Summary

Various The Survey, Volume 30, Number 24… (1913)

Will the American Negro, especially the city Negro, acquire his share through hard work and thrift? Will young Negroes quit the poolrooms with their debasing effects and march into usefulness and comfort on the land? Will the Negro seek the signs of civilization—the automobile and the dress suit—and miss civilization as it is represented in the home and the bank account? Will the Negro forego some pleasures today so as to enjoy richer treasures tomorrow? Will the Negro allow others to think and plan for him instead of thinking and planning for himself?
Source: Gutenberg

Various The Survey, Volume 30, Number 24… (1913)

All through the South, in city and country, Negro-owned homes witness to the increasing prosperity of a large class, and to the effort and self-denial of thousands more, whose income would seem to many of us, to put house-owning utterly out of the question.
But most Negroes belong to that economic class which, the world over, pays the heaviest rent in proportion to its income and yields the landlord the largest return on his investment, yet which receives in return little which is compatible with health or decency.
This is the tragedy of the Negro slum.
Source: Gutenberg

Various The Survey, Volume 30, Number 24… (1913)

Louis said: “The secondary school should enable a boy to discover the world and find himself. I use the word ‘discover’ in the sense of uncover—that is lay bare—the problems, the demands, the opportunities, the possibilities of the eternal world. A boy finds himself when he has taken a correct inventory of his inherited and acquired tastes and capacities”. While many friends of manual training were disappointed in finding it did not revolutionize trade education, it never intended to do that and therefore was not emasculated.
Source: Gutenberg

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