character; no opportunity provided at public expense for an education beyond the eighth grade; opportunity for only about one-half the Negro children for an education of any kind secured at public expense; and most of the children in the city attending only half-day sessions. In short, the survey committee can not too strongly urge that the board of education adopt a more generous program in dealing with the problem of the education of the Negro children of Brunswick and of Glynn County.

THE ATTITUDE OF THE FEDERAL BUREAU OF EDUCATION ON THE EDUCATION OF NEGRO CHILDREN.

The attitude of the Federal Bureau of Education on this whole matter of the education of Negro children is well set forth in Chapter II of the survey report of the school system of the State of Alabama. That portion of the chapter in point is quoted as follows:

In writing this provision of what education in Alabama should be and in making recommendations for the improvement and development of the State's system of public schools, it is remembered that the population of Alabama is made up of two races, differing in many other respects as widely as they differ in complexion, and that fully 40 per cent of the people are of African descent, former slaves or the children and grandchildren of those who were slaves only a little more than half a century ago. The difficulties and cost of maintaining a double system of schools for two races and the prejudices against the education of Negroes, which is still strong in the minds of many of the good people of the State, have not been forgotten. Nevertheless, the committee unhesitatingly recommends that the State and its local communities undertake the task of the fullest and best possible education of all its people of both races, and assume the burden and responsibility of providing adequate schools for all children of both. The interests of each race depend to a very large extent upon the education of the other, and the welfare of the State depends on the education of both. This is the more easily seen when it is understood that education is not alone or chiefly for the profit of the individual educated, but for the service of society, State, and Nation; for the increase of material wealth, for safety from disease and crime, for civic righteousness, and the fuller attainment of the higher ideals. Alabama can never be so rich, so strong, so free from disease and crime as she might and should be, and can never begin to attain the ideals long held by a large majority of the best of her people so long as the 40 per cent of her population which is colored are condemned to poverty, weakness, disease, crime, superstition, and low ideals, through ignorance and lack of proper education and training. However much one may wish it were otherwise, the two races in Alabama are bound up in the sheaf of life together. Their destinies are inextricably intertwined. Neither can rise or fall without affecting the other for good or ill. Industrial and agricultural efficiency and commercial prosperity require the education of all. Ignorant white farmers are an incubus upon the agricultural development of any State. So, also, are ignorant Negro farmers. Unskilled and inefficient white workmen retard industrial development. So do unskilled and inefficient Negro workmen.

The ideals of Alabama demand absolutely that the two races be educated separately. Along with this should go the further demand that each race be educated in the way that will develop the particular kind of efficiency of which it is most capable, and which will assure its own happiness and welfare and its highest possible service to society, State, and Nation. This is due not only to the State as a whole, but the highest welfare of each race depends on it. There is no conflict of interests here. The prosperity of

the people of either race in Alabama demands that there be the fullest and best education of the people of the other race as well as of its own. If either race is inferior in the things necessary to the welfare of the State, material, civic, or spiritual, it should have special help in making up this deficiency. If either has possibilities beyond the other for service in any particular field, these possibilities should be fully developed for the good of both races and of the State. This does not mean social equality or social mixing. The figure of speech, wise as eloquent, used by Booker T. Washington in his Atlanta Exposition address many years ago, still holds and shall hold: "In all things purely social, separate as the fingers, yet one as the hand in all things essential to mutual progress." Not by keeping Negroes from acquiring education can the white race retain its place of leadership, but by directing the ignorant Negroes aright and preparing them to become industrious and clean members of society.

It will no doubt finally cost approximately as much in proportion to numbers to educate the children of one race as it will to educate the children of the other. If, through native ability, the children of one race respond more readily to the processes of education and profit more by them, the very lack of equal ability in the children of the other race may well be accepted as an indication of greater need for all that education can do for them. Toward greater equality in education and expenditures on the schools of the two races the State should, and no doubt will, move as rapidly as conditions will permit.

10. TO RELIEVE THE CROWDED BUILDINGS IN BRUNSWICK AND YET KEEP WITHIN THE LIMITS OF THE BOND ISSUE, THE SCHOOLS SHOULD BE REORGANIZED IN ACCORDANCE WITH THE WORK-STUDY-PLAY PLAN.

On December 18, 1919, the people of the county of Glynn voted to issue school bonds for $250,000 for the following specific purposes as announced in its bond call:

Said $250,000 to be used and applied for the construction, building, and equipment of public school buildings in Glynn County, including a white high school, with facilities for vocational and industrial training and a vocational and industrial school for the colored youth of the county, to be known respectively as memorials of the public appreciation of the soldiers and sailors of Glynn County, white and colored, who have so successfully served in the Great War in defense of liberty and democracy.

In a communication to the voters of Glynn County issued by the board of education, the following tentative distribution of the funds was proposed: (1) The erection of a Glynn County Memorial School for white children, to be located in Brunswick, at an approximate cost, including site, of $175,000; (2) a Glynn County Memorial School for Negroes, also to be located in Brunswick, at an approximate cost of $37,500; (3) a community school for white children, to be located at or near the Atlantic Co.'s refining plant, at an approximate cost of $37,500; (4) the remainder of the $250,000 to be expended in providing buildings for the children in rural communities.

A SCHOOL BUILDING PROGRAM IS AN ENGINEERING PROBLEM.

The county of Glynn is to be congratulated upon the fact that it has had the foresight and wisdom to devote this memorial fund to purposes which are as fundamental to the future welfare and prosperity of the city and county as is the development of the public schools. Of course, it is important to expend the fund so that it will give the greatest possible returns to the city and county. But in order to do this it is necessary for the public to realize that the school building problem is an engineering problem, and that it can only be worked out by a scientific analysis of conditions.

For example, no one would deny that children are more important than industries, yet as a general rule we devote far more time to the scientific planning of an industrial plant than we do to the development of a plant that is to turn out citizens who are to run the industries. We would not think of putting up an industrial plant without first ascertaining whether labor was available, whether there was raw material at hand, whether there were adequate transportation facilities, or whether there was a demand for the product. Nor would we think of spending money only on the final processes of production while using old, outworn machinery and equipment for the foundation processes.

In the same way, if the schools are to meet the needs of the children and of the community, the school building program must be based upon a scientific study of conditions, not upon guesswork. It is not enough to provide for a few children in the high school; the program must provide for all the children, colored as well as white, in elementary school as well as in the high school. It is not enough to erect high school buildings to take care of the comparatively small percentage of pupils who now stay through high school; it is important that congestion be relieved in the elementary schools and modern. facilities provided so that more children will want to stay in school and go on to high school. Therefore, in order to make sure that the $250,000 bond issue voted for the schools of the county of Glynn gives full value for every dollar expended, it is necessary, first of all, that Brunswick answer the following questions:

1. How many children are enrolled in the schools?

2. What has been the rate of increase in the school population for a period of years? 3. In what schools is the congestion greatest?

4. What is the present condition of school buildings? Which ones should be abandoned? Which ones can be added to? Where should new buildings be erected? 5. Have the present school buildings the equipment and facilities which every modern school building should have?

6. Is there adequate playground space for each school?

7. In order to provide for present congestion and also to provide for growth, how can the situation be met?

8. What apportionment of the funds is needed for each building?

WHAT IS THE SCHOOL POPULATION OF BRUNSWICK?

According to the last school census, 1918 (see table) there were 3,514 children between the ages of 6 and 18 in Brunswick, 1,791 whites and 1,723 Negroes. The compulsory school age in Georgia is from 8 to 14 years. The net enrollment in the public schools for the year 1918-19 was 2,089. Of this number, 1,425 were white children and 664 were Negro children. Evidently, according to these figures, the public schools are providing instruction for less than half the Negro children of school age. There are three private schools for Negro children, but this does not affect the point that less than half the total number of Negro children of school age are being educated at public expense.

Every school building program should provide not only for present needs but for future growth. Therefore, it is important to know the rates of increase in each school extending over a period of years in order to estimate the accomodations which will be needed.

If we compare the net enrollment in the public schools in 1918-19 with that of 1914-15, we find that the number of school children has increased from 1,302 to 2,069, or 58.9 per cent. According to the following table, the greatest increase has been in the Glynn grammar school (81.1 per cent), the next greatest in the Glynn Academy (58.6 per cent), followed by the Risley (50.5 per cent) and the Purvis (37.6 per cent). (See the following table.)

Net enrollment for 1914-15 and 1918-19; per cent of increase in enrollment: capacity of school buildings-additional capacity needed, public schools, Brunswick, Ga.

The present school buildings are inadequate to take care either of this increased enrollment or of future growth. There are four school buildings in Brunswick, three for white children and one for colored. There are 40 classrooms in these four buildings. But there are 53 classes (2,089 pupils) enrolled in these schools. In other words, there are 13 more classes than there are classrooms to accommodate them.

The preceding table shows how this congestion is distributed according to schools. In Glynn grammar school there are two more classes, or 80 more children, than there are school seats. In the Negro school, Risley, there are more than twice as many classes (17) as classrooms (8).

In other words, Brunswick is not providing adequate seating accommodations for her children. Equally serious is the fact that at least two of the buildings in which the children are housed (Glynn grammar and Risley) are unfit for school purposes. Moreover, there are none of the modern educational facilities with which every progressive school should be equipped. For example, with the exception of the high school, not a single school building in Brunswick has an auditorium, or gymnasium, or shops, or laboratory, or cooking room, or drawing or music room, or nature study room, or library. It is true that the high school has some of these modern facilities though inadequate in number and character. Only 17.6 per cent of all the children, or 25.8 per cent of the white children, attend high school.