The Jeanes Teacher in the United States, 1908-1933

The Jeanes Teacher in the United States, 1908-1933: An Account of Twenty-five Years' Experience in the Supervision of Negro Rural Schools

LANCE G. E. JONES
Copyright Date: 1937
Pages: 164
https://www.jstor.org/stable/10.5149/9780807882405_jones
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  • Book Info
    The Jeanes Teacher in the United States, 1908-1933
    Book Description:

    Most educators have heard of the Jeanes Teachers and know something of their work as supervisors of black rural schools in the southern states. The present volume--historical, descriptive, and critical--is an account of the Jeanes movement from its inception down to 1933. Here is an excellent answer to the question of what can be done for Afro-American education in the rural South.A UNC Press Enduring Edition -- UNC Press Enduring Editions use the latest in digital technology to make available again books from our distinguished backlist that were previously out of print. These editions are published unaltered from the original, and are presented in affordable paperback formats, bringing readers both historical and cultural value.

    eISBN: 978-1-4696-0019-2
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-vi)
  2. Table of Contents
    (pp. vii-x)
  3. Preface
    (pp. xi-xviii)
    Lance G. E. Jones
  4. I The Era of Opportunity
    (pp. 1-10)

    “Not for an hour has the South been conscious of peace. The sense of uneasiness has been perennial.”¹ In these vivid words, written forty years after the last Confederate soldier had laid down his arms, a Southerner lays bare the tragedy of the peace that was no peace, the shadow that darkened the years which followed the Civil War. Desolation and destitution, mistrust and fear, were everywhere to be found, and the errors and inefficiency of so-called Reconstruction governments did but add fuel to the smouldering fires of discontent in every Southern State. By 1880 these governments had passed: the...

  5. [Illustrations]
    (pp. None)
  6. II Converging Paths
    (pp. 11-21)

    In Virginia, oldest and in some ways most conservative of the Southern States, the educational revival did not take effect until after 1902. A new state constitution adopted in that year made possible a closer supervision of schools, and in 1904 Governor Montague summoned a conference of men and women prominent in the state to discuss problems of rural life and education. Out of this conference was formed a Co-operative Education Commission; this in turn organized three larger and more representative conferences, planned and carried through, in May, 1905, a great campaign for the awakening of rural life and the...

  7. [Illustrations]
    (pp. None)
  8. [Illustrations]
    (pp. None)
  9. [Illustrations]
    (pp. None)
  10. III Virginia Estelle Randolph: The First Jeanes Teacher
    (pp. 22-38)

    I first met Virginia Randolph in February, 1927, when in company with Mr. Cooper, the County Superintendent of Schools, I paid my first visit to the Henrico County Training School. It was in the morning, shortly before the mid-day recess, and in the school kitchen quietly directing the girls at their tasks I found Miss Randolph, the Jeanes Supervisor for the county. It so happened that she was the first Jeanes Teacher I had met, and what I saw and heard that day made me anxious to know more, not only about Virginia Randolph, but about the work which she...

  11. [Illustrations]
    (pp. None)
  12. [Illustrations]
    (pp. None)
  13. [Illustrations]
    (pp. None)
  14. [Illustrations]
    (pp. None)
  15. IV Early Days: Experiment and Expansion
    (pp. 39-56)

    When the Board of Trustees of the Jeanes Fund assembled for their first regular meeting in February, 1908, and appointed Dr. Dillard as their first president, neither he nor they had formulated any plans for carrying out the trust imposed upon them. The first few months, therefore, were devoted to a careful survey of the field and to making whatever special enquiries seemed advisable. Many requests for help were received, and also many letters offering suggestions among them several from County Superintendents of Schools which were particularly welcome, for inasmuch as it was the expressed wish of Miss Jeanes that...

  16. [Illustrations]
    (pp. None)
  17. [Illustrations]
    (pp. None)
  18. [Illustrations]
    (pp. None)
  19. V Progress by Co-operation
    (pp. 57-71)

    With the general acceptance of the county as a basis for organizing the supervision of Negro rural schools, and the issue by Dr. Dillard of a letter of guidance and encouragement to Jeanes Teachers, the educational movement we are describing may be regarded as well under way. It would be interesting and pleasant to dwell at length on the adventures and achievements of the earnest pioneers to whom Dr. Dillard’s words were addressed, but enough has been said to reveal their enterprise, resourcefulness and courage, and we must pass to a consideration of the work being done by their successors,...

  20. [Illustrations]
    (pp. None)
  21. [Illustrations]
    (pp. None)
  22. [Illustrations]
    (pp. None)
  23. VI The Jeanes Teacher at Work
    (pp. 72-88)

    As soon as the effectiveness of rural school supervision had been demonstrated by the pioneer Jeanes Teachers the idea spread very quickly through the South, and expansion was limited only by the amount of money available. In 1913 the number of Supervisors was 122; by 1919-20 it had risen to 218; and in 1930-31 no less than 329 Jeanes Teachers were in the field. Since then the United States, and the Southern States in particular, have been passing through a period of acute economic depression, but in spite of this, and the necessity for drastic retrenchments of every kind, it...

  24. [Illustrations]
    (pp. None)
  25. [Illustrations]
    (pp. None)
  26. [Illustrations]
    (pp. None)
  27. VII The Jeanes Work: Adaptation and Experiment
    (pp. 89-107)

    The details given in the preceding chapter will have shown that the Jeanes Teacher today undertakes many tasks which did not concern the pioneers of the first ten or twelve years, and a comparison of summaries prepared by State Agents for Negro Schools brings out this fact still more clearly. Two such summaries are printed as an Appendix;¹ the first is for Virginia and the session 1912-13, the second for Louisiana and the session 1932-33. A comparison of these summaries, separated by an interval of twenty years, shows that while the old problems improvement of school buildings and grounds, extension...

  28. [Illustrations]
    (pp. None)
  29. [Illustrations]
    (pp. None)
  30. [Illustrations]
    (pp. None)
  31. [Illustrations]
    (pp. None)
  32. VIII After Twenty-five Years
    (pp. 108-121)

    In February, 1933, the Jeanes Trustees completed twenty-five years’ administration of the fund placed at their disposal by Miss Anna T. Jeanes, and the earlier chapters of this study have shown how faithfully and wisely they have fulfilled their trust. It remains only to re-emphasize the salient features of the movement which has developed under their guidance, and to estimate the significance of changes which have taken place in recent years and are still in progress.

    The outstanding characteristic of the Jeanes work has been its concentration on the needs of rural schools and rural communities. That this should be...

  33. IX The Changing South
    (pp. 122-126)

    The twenty-five years covered by this study have been eventful years for the South and have brought many changes. Industry has developed apace both above and below the Potomac, and the Southern Negro has flocked townward to swell the great coloured populations of New York, Chicago, Philadelphia, and Baltimore, or to find a home in the growing coloured sections of Washington, New Orleans, Birmingham, Atlanta, and many a lesser Southern city. In the North he could escape from many irksome restrictions; in the towns (North and South) he could hope to find more remunerative employment, a fuller social life, and,...

  34. Appendices
    (pp. 127-144)
  35. SELECTED BIBLIOGRAPHY
    (pp. 145-146)