The Washington bee., 1909-08-14
school for colored teachers.
The School Was Needed


The question naturally arose as to
whether such a summer school was a
necessity. Would it meet condition
that was not already provided for in
the advanced summer schools of the
North, East and West?
AS has already been intimated for
a school to justify its existence, it
must supply a present felt need. To
supply such need, those who are
responsible for the schools establish
ment must faithfully and fully in
terpret the economic and educational
environment of those who are to
profit by its instruction.
1t is not to the discredit of the
rural Colored teacher to say that the
masses of them began their work of
teaching with little academic prepa-
ration, and before much of the mat
ter and method was introduced into
our present day educational program.
We say not to their discredit, be-
cause of a previous lack of educa-
tional opportunity, the low standard
OF requirement and the small salary
paid for the service rendered.
Boon for the Teacher
However, let this be as it may, the
teacher now finds herself working in
the midst of a changed and ever
changing situation, and if she is to
continue to work, she must read into
if, a meaning characterized by an in
telligent appreciation of her own So
cial and economic conditions and
must possess a knowledge of the mat
ter and method by which to bring
about the right adjustment between
her pupils and the environment in
which they live.
With respect to the colored teach
er this meaning, different in degree
if not in kind from others engaged in
the teaching profession. The ad-
I vanced schools referred to are or
ganized to meet the needs of men
and women who are we'll trained,
academically, those who are to do in
the main the larger work of super
vision, who are to make courses OF
study, who are to teach pupils of su-
perior opportunity and last but not
least who draw salaries that will
justify an outlay of over hundred
dollars for a summer course.
A Successful Institution
In short then the problem of sum-
mer school for colored teachers is
this: To provide the best and most
advanced pedagogical thought; to
adapt such thought to the present in
tellectual viewpoint of the teacher
to provide it at a cost within the
reach of teachers who are teaching
at starvation salaries.
An interview with the Cheyney
summer school officials reveals how
successfully they have been able to
work out this problem for at least
five summers, at a great financial
sacrifice and through much pains
taking and earnest effort.
First, the instructors represent
strong academic preparation, and
broad educational experience. They
represent the academic preparation
of the best city and country school
systems in the country, and the pro-
fessional training of the summer
schools of Columbia, Harvard and
Chicago Universities, Ypsilanti Nor
NAL of Michigan, and of the Insti-
tute for Colored Youth itself.
These instructors in their regular
school work teach colored children
or supervise colored teachers. Thus
these instructors have the same view
point as the colored teachers. They
know the social conditions and linn
itations of the colored children, and
bring to the work a sympathy, a
knowledge of organization and adap-
liability which insofar as it relates to
colored children, is possessed only
by the colored teacher.
Difficulties Easily Surmounted.
Whatever problems may be raised
by the teachers, problems growing
out of and affecting their own situa-
tions, the instructor, having encount-
cred a similar problem, IS prepared to
,offer a solution, which is a part of
his own experience.
The cost of the summer school to
the teacher is ten dollars, Just