TABLE 2.-Statistics of reform schools for 1889-90, or thereabout. 81, 120 $36,569 J. F. Buck. Mother Matron of St. Scholastica. W. C. Staunton J. W. Selk. 6 274 Dorus R. Hatch 16 135 George E. Howe 642 5458 H. E. Haines 4 41 George W. Shallenberger. 198 J. D. Seouller, M. D 29 382 Mary Lyon 0 Miss S. F. Keely 16 0 T. J. Charlton. 613 469 20 131 6 108 103 60 6415 643 219 6188 18 55 190 144 2,000 54,142 30 15,838 14,362 5 48 42 7,820 28,943 32 0 10 4 CHAPTER XIII. EDUCATION OF THE COLORED RACE. 1. THE COMMON SCHOOLS. The former slave States have a white population of 15,493,323, and a white school enrollment of 3,422,785, or 22.1 per cent of the white population. The same States have a colored population of 6,954,840, and a colored school enrollment of 1,289,944, or 18.5 per cent of the colored population. The colored form 30.98 per cent of the total population, but colored pupils form only 27.37 per cent of the total school enrollment. These figures show that the colored school enrollment is not relatively equal to the white. It exceeds the white, as compared with the population, in the District of Columbia, North Carolina, and Texas; in the remaining States it falls behind the white-in Alabama, Georgia, Louisiana, and West Virginia far behind. The ratio of average attendance to enrollment is 63.3 for white and 62.4 for colored in twelve States. 1073 TABLE 1.-White and colored schools compared-1889-90. a In 1889. Includes only States tabulated in the same column above. Apportionment of funds between the races in Alabama.-The Alabama State distributable school fund has heretofore been apportioned among the townships and districts according to the number of children of school age, the fund of each race being kept separate. This has caused much dissatisfaction. "It is alleged that in portions of the State the colored race gets well-nigh all the school fund, whilst that race pays a very small per cent of the taxes that make up that fund; also that the colored race is as yet, in general, only capable of receiving and profiting by an elementary education, which costs comparatively much less than that suitable for the white race in its more advanced stages of civilization." The State superintendent, without discussing whether these complaints are well grounded or not, says that there are individual cases of peculiar hardship, and suggests the following plan: "Let the school fund be apportioned by this office to the different counties and townships in proportion to the number of children without regard to race, and let the township officers apportion the fund to the schools of the township in proportion to the number of children who will probably attend cach school. They, being on the ground and acquainted with the wants of the different neighborhoods, can do this to better advantage than it can be done by this office. In addition to this, there should be fixed by statute a gradation of teachers' licenses, so that well-qualified and successful teachers should receive greater compensation than the teacher who can barely stand an examination for a third-grade certificate. In all other departments persons are paid in proportion to the quality as well as the quantity of work done by them, and why should not this rule apply in the payment of teachers? Under our present apportionment of funds such is frequently the case--that the poor teacher of the colored race gets much better salary than the well-qualified white teacher. If this were left to the local school authorities such injustice and inequality would not be allowed." This is practically what is done at present in the larger Southern cities with the local school funds (city appropriation); the municipal school boards apply the local funds to the various schools, white and colored, in their discretion. It is believed that the city colored schools are amply provided for under this system. Whether it would work as well throughout the country districts, administered often by trustees prejudiced against negro education, and especially against negro education at the white man's expense, is problematical. That Superintendent Palmer does not think it would work injustice is evident, when he declares: "Allow me here to say that I have no sympathy with those who would deprive the colored race of an equal participation in the benefits of the public-school |