SR_DPI_DNE_Special_Subject_File_B5F1_Durham_NC_College_Negroes_005

education which is universally recognised as liberal and cultural. We gold
the ideal preperation of a high school teacher not to be incompatible with a liberal
education. In our judgnent, then, an adequate training for teaching in the
high schools would comprehend essentually everything that would enter into a
liberal education. We are proposing, therefore, the thesis that the chief function
of the North Carolina College for Negroes is the preparation of teachers for the
high schools of the State.
What are the fields of training that would be represneted in the
preparation for high school teaching. The whole high schole curricula would
include: English, Mathematics, Science, History, Language, Agriculture, Home
Economies, Commerce, Music and Manual Arts. The individual teacher should be
prepared in two of these fields. What is there in a liberal education that would
not be represented by these bodies of knowledge? Ass to these Psychology and
Education and you have all that is required for the training for high school
teaching.
Shall the North Carolina College for Negros attempt to prepare for
all these high school fields? Clearly the institution should not try to train
teachers of Agriculture and Manual Arts. Such teachers shouls be trained
at A. and T. College, Greensboro. If that institution were were coeducational, it
would be the logical place for the training of Home Economics Teachers; but,
as now chartered and organized, that would not be possible. As we see it, then,
ultimately the North Carolina College for Negroes should be the institution
that would train for all types of high school teaching, except Agriculture and
Manual Arts.

Emmediate Aim of the Institution
While that would be the ultimate goal, what should be the immediate