The Wisconsin weekly blade. [volume] (Madison, Wis.) 1916-1925, 1917-08-16
RURAL SCHOOLS
AND THEIR NEEDS
Preparation For Country Life
Presents Big Problem.
DIVISION Of SCHOOL FUNDS

Emphasized In Federal Bureau Re-
port-Attituds Of Educated Group Of
Colored People In Rural Subjects.
In his report dealing with the facili.
ties for education in the south among
colOred people DR.. Thomas Jesse Jones
of the federal bureau OF education at
Washington emphasizes the needs Of
the rural schools. He says:
According to the report of the state
superintendent, the expenditures for
white schools In Alabama increased
tenfOld between 1880 and 1910, while
those for the Negro schools doubled
Similar expenditures IN North Caro-
lima increased eightfOlC for the white
schools and threefold FOR the Negro
schools. 1t is noteworthy that practi-
cally all these increases have taken
place since 1900. In most Of these i'm
provements the city school; lave been
favored to the neglect of the rural
schools both for white and colOred pu-
pills.
The following quotation from the
report Of the North Carolina state su-
perintendent Of public instruction is
significant: 1T will be observed that
considerably more was spent on rural
Negro schools In 1898 than In 1905.
Suppose our white schools showed the
same results for the past twenty
years. Would we not be necessarily
alarmed at that evidence of lack of
progressT"
DR.. Jones lays great stress on the re-
markable progress in agriculture made
by the cOlored people Of the south.
where nearly 80 per cent OF the Ne
grOes live In rural communities. BY
1910, the last available census. 800, 80
Negroes owned their farms or cultivat-
ed land as tenants This IS an in
crease OF 1914 per cent over the figure
for 1900. or the total 21S,972 were
prOprietors and G72,9Gl were tenants.
preparation for rural life Is the
greatest educational problem Of the
white and cOlored people of the south.
The rural education of the Negro Is abb
solutely essential. not only to the vel
fare Of the race, but also TO the sue
cessful development of the southern
states. Though rural opportunities are
perhaps least appreciated by the edu-
Gated group of cOlOrcd people, they are
those I'm which the Negroes are making
their most remarkable gains. Rural
life represents both the best progress
and the greatest needs OF the colored
people. All plans for their improve
ment must give large consideration to
the problems Of rural life.
important as this phase of educa-
ton Is both t. the south and to the
colored people the public and private
facilities provided are very Inadequate.
Other than the agricultural and me
chanical schools largely maintained bv
federal funds the states make prnc-
tically no provision for the agricultural
education of Negroes or the private
schools. Hampton institute. TuSkegee
institute and few smaller iustitu-
lions are making genuine effort To
prepare pupils for rural life. With
very few exceptions. however. the col
interest in rural problems The large
majority have not even tried
The explanation of the indifference
Is In the conviction of the colored peo-
pie that the way 20 prosperity and han
piness Is the study of literary subject,
and especially the classical languages
In this they are following the example
OF the white people, who ace only now
beginning 10 see the error Of their be-
lief. This conviction IS emphasized by
the life of drudgery which the pupils In
colored schools have ALWAYS seen r.
he the lot OF C0lored farmers.
\ partial explanation for the fail
ure of the schools lies In poorly pre
pared agricultural teachers who have
themselves only ii weak hearted belief
In rural life. With inadeluate train.
ing and lukeWArm interest In their
subject these teachers have cndeavored
to make Use OF large farms in their ed.
Irrational Efforts Failure was inevita-
bic. The emphatic conclusion of this
study Is. therefore, that the first step
In rural education should he the en-.
thuSiastic advocacy OF the theory and
practice OF gardening for every colored
pupil
Along with this instruction In gar
dening for the elementary pupil man.
ual training should be taught. In the
teaching " both agriculture aud trade
to tile beginners there IL no need FOR
an extensive farm and expensive shop
equipment. What should be done f.
10 teach the children how to do those
simple things about their farms AMI
houses which. Ir well done Will make
their homes better and healthier In
which To live
IF too biz school plant is attempt.
ell the cost of upkeep will use M
money needed 70 get good teachers.
and training on the farm or IN tho
shops will lose its educational inspira.
ton and become mere drudcerv for
both pupil mud teacher. For the other
children who decide ~ make farming
their life work two year course