Dear Friend of Negro Education
New York
June 24, 1940.
Murray Hill 6-7530
Rowena S. Hadsell
Secretary
Please give us the benefit of your judgement in a
How should America's race problem affect the CONTENT of education in general, and of Negro education in particular? This is an extremely important issue which we expect to discuss in our report for the Carnegie Study of The Negro in America. However, we feel the need for the guidance of competent observers of the American educational scene.
here enclosed is a brief check-list entitled "Inventory of Principles of Negro Education." The only responses it requires are cross-marks (X) beside selected items. Please aid us by recording you Judgements on this inquiry form.
We are sending this letter to a select group of persons who, in some way, are associated with the field of "Negro Education." Replies are anonymous, so we shall never know who returns the checklist. It is our sincere hope, however, that you will be among those who reply.
For your convenience, there is enclosed a return envelope which requires no postage.
Very yours truly
Doxey A. Wilkerson
DAW.hcs
Doxey A. Wilkerson
The Negro in America
405 Lexington Avenue
New York City
An Inquiry under the Auspices of the Carnegie Corporation of New York
INVENTORY OF PRINCIPLES OF NEGRO EDUCATION
This "Inventory" seeks to ascertain what judgements a select group of teachers, administrators, and other prominently associated with Negro educationhave reached regarding the proper relations of education to the problems of race. Replies are anonymous; do not sign your name. To check through this form should require only six or seven minutes.
Proceed as follows:
1. Read all statements under a given section of the "Inventory."
2. Go back and place cross-marks (X) in blank spaces to the left of the statements which you consider valid.
3. Insert under "Other" additional ideas which you consider valid.
4. Supply the "Personal Data" at the end.
5. Please return this inquiry form at once. Use the enclosed return envelope, which requires no postage.
I. Special Adaptations in School Guidance or Instructional Programs
(NOTE: Reference is to modifications,either for or because of the Negro, in school guidance or instructional objectives, content, materials, emphases, or procedures.)
MARK
VALID
ITEMS
ONLY
A. Guidance or instructional programs for white and Negro pupils should be:
____1. Identical in non-segregated schools of the North and West.
____2. Different in some respects in non-segregated schools of the North and West.
____3. Identical in segregated schools of the South.
____4. Different in some respects in segregated schools of the South.
____5. (Other)
B. Which, if any, of the following arguments for differentiation in the guidance or instructional programs of white and Negro
pupils do you consider valid?
____6. Negro pupils are less mature mentally than white pupils of the same grades or ages.
____7. Negro pupils, more than white pupils, need to study about the special social problems which confront the Negro people.
____8. Negro pupils come from home backgrouds which are inferior to those of white pupils.
____9. Negro pupils, more than white pupils, need to study about the role of Negroes in American history.
___10. The Negro temperament differs from that of the white.
___11. Negro pupils have greater need than white pupils for moral instruction, especially with reference to sexual morality.
___12. Negro pupils, more than white pupils, need to study how to go about correcting the special social problems which confront the Negro people.
___13. Negro pupils, more than white pupils, have special need for training in such personality traits as punctuality, trustworthiness, good manners, etc.
___14. Far more white than Negro pupils may be expected to attend college.
___15. Negro pupils should not be confronted with instructional materials which may arouse ambitions and hopes which cannot be satisfied for them in out present-day society.
___16. Negro pupils have greater need than white pupils for vocational training in agriculture, domestic service, or other special fields.
___17. None of the above, for there are no valid reasons for differentiation in the guidance or instructional programs of white and negropupils.
___18. (Other)
C. Special study of the historical and contemporary relations of Negroes to American society should constitute a definite part of the instructional program:
___19. In Negro elementary schools. ___22. In white elementary schools.
___20. In Negro high schools. ___23. In white high schools.
___21. In Negro colleges. ___24. In white colleges.
___25. In no Negro schools on any educational level.
___26. In no white schools on anyeducational level.
___27. (Other)
II. Objectives of Instruction about the Negro
(NOTE: There follows a list of instruction objectives regarding the Negro. All of these understandings, knowledges and abilities have, at some time, been proposed as goals to be attained through instruction in school. Which of these objectives are valid: (a) For the education of white pupils? (b)For the education of Negro pupils? Indicate by means of cross-marks (X) those objectives which you consider valid for the pupils of one, or the other, or both racial groups.
VALID VALID
FOR FOR
WHITE NEGRO D. Regarding the nature of the problem of Negro-white relations,
PUPILS PUPILS education should lead pupils to:
____ ____28. To know precisely the status and general problems of Negroes in different realms of social life (e.g., health, politics, occupations, etc.)
E. Education should likewise lead pupils to understand that the major social ills of Negroes:
____ ____29. Are similar to those of other minority groups in America.
____ ____30. Result chiefly from the Negro's inferior African ancestry.
____ ____31. Operate to the detriment of the white population.
____ ____32. Result chiefly from the natural prejudice of one race for another.
____ ____33. Are basically "working-class" problems, concerning which race and color are not fundamentally important.
____ ____34. Result chiefly (if not entirely) from cultural and historical influences, not from biological factors.
____ ____35. (Other)
VALID VALID
FOR FOR E. Education should lead pupils to understand that the only
WHITE NEGRO satisfactory and pratical solution of the problem of
PUPILS PUPILS Negro-white relations lies in:
____ ____36. The ultimate disappearance of the Negro race, through the process of amalgamation.
____ ____37. The unquestioning acceptance by Negroes of a subordinate place in society.
____ ____38. The development of a social structure with "separate but equal" arrangements for whites and Negroes in the different realms of life.
____ ____39. The complete integration of Negroes into all realms of American culture, with the loss of all social distinctions based upon race.
____ ____40. (Other)
F. Regarding approches to a solution of the problem of Negro-white relations, education should lead pupils:
____ ____41. To realize that the Negro should seek, as one of his greatest asset,the good-will and cooperation of white business and professional leaders.
____ ____42. To understand that only through the deliberate and militant challenging of racial barriers can the Negro hope to improve his social-economic status.
____ ____43. To understand that the gradual process of education is the only one by which the Negro's social-economic status can be significantly raised.
____ ____44. To be able to associate with members of the other race with poise and good grace.
____ ____45. To develop pride in the history and achievements of the Negro people.
____ ____46. To appreciate that the welfare of the "upper-class" Negroes is unavoidably dependent upon that of the Negro masses.
____ ____47. To be eager to help build a society which is free from racial discrimination.
____ ____48. To appreciate the importance that Negroes not antagonize white public opinion.
____ ____49. To realize that the Negro should seek, as one of his greatest assets, the good-will and cooperation of organized labor.
____ ____50. To understand that basic improvement in the conditions of the Negro masses can come only through the basic improvement in the conditions of the masses of all people.
____ ____51. To be eager to help build a society which is free from class distinctions.
____ ____52. To seek to become personally acquainted with members of the other race.
____ ____53. To realize that, since the Negro is a minority group, it is always better for him to plead for better conditions, not to demand what he considers his "rights."
____ ____54. To be able to argue convincingly for improved social-economic conditions for the Negro.
____ ____55. (Other).
G. Education should alsolead pupils to be willing to use (or see used), as means of improving the social-economic status of Negroes:
____ ____56. Political pressure, through bloc voting by Negro citizens.
____ ____57. Mass demonstrations, parades, etc.
____ ____58. Boycotts of business firms which refuse to employs Negroes.
VALID VALID
FOR FOR
WHITE NEGRO
PUPILS PUPILS
____ ____59. Frequent publication and wide dissemination of facts about the social-economic conditions of Negroes.
____ ____60. Frequent petitions and protests to public authorities re: discriminations in education, health services, housing, etc.
____ ____61. Appeals to the courts on the premises that discrimination in public services (e.g, educatio) violate the 14th Amendment to the Constitution.
____ ____62. Emphasis in white and Negro schools upon education for better race relations.
____ ____63. (Other)
PERSONAL DATA
A. Occupation (Please be explicit)________________________________________
Indicate below, by means of cross-marks (X), your relation to the field of Negro education.
____(1) Member of Negro college or university trustee board.
____(2) Member of state school board.
____(3) Member of local school board.
____(4) Official of state public school system.
____(5) Official of local public school system.
____(6) Official of philanthropic foundation.
____(7) Teacher or school administrator as noted below:
In Separate Negro School In "Mixed" (white and Negro) school
____(a) Elementary teacher ____(f) Elementary teacher
____(b) High school teacher ____(g) High school teacher
____(c) College teacher ____(h) College teacher
____(d) Principal of elementary or h.s. ____(i)Principal of elem. or h.s.
____(e) College president or other ____(j)College president or other
administrative officer. administrative officer.
____(8) Other (Specify)___________________________
C. In what state of the United States: (1) Were you born?___________________
(2) Are you employed?__________________ (3) Have you lived longest?_____________
D. Age_____ E. Sex_____ F. Race (White or Negro)_____
Dated: ______________________, 1940.