City and Inter-State Migration 131 



schools. The central idea was to develop some one of the 

 rural schools to a point where it could offer high school 

 courses, limited teacher training, industrial and agricultural 

 work which would cultivate an appreciation of rural values. 

 A small boarding department was planned in order to give 

 the schools a wider clientele. 



Except where these schools were begun in connection with 

 some private institution, previously established, they have, 

 almost without exception, gravitated to villages, thereby 

 gaining the advantage, both of rural surroundings and of the 

 use of some public school which already had a better 

 building and teaching staff than the one room schools of the 

 open country. The village patrons together with the patrons 

 in surrounding rural districts raise more money for addi- 

 tional equipment and teachers than any one rural district 

 could raise. 



Constructive workers in the race and other social prob- 

 lems are too likely to neglect these extreme small towns of 

 strategic importance for the more evident problems of the 

 large city or the open country. It is apparent, however, 

 especially in view of the rate at which rural Negroes sift 

 through these places, that constructive programs would do 

 well to take into account the possibilities of work in villages 

 and small towns. By so doing they react on the city prob- 

 lems through the migrants from the small towns and on the 

 rural problems through the influence of the small town 

 leaders and institutions on the rural population. The develop- 

 ment of the automobile is giving even greater influence to the 

 small towns. 



LARGE CITIES 



Before 1910 there was very little migration of Negroes 

 from the Cot ton States to JNofthern c ities. There has been, 

 however t considerable urban developm ent within the South. 



In Georgia, the four cities with a total population of over 

 25,000 are: Atlanta, with 154,839; Savannah, with 65,064; 



