States with a greater concentration of Negroes than 1 in 4.

There are 5 States

in which 1 person in 3 is a Negro and 1 State where every other person is a Negro. However, that these proportions, too, are changing becomes evident from figure X, showing the net changes in Negro population as a result of migration. The white population traditionally migrates toward the West, but the Negroes have preferred the advice of John Brown to that of Horace Greeley. The heavily

173

ᄆ

0N

16

102

15

90

36

47

120

25

FIGURE X.-Regional Negro migration-Net change in Negro population, 1920-30.

populated Negro areas of the South are all shown to have lost in the movement of Negro population the northern industrial States have definitely gained. This migration has been going on ever since before the Civil War. It represents a definite and constant population flow. One who is contemplating a long-term policy, such as Federal aid to education, might well consider this phenomenon in answering arguments on the basis of State control.

TABLE 12.-Differences in cost of education for rural white pupils and all Negro pupils [Based on annual reports of State superintendents of education!

This figure is an approximation based upon the fact that 83 percent of the white school-age population in Arkansas is rural and that the per pupil expenditure for both urban and rural was $28. Salaries constitute about 75 percent of the current expense; rural salaries are only 60 percent as great as urban.

The figure for all white school children was $40.72. The figure $35 is an approximation based upon the fact that 50 percent of the white school-age population in Florida is rural.

3 Not ascertainable.

This figure is also an approximation, based upon the fact that the expenditure per urban and rural pupil (white) in the State is $55.78. But 63 percent of the white school-age population is rural.

5 The Maryland figures were reported on the basis of the average number belonging and for elementary and secondary schools separately. The figures have been combined and adjusted for average daily attend

ance.

• Computed by dividing the current expense for county white schools by average daily attendance of county white schools, and current expense for all Negro schools by average daily attendance of all Negro schools.

7 This figure is an approximation based upon the fact that current expenses per every white school child was $42.25; but 79 percent of the white school-age population is rural.

The State superintendent reported current expense per capita enrolled. Number adjusted for average attendance.

9. RELATIVE ECONOMIC ABILITY OF THE SOUTHERN STATES TO SUPPORT EDUCATION In table 13 an effort has been made to show the ability of the Southern States relative to the rest of the Nation and relative to each other to support education. The measures of ability to support which were used are the State wealth per pupil enrolled in 1933-34 (these are the latest wealth figures available), the income per pupil enrolled in public elementary and secondary schools in 1935 (these are the latest income figures available); and tax resources which might be TABLE 13.-Ability of the Southern States to support education

Sources: Columns 2, 4, 5 from National Education Association, Research Division. Financing Public Education. Research Bulletin 15: -; January 1937.

Column 3: Income figures from National Industrial Conference Board; school-enrollment figures from Office of Education, unpublished data.

realized if all States should adopt a uniform system of taxation, according to two measures, that of Chism and that of Newcomer. (Since all of the six factors used to determine the latter are not identical with both authors, both of their estimates are used.)

In table 14 the States are ranked according to their position among all 48 States of the Union and the District of Columbia (except for tax resources where the

TABLE 14.-Standing of the Southern States in relation to all the States on ability to support education

District of Columbia is not included). It is evident that the Southern States fall in the fourth quartile rather consistently. Delaware, District of Columbia, Maryland, and Missouri are higher than the others, but it is significant to note that these are the very States which Odum insists cannot be called southern, even though the Bureau of Census so classifies them, on account of the difference in industrial and cultural life. For the "real" Southern States, there is an obvious need for outside aid.

If the Southern States are separated from the rest of the 48 States and are ranked among themselves for ability to support education on all four factors used (table 15), it is possible to decide which of the Southern States, although TABLE 15.-Standing of the Southern States in relation to each other in ability to support education