1,004	11.1	4	1	2	Survey
Northampton	7,403	5,771	77.9	570	9.9	----	3	1	Survey
Orange	2,301	2,041	88.7	201	9.8	----	1	1	2
Pitt	9,796	7,875	80.4	511	6.5	----	2	3	5
Robeson	9,009	8,304	92.2	906	10.9	6	5	1	Survey
Rockingham	4,819	3,865	80.2	585	15.1	4	2	1	3
Rowan	3,780	3,290	87.0	496	15.1	1	2	1	3
Rutherford	2,201	1,811	82.3	232	12.8	2	1	1	2
Sampson	5,606	4,484	80.0	459	10.2	----	1	2	Survey
Scotland	3,900	3,267	83.3	282	8.6	----	1	----	Survey
Surry	1,061	863	81.3	90	10.4	----	----	1	1
Union	3,727	2,802	75.2	130	4.6	----	1	----	3
Wake**	12,632	10,130	81.9	1,466	14.5	18	5	1	6
Washington	2,041	1,611	78.9	187	11.5	----	1	1	2
Wayne	7,685	6,252	81.3	847	13.5	7	3	1	4

        **Adequate transportation for high school children.

TYPE II B

SAME AS ABOVE FOR COUNTIES IN WHICH PER CENT ENROLLED IS 75.0 OR LOWER.

        NOTE.--Attention is invited to the following facts in the data about 48 counties as outlined above:

        (a) That Guilford and Wake had adequate transportation for high school children.

        (b) Seven counties did not have in 1936-1937 an accredited high school for Negroes. These are: Davie, Henderson, Lincoln, Surry, McDowell, Polk, and Stokes.

        (c) Seventeen counties did not provide any transportation: Camden, Cleveland, Davie, Granville, Lenoir, Lincoln, Northampton, Orange, Pitt, Sampson, Scotland, Surry, Union, McDowell, Polk, Washington and Wilson.

        (d) In the 48 counties there were 79 accredited high schools, but on the basis of population there should be at least 130, or an addition of 51.

        (e) There were only 162 busses in this entire area covering approximately one-half of the State. Most of these busses were probably used to transport high school children. An average of three or four additional busses per county would provide reasonably adequate transportation for high school children.

        NOTE 2.--Since 1936-1937 many of the 83 counties listed in preceding pages have added busses for colored children. The total number has increased from 364 (see page 7) to 445.

        (3) Sixteen counties in Western North Carolina in which colored school populations are exceedingly small, almost no provision for high school training is made in any of these counties.

DATA 1935-1936

        In 1935-1936 it appears there were 66 pupils in these counties enrolled in high schools of one grade or another, and 145 in the

seventh grade, a total of 211 apparently who were qualified to enter high school in 1936-1937 and in 1937-1938. Many appeals from parents of children in these counties have come to the State Department of Public Instruction requesting high school facilities for their children.

        A conference was held in Asheville in April 1938, called by the State Superintendent of Public Instruction to discuss with superintendents and members of boards of education the possibilities of providing high school facilities for colored children in these and other mountain counties.

        Two methods of furnishing high school education for these children it seems to us may prove satisfactory,--one or both of them, as follows:

• 1. Joint cooperation among two or more counties by which the counties cooperating would furnish high school education for colored children in a single school jointly supported.
• 2. Some financial assistance by school officials to parents, in lieu of providing buildings, equipment and transportation, by which the pupils eligible to attend high school might be able to go to the nearest high school and pay for meals and rooms.

        NOTE.--Dare County in the East is in the same category as to the small number of colored school children. The school in Manteo is the only colored school in the county. The arrangements suggested for high schools for colored children in western counties may apply in Dare.

III. Need of Consolidation, Transportation, Buildings and Equipment, Additional High Schools.

        The present status of rural schools for colored children challenges the most earnest and thoughtful consideration of all official and other leaders in North Carolina. This is true whether considered as a matter of education, economics, race problems, government or otherwise.

        The Works Progress Administration, and perhaps, the Public Works Administration, separately or both, may be used to plan and carry out a constructive program that will change permanently, and in a reasonably short period of time, a very unhappy situation. We believe this single problem which involves 119,221 colored children enrolled in 1,817 *

        * For a description of many of these small schools see pages 11 and 12.

        No adequate program of education, no satisfactory program of health education, nor of industrial training can be offered in these unsanitary one, two and three-teacher Negro schools.

        The high percentage of sickness and all kinds of physical ailments among rural Negroes are traceable to ignorance of the common laws of health, and to poverty which compels poor living conditions. Both of these conditions have been reduced or improved where better schools have been provided.

        The high percentage of crime and delinquency, it appears, are directly traceable to the very poor inferior schools. Many judges and other public officials have declared unequivocally that crime among Negroes has decreased where educational conditions for them have been improved.

        The condition which exists because of 1,817 one-, two and three-teacher colored schools, so far as state-wide need for improvements is concerned, is explained in preceding sections of this chapter. Fairness to the State itself, as well as to the 119,221 colored children who attend these small outworn schools, justifies pointing out here, it seems to us, at least one or two specific illustrations where state (and federal) aid may be used to relieve actual and unquestioned need.

        In 1937-1938 there were many counties which it seems would find it extremely difficult, if not impossible, to undertake even the most pressing permanent school improvement needs. In these counties there were in 1937-38, a considerable number of the small schools of the types under discussion, and in them were enrolled thousands of colored children. On a basis of percentages, in the absence of reliable data, at least 40% of these small schools were of the type described in "A Study of Local School Units" referred to in a previous section.

        The reasons for the financial condition of these counties are well understood by county and state school officials:

• 1. Heavy expenditures for permanent school and other improvements prior to 1936.
• 2. No large corporate property units, which limits taxable assets.
• 3. The debt limitation amendment adopted in November, 1936.

        These financial limitations are very real and seem to preclude the possibility of immediate, or even reasonably early action in providing more school buildings and high schools for any group. In the meantime the conditions which exist in the small rural colored schools are "bad" and steadily growing worse. It does not seem possible, viewed from any local, county, state, or other justifiable standpoint, to postpone making improvements in

buildings and equipment in such areas as described herein for the length of time the present financial status of these counties would seem to demand they should be postponed.

        In one specific area (there are many similar ones) a reasonably accurate statement of facts reveals conditions about as follows:

• 1. The population is almost evenly divided between the two races.
• 2. In the large consolidated districts school buildings of permanent construction with reasonably adequate equipment and bus transportation have been provided for the standard school system.
• 3. For the colored children of this area:
  • a. There are more than 40 of the small unsatisfactory school units described in this chapter. About twenty of these are of the type described as unsatisfactory.
  • b. There is one central school with a frame building to which six class-rooms have been added since the original four rooms were built; it has been found necessary to brace this original structure to prevent its collapse; now it is proposed to add two more class-rooms to provide space for the increased enrollment; this serves as a county high school, and six busses are used which cover about four-fifths of the county.
  • c. The colored people have made earnest appeals for an adequate building of permanent construction to displace the old frame structure described above. A colored man has offered a suitable site for a new building.
  • d. The proper local officials have expressed not only their willingness but their desire to provide this sorely needed school building, but their debt obligations preclude that possibility this year, or the next, and perhaps the next two or three years if the cost must be borne by them alone.

        Obviously, time and space will not permit a detailed description of similar conditions which exist in other local administrative units. However, it is true that there are many local areas in North Carolina where such conditions do exist, and where there is the most pressing need for improvement. As we see it, there is no hope now or soon under the present financial condition of some of the counties, to provide the buildings and other equipment necessary, without State, and perhaps, national aid. In this connection we call attention to a suggestion stated elsewhere in this report that a state committee or commission be authorized to cooperate with the counties in working out plans for displacing the 1,817 small colored schools and developing a consolidated system in their stead.

        In pointing out the distressing conditions which exist in some areas, we desire most emphatically to call attention to the remarkable improvements, in consolidation, transportation and good buildings, which have been provided for colored children in

many sections of the State. These are highly gratifying and encouraging to all good citizens of both races.

IV. Jeanes Teachers Aid in Improving Rural Schools.

        The teachers, pupils, and parents in the 1,817 communities where the small rural colored schools are located (as well as in large districts) need the assistance of some sympathetic understanding person who can help them in the difficult situations which they face. Jeanes teachers were employed in 59 counties in North Carolina in 1937-1938. These workers are, in most counties, well-trained and have had wide experience in rural schools. Their duties are to visit the small schools as frequently as may be desired by county superintendents to help the teachers in organizing and carrying out the state school program; to assist parent-teacher groups in making improvements in the school plant, and to help raise money for libraries, school equipment and other improvements. Jeanes teachers were able to raise in their several counties in 1937-1938 $59,493.78, all of which was used under the direction of superintendents for school improvements.

        Only a few counties (10 in 1937-1938) since the depression, year of 1933, have found it possible to provide money which with the aid of the Jeanes Fund, was sufficient to employ a full-time Jeanes teacher who gave all her time, under the county superintendents' direction, to visiting and aiding all the elementary colored schools in the county. The others, (49 last year) were regular teachers in some school, giving only odd out-of-school time to the service of the rural schools in her county. This service was meagre and not nearly so effective as full time service described above. The Jeanes Fund appropriated $11,833.78 for this program in 1937-1938.

        In pre-depression years the state through its State Equalization Board allotted to the counties about one-half the salary and a sum for travel over the county for each of the Jeanes teachers employed then. We believe that this service, particularly in view of the nearly 2,000 small rural schools is highly valuable and should be restored to the status of about 1930 if possible. The amount necessary for the 59 counties (which include about 70% of the colored school population) would not be large in comparison with the service rendered and the number of schools and people concerned. We are including in Chapter VI a recommendation in regard to this important matter.

V. Suggestions for Improving Elementary and High Schools.

        If the State has been wise, and we believe it has, in developing the consolidated school as its standard rural school type, we are firm in the conviction that the sooner the State can aid in any way possible the counties and districts to build and equip for satisfactory service similar consolidated units for Negroes, that not only will their educational facilities be improved, but likewise, delinquency and crime will be reduced, health and working conditions made better, and the economic status of the whole group raised to higher levels.

        Further, that by giving financial aid and cooperation the State will help to make possible in North Carolina a school system of rural units large enough to include training of all the types, cultural, health, vocations, economic, that may be depended upon to produce, so far as a public school system can be depended upon, useful productive citizens.

        In view of the unquestioned need for displacing these inadequate and wornout small ineffective school units, and for establishing in the various rural school districts of the State modern consolidated schools, we recommend:

• 1. That every possible effort be made by the State and county and city*

          * There are 33 one-teacher Negro schools now included in city administrative units besides a few larger ones.

  
  administrative units to secure WPA and PWA assistance in building larger schoolhouses in reorganized districts following surveys by State, county and city school officials.
• 2. That an active cooperating committee of three, five or seven be appointed by and to represent the three State agencies responsible for State education programs--the State Board of Education, the State Department of Public Instruction, and the State School Commission. This active cooperating committee to give immediate assistance to county and city school officials in making studies or surveys, and in securing financial aid from Federal agencies.
• 3. That the heads of the three State agencies named in (2) above, officially advise county and city school officials and county commissioners of the desire and hope of their organizations to cooperate in any way possible in reorganizing and rebuilding the rural public schools for colored children.

CHAPTER III
VOCATIONAL EDUCATION

        Since Booker Washington began his program of industrial education at Tuskegee, there has been wide and varied discussion on this subject. It was not long before his plans were being vigorously and heatedly challenged by some powerful members of his own race. This discussion, amounting to bitter controversy in some quarters, continued for several years. Within the last decade, however, there has come to be widespread agreement among all groups of Negroes that the children and young people of their race should have vocational training to fit them for greater usefulness to themselves and to their country.

        It is no doubt true that all classes of white people in the South, and, indeed, throughout the Country, have proclaimed their belief also, that colored children should have vocational training. This doctrine has been supported by educational leaders, political leaders, business and industrial leaders, farmers, church and social welfare groups--in fact by every type of white person or group in every strata of society in North Carolina, and all over the South.

        A close examination of data given in Chapter I, pages 8 and 9, of this report will reveal how very limited are the opportunities for vocational training provided in North Carolina for colored children.

        In North Carolina vocational agriculture is taught in one-sixth as many colored schools as is true in standard schools--59 to 310. If 126 colored schools taught this subject the proportion would be about equal. Likewise, the enrollment of colored children is about one to six. In expenditures from federal, state, and local funds 10.7% were spent on colored vocational agriculture units.

        Total expenditures for vocational agriculture from all sources were: Standard Schools $539,539.81--for 71% of the state population, and $65,107.48 for colored schools--29% of the population of the State.

        Similar conditions exist in the fields of home economics and trades and industries. In the first there was in 1937-38 one unit in colored schools for each eight in standard schools and one to four in enrollment. In trades and industries one colored unit for seven, and in enrollment one to six. In home economics 10% of

the total expenditures is for colored children and in trades and industries it seems that 14.6 per cent of the total was used in colored classes.

        The reasons for such small percentages of colored children participating in the three vocational programs is not due to lack of interest nor of effort on the part of the Division of Vocational Education, but rather to lack of local interest, and failure of local officials to make reasonable appropriations to match state and federal funds. In many counties vocational departments are supported by the commissioners in all standard rural schools, but no appropriation is made for such departments in any colored schools.

        In the fall of 1938 a county which has ample economic backing declined to make an appropriation of $300 to match state and federal funds in employing a teacher of vocational agriculture in a good consolidated colored school. The officials are reported to have said--"If we give to that school we will have to do the same for every other colored school in the county". The colored people were told to raise the $300 among themselves if they desired vocational agriculture taught in their school. In all of the seven standard consolidated schools in that county vocational agriculture is taught with aid from county, state and federal funds.

        Similar conditions exist in other counties where the tax-levying authorities have refused again and again to help provide in the colored schools this kind of training which every intelligent person of any race insists should be a part of the colored schools.

        A competent committee composed of Negroes was requested to give detailed study to the subject of vocational education and to submit a report of their findings. They devoted considerable time to this matter, and have passed in their report and recommendations which, in part, are as follows:

        "The problem of vocational and prevocational education for Negro high school youths is one of providing for the 63 per cent of the graduates from high schools for Negroes who do not go to college, and for the approximately 85 per cent of the total enrollment who drop out before graduation, a type of education which will make possible their effective and happy adjustment to the communities in which they will live.

        Table I shows the per cent of boys and girls enrolled in each type of school in 1937-1938. Girls constituted 62.4 of the 33,618 enrolled in all public high schools for Negroes.

TABLE I

PER CENT OF BOYS AND GIRLS IN EACH TYPE SCHOOL

        In Table II is shown the distribution of enrollment in all types of schools by sexes. Reading across the table beginning with City Standard, the 5,731 boys in the 53 schools of this group constitute 45.3 per cent of all boys enrolled in high schools for Negroes, and the 9,173 girls are 43.7 per cent of the total enrollment of girls in 205 schools.

TABLE II

DISTRIBUTION AND PER CENT OF ENROLLMENT BY SEXES

TABLE III(a)

COLORED BOYS
ENROLLMENT IN TRADES AND INDUSTRIAL ARTS COURSES, 1937-1938.

TABLE III (a)--Continued

        

TYPE OF SCHOOL	General Business	Percent Total	Total Enrollment in Trades, Industrial Arts	Percent of Total Enrollment
City Standard	55	----	2,165	37.8
City Sub-standard	----	----	27	18.2
Total	55	0.9	2,192	37.7
Rural Standard	78	----	2,763	48.9
Rural Sub-standard	----	----	178	21.4
Total	78	1.2	2,941	45.3
Unclassified	----	----	----	----
Grand Total	133	1.0	5,133	40.6

TABLE III(b)

COLORED GIRLS
ENROLLMENT IN TRADES AND INDUSTRIAL ARTS COURSES, 1937-1938.

TABLE III (b)--Continued

        

TYPE OF SCHOOL	Total Enrollment in Trades, Industrial Arts	Percent of Total Enrollment
City Standard	5,193	56.6
City Sub-standard	113	44.8
Total	5,306	56.4
Rural Standard	4,501	45.6
Rural Sub-standard	139	10.9
Total	4,640	41.6
Unclassified	----	----
Grand Total	9,946	47.4

TABLE IV

NUMBER OF TEACHERS EMPLOYED FOR VOCATIONAL AND PREVOCATIONAL SUBJECTS,
1937-1938.

TABLE V

NUMBER OF SCHOOLS OFFERING EACH COURSE.

        

TYPE OF SCHOOL	Stenography	Typewriting	General Business
City Standard	2	3	7
City Sub-standard	----	----	----
Rural Standard	1	4	3
Rural Sub-standard	----	----	----
Unclassified	----	----	----
Total	3	7	10

SUMMARY

• 21.9 per cent of the 12,643 boys in all schools studied Agriculture
• .8 per cent of the 12,643 boys in all schools studied Home Making
• 5.6 per cent of the 12,643 boys in all schools studied Trades.
• 10.3 per cent of the 12,643 boys in all schools studied Man. Training.
• .2 per cent of the 12,643 boys in all schools studied Bookkeeping.
• .3 per cent of the 12,643 boys in all schools studied Stenography.
• .5 per cent of the 12,643 boys in all schools studied Typewriting.
• 1.0 per cent of the 12,643 boys in all schools studied Gen. Business.

        27.5 per cent of the 12,643 boys in North Carolina's high schools for Negroes are enrolled in courses which prepare for making a living. 13.1 per cent of these boys are in Industrial Arts and Prevocational Courses.

        59.4 per cent of the 12,643 boys are not enrolled in vocational or prevocational courses.

• 0.1 per cent of the 20,975 girls in all schools studied Agriculture.
• 43.4 per cent of the 20,975 girls in all schools studied Home Making.
• 0.1 per cent of the 20,975 girls in all schools studied Beauty Culture.
• 0.2 per cent of the 20,975 girls in all schools studied Bookkeeping.
• 0.7 per cent of the 20,975 girls in all schools studied Stenography.
• 1.3 per cent of the 20,975 girls in all schools studied Typewriting.
• 0.2 per cent of the 20,975 girls in all schools studied Gen. Business.

        Counting the 3,047 girls enrolled in courses taught by teachers of Vocational Home Economics (14.6% of the total 20,975 girls), 23 girls in Beauty Culture there were in 1937-1938 14.7% of all the girls in courses which prepare directly for a vocation, while 28.7% are in Home Economics Courses which are non-vocational. 4.0% are in Industrial Arts or Prevocational Courses.

        52.6 per cent of 20,975 girls were not enrolled in any course leading directly to a vocation.

        There was

• 1 teacher of Home Economics per each 170 girls in the total enrollment of all schools.
• 1 teacher of Home Economics per each 130 girls enrolled in schools offering Home Economics.
• 1 teacher of Home Economics per each 78 girls enrolled in Home Economics courses.

        There was

• 1 teacher of Agriculture per each 130 boys enrolled in all rural high schools.
• 1 teacher of Agriculture for each 66 boys enrolled in rural schools offering Agriculture.
• 1 teacher of Agriculture per each 45 boys enrolled in courses in Agriculture.

        0.8 per cent of all boys enrolled in Auto Mechanics courses.

        4.8 per cent of all boys were enrolled in Building Trades Courses.

        30 counties provide vocational and industrial arts courses to boys or girls or both in the following combinations:

        

Number Counties	Distribution of Service
2	Rural boys and city girls
5	Rural boys only
3	Rural boys and rural girls
1	Rural girls and city girls
3	Rural boys and city boys and girls
5	Rural girls and city boys and girls
3	Rural girls only
7	City girls only
1	Rural boys and girls and city girls