THE LIBRARY OF THE
UNIVERSITY OF
NORTH CAROLINA
THE COLLECTION OF
NORTH CAROLINIANA
C379
N87p
19U8/50
UNIVERSITY OF N.C. AT CHAPEL HILL
00016884720
This book may be kept out one month unless a recall
notice is sent to you. It must be brought to the North
Carolina Collection (in Wilson Library) for renewal.
Form No. A-369
BIENNIALREPORTOF
THE SUPERINTENDENT OF
PUBLIC INSTRUCTION
OF NORTH CAROLINA
FOR THE SCHOLASTIC YEARS
1948-1949 AND 1949-1950
PART ONE
SUMMARY AND RECOMMENDATIONS
ISSUED BY THE
STATE SUPERINTENDENT
OF PUBLIC INSTRUCTION
RALEIGH, NORTH CAROLINA
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LETTER OF TRANSMITTAL
State Board of Education
Superintendent of Public Instruction
Raleigh, North Carolina
December 1, 1950
To His Excellency , W. Kerr Scott, Governor
and Members of the General Assembly of 1951
Sirs:
In accordance with State law, I am submitting the Biennial
Report of the Superintendent of Public Instruction for the bien-num
ending June 30, 1950. This Report includes a summary of
the many phases of the public school system of the State for
recent years. It also includes my recommendations for the further
improvement of the State's public school system during the ensu-ing
biennum.
Respectfully submitted.
State Superintendent of Public Instruction
^
'^ $^
CONTENTS
ADMINISTRATION AND SUPPORT
Page
State Administration 5
Local Administration 11
Schools and School Buildings 17
Length of Term 20
Instructional Personnel 20
Enrollment and Attendance 26
Transportation 28
Textbooks 29
Financial Support 30
THE INSTRUCTIONAL PROGRAM
Elementary Schools 36
High Schools 37
Agricultural Education 42
Veterans Farmer Training Program 46
Homemaking Education 48
Trade and Industrial Education 51
Distributive Education 52
Guidance Services 56
School Libraries 58
School Lunch Program 60
School Health 62
Special Education 64
Resource-Use Education Program 67
Junior Colleges 70
Rehabilitation Services 70
RECOMMENDATIONS
Teacher Welfare 76
Attendance Workers 78
Junior Colleges 79
Federal Aid 79
Stafif Additions 80
STATE ADMINISTRATION^
The State Board of Education
The Constitution of North Carohna, as amended in 1945, pro-vides
for a State Board of Education^ composed of a membership
of 13 persons, as follows: (a) three ex-officio members including
the Lieutenant Governor, elected as chairman by the board, the
State Treasurer, and the Superintendent of Public Instruction as
ex-officio secretary; and (b) ten members appointed by the Gov-ernor
and confirmed by the General Assembly in joint session,
with two appointed from the State at large and one appointed
from each of eight educational districts as determined by the
General Assembly. Appointments, subsequent to the first one,
are made every two years for overlapping terms of eight years,
in a 3-2-3-2 order. "The per diem and expenses of the appointive
members shall be provided by the General Assembly."
Powers and Duties. The Constitution specifies that the State
Board shall have the following powers and duties: It shall "suc-ceed
to all powers and trusts of the President and Directors of
the Literary Fund and the State Board of Education as hereto-fore
constituted." Also it shall have the power to "divide the
State into a convenient number of school districts," . . . "regulate
the grade, salary and qualifications of teachers," . . . "provide for
the selection and adoption of the textbooks to be used in the
public schools," . . . "generally to supervise and administer the
free public school system of the State and make all needful rules
and regulations in relation thereto."
More specifically, the State Board is empowered to (a) adminis-ter
the State appropriations for instructional services; instruc-tional
materials such as textbooks and libraries, plant operation,
vocational education, transportation, and other operational costs;
(b) make rules and regulations for teachers certification; (c)
make rules and regulations on census and attendance; (d) devise
financial records and reports; (e) approve powers for local ad-lExcerpts
from Education in North Carolina, Today and Tomorrow. A Report of the
State Education Commission, 1948. Although this section of this Report was printed in the
1946-48 Report, it is being revised and reprinted since there is continued calls for such
information.
2The Constitution of North Carolina, Article IX, Sections Eight and Nine, 1945.
6 Biennial Report of State Superintendent
ministrative units' action; (f) manage the State's permanent
school fund; (g) determine the school centers and attendance
areas; and (h) administer federal funds for vocational education.
The Board is clothed with authority to make all rules and
regulations necessary to carry out the purpose and intent of the
law. The Board elects its chairman and vice-chairman.
In accordance with the law, regular Board meetings are held
each month. Special meetings may be called by the secretary
with the approval of the chairman. A majority of the Board con-stitutes
a quorum for the transaction of business.
State Superintendent of Public Instruction
The Constitution also provides for a State Superintendent of
Public Instruction who ''shall be the administrative head of the
public school system and shall be secretary of the Board."^ He
is elected by popular vote for a term of four years. He serves as
a member of the Council of State, as an ex-officio member of the
State Board of Education, as ex-officio chairman of the Board of
Trustees of East Carolina Teachers College, and as an ex-officio
member of the Board of Trustees of the Greater University of
North Carolina.
Poioers and Duties} As an elected State official, the law sets
forth a number of general duties of which three are "to look after
the school interests of the State and to report biennially to the
Governor at least five days previous to each regular session of
the General Assembly; to direct the operations of the public
schools and enforce the laws and regulations thereto; to acquaint
himself with the peculiar educational wants of the several sections
of the State and to take all proper means to supply such wants
by council with local school authorities, by lectures before teachers'
institutes, and by addresses before public assembly relating to
public school and public school work."
The State Superintendent is authorized, in addition to the afore-mentioned
general duties, to perform such specific duties as ap-proving
a program of studies for standard high schools, preparing
a course of study for the elementary schools, approving plans for
school buildings, and serving as executive officer of the State
Board with regard to vocational education.
3The Constitution of North Carolina, Article IX, Sections Eight and Nine, 1945.
4public School Laws, 1943, Paragraph 115-128.
North Carolina Public Schools 7
Relationships at the State Level
In implementing Sections 8 and 9 of Article IX of the Con-stitution
relating to State educational organization, the General
Assembly stated that one purpose of its Act^ of 1945 was "to de-fine
and clarify the duties and responsibilities of the State Board
of Education and the State Superintendent of Public Instruction
in connection with the handling of fiscal affairs of the Board and
such other duties and responsibihties as set forth in this Act."
Division of Functions of State Board. The act emphasizes that
the State Board of Education is to be the central educational au-thority
and, as such, is responsible for planning and promoting
the educational system. At the same time, Section 5 of this act
states that the duties of the Board are to be divided into two
separate functions as follows: (a) "Those relating to the super-vision
and administration of the public school system, of which
the Superintendent shall be the administrative head, except as
they relate to the supervision and management of the fiscal affairs
of the Board;" and (b) "Those relating to the supervision and
administration of the fiscal affairs of the public school fund com-mitted
to the administration of the State Board of Education, of
which the Controller shall have supervision and management."
Secretary of Board. Section 8 of this act prescribes the duties
of the State Superintendent as secretary of the Board. Four of
the ten enumerated duties are:
"1. To organize and administer a Department of Public
Instruction for the execution of instructional policies estab-lished
by the Board.
"2. To keep the Board informed regarding development
in the field of public education.
"3. To make recommendations to the Board with regard
to the problems and needs of education in North Carolina.
"4. To make available to the public schools a continuous
program of comprehensive supervisory service."
Controller. Section 4 of this act provides for the appointment
of the Controller by the Board, subject to the approval of the
Governor. Section 9 states that "the Controller is constituted the
executive administrator of the Board in the supervision and man-agement
of the fiscal affairs of the Board." This section then de-
SPublic Laws, 1945, Chapter 530.
8 Biennial Report of State Superintendent
fines the fiscal affairs of the Board, thereby pointing out definitely
the scope of responsibility for which the Board expects to look to
the Controller for professional advice. Section 10 of the act sets
forth in considerable detail the duties of the Controller and the
procedures to be followed as he discharges his responsibilities.
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North Carolina Public Schools 9
Staff and Services
In North Carolina the ethieational leadership provided by pro-fessional
personnel at the State level is untler the direction of
the State Superintendent of Public Instruction and the Controller.
This professional staff is organized by divisions, each of which
is responsible, under the direction of the Superintendent, the
Controller, or both for rendering certain designated services. The
names of these divisions with brief statements of their respec-tive
areas of responsibilities follow:
Division of Ifistriictio^nd Service. This division provides services
as follows: inspection and accreditation of schools; general super-visory
assistance in the improvement of instruction; preparation
of curriculum bulletins and other publications for the use of teach-ers
and other school personnel; and assistance in special areas, for
example, resource-use education, visual aids, surveys, library, and
adult and special education.
Division of Negro Education. This division, provided for by
law (G.S. 115-30) renders special assistance to Negro schools,
including inspection and rating of schools, supervisory activities,
the improvement of training of teachers in co-operation with in-stitutions
of higher learning for the Negro race, and in race rela-tions.
Division of Professional Service. This division, provided for by
law (G.S. 115-29) , has charge of the administration of the rules
and regulations of the State Board of Education with regard to
the certification of teachers; issues all teachers' certificates; rates
teachers employed each year as to certificate held and teaching
experience; and co-ordinates the work of the department with
that of the various institutions of higher learning in the field of
teacher education.
Division of Publications, and Statistics. This division has charge
of the editing, compiling and preparation of material to be print-ed,
and of the distribution of bulletins, forms, etc. to the local
units and individuals; serves as the purchasing agency for all
other divisions except plant operation, teacher allotment and
general control, transportation and a part of audits and account-ing;
and services all divisions in the matter of mail, distribution
of supplies, and so on.
Division of Schoolhouse Planning and Surveys. This division
is concerned with plans for new buildings and their location and
10 Biennial Report of State Superintendent
erection. Surveys are also a part of the work of this division.
School-Health Co-ordinating Service. This division is jointly
administered by the State Department of PubHc Instruction and
the State Board of Health. It is interested in health services and
health education in the public schools.
Division of Textbooks. This division has charge of purchasing
and distributing free basal textbooks and administering the rental
system for high school books and supplementary reading in the
elementary grades.
Division of Teacher Allotment and General Control. This divi-sion
is responsible for applying the rules of the State Board gov-erning
the applications of the local units for teacher allotments,
and allots funds to be expended for the object of general control
in the local budgets.
Division of Auditing and Accounting. This division is concerned
with a continuous auditing, month by month, of expenditures by
the local units from the State Nine Months' School Fund, and is
charged with the accounting of all funds, State and P'ederal, under
the control of the State Board of Education, including the ap-propriation
for the State Department of Public Instruction (ad-ministration
and supervision) , Vocational Education, State Text-book
Fund, Veterans Training Program, State Literary Fund,
and any other funds expended for public school purposes. Its
work includes all budget making, bookkeeping, writing vouchers,
making reports, application of salary scales to local school per-sonnel,
and so on.
Division of Plant Operation . This division has charge of plant
operation as set forth in the Nine Month's School Fund budget.
Division of Transportation. This division administers the school
bus transportation system of the State—purchasing new buses,
mapping bus routes and administering the rules of the State Board
governing transportation.
Division of Vocational Education. This division administers the
program of vocational education, which includes vocational agri-culture,
home economics, trades and industries, distributive oc-cupations,
guidance, vocational rehabilitation, veterans related
training, school lunch program, veterans farmers training (under
the G. I. Bill) , and the program of requiring the inspection, ap-proval
and supervision of those institutions and establishments
offering on-the-job-training to veterans under the G. I. Bill.
North Carolina Public Schools 11
Diiumou oj hi.snrance}' The responsibility of this division is that
of administering the public school insurance fund, which was au-thorized
by the General Assembly of 1949 to provide insurance
on school property.
Division of Special Education J This Division was created in
1947 "for the promotion, operation and supervision of special
courses of instruction for handicapped, crippled, and other classes
of individuals requiring special types of instruction."
LOCAL ORGANIZATION
Number and Size of Local Administ-rafive Units
The public schools of North Carolina are administered through
100 county administrative units and 72 city administrative units.
Except in those counties in which the 7'-2 city units have been
established, the county unit corresponds to the political govern-ment
unit.
Each of the 100 county and 7*2 city administrative units exist-ing
in 1949-50 reported its school population, ages 6 to W, in-
SGeneral Statutes, Ch. 115, Art. 3D.
^General Statutes, Ch. 115, Art. 3B.
A modern school building is functionally designed
The one story building provides safety and easy access to outdoor teaching and play areas
elusive, for that year. The distribution of these units by designated
intervals of school population is shown in the following table:
DISTRIBUTION OF ADMINISTRATIVE UNITS BY SCHOOL POPULATION
School Population No. of Administrative Units
County City
1.500 or less 4 7
1.501 to 3,000 10 26
3,001 to 6,000 25 25
6,001 to 10,000 35 9
10,001 to 15,000 17 3
15,001 to 20,000 6 1
20,001 to 25,000 3 1
Total 100 72
For 1949-50 the county administrative units reported a total
of 778 school districts for whites and 515 districts for Negroes.
The number of school districts per county ranges from 1 to 21
for whites and from 1 to 13 for Negroes for the 97 counties hav-ing
such districts.
County Board of Education
The county boards of education, the governing authorities for
the county units, consists of from 3 to 7 members. Of the 100
county boards in 1949-50, 31 each report 3 members; 56 each, 5
members; 6 each, 6 members; and 7 each report 7 members.
Members of county boards are nominated biennially in the
North Carolina Public Schools 13
party primaries and are appointed by the General Assembly for
terms of 2, 4, or 6 years. When the names of the persons so
nominated have been duly certified by the chairman of the county
board of elections to the State Superintendent, he transmits the
names of the nominees by political party to the committees on
education of the General Assembly, which selects and appoints
one or more from these candidates as members of the board of
education of the county involved. Should the General Assembly
fail so to elect or appoint one or more of these candidates as
board members, the State Board of Education, by law, fills the
vacancy or vacancies so created. The term of office of each mem-ber
begins on the first Monday of May of the year in which he
is elected and continues until his successor is elected and qualified.
The law prescribes four meetings each year and states that the
board may elect to hold regular monthly meetings and such special
meetings as the school business of the county may require.
Board of Trustees
In the city administrative imit the governing authority is the
board of trustees. The number of members making up these
boards ranges from three to twelve. The median number of mem-bers
is six. Only one of the 72 boards has three members; o8 have
either five, six, or seven members; and 18 have more than seven
members.
Board members are elected either by election by popular vote,
by appointment, or by a combination of these two, except for 4
boards reported as being self-perpetuating.
Powers and Duties of County and City Boards
The law^ states that "it is the duty of the county board of edu-cation
to provide an adeqiuite school system for the benefit of all
of the children of the county as directed by law." "The county
board of education, subject to any paramount powers vested by
law in the State Board of Education or any other authorized
agency shall have general control and supervision of all matters
pertaining to the public schools in their respective counties and
they shall execute the school law in their respective counties."
The law further states that city administrative units are to ''be
dealt with bv the State school authorities in all matters of school
SPublic Laws. I'Hi, Chapter 115.
14 Biennial Rp-.port of State Superintendent
administration in the same way and manner as are county ad-ministrative
units."
Although the law sets forth specific duties in considerable de-tail,
the general scope of the powers and duties of county and city
boards are: (a) appointment of the superintendent; (b) budget
administration and money management, including preparation of
budget, financial accounting, financial report to the State Board of
Education, presentation and support of budget requests to the
board of county commissioners, administration of bond elections
and bond issues, debt service accounting, and other fiscal manage-ment
responsibilities; (c) school plant planning, maintenance, and
operation; (d) administration of transportation; (e) planning and
effectuating the educational program; (f) setting the school
calendar; (g) appointment of district committeemen; (h) appoint-ment
of members of the superintendent's staff; (i) final approval
of all employees' contracts; (j) acting as agent for the State
Board of Education; and (k) other powers and duties.
Fiscal Dependence
County boards depend upon county commissioners for approval
of their respective school budgets and for the levying and collect-ing
of such local taxes for school purposes as may be necessary
to provide required local funds called for in their several budget
estimates. Similarly, city boards depend upon city commissioners
Large window areas provide more adequate natural lighting and ventilation
Individual classroom units offer a more intimate association with the outdoors
and/or upon county commissioners for approval of their budgets
and for the levying and collecting of local taxes for school pur-poses
to provide necessary local funds required in accordance with
approved budget estimates. Both depend upon the State Board of
Education for approval of their budget estimates.
County Superintendent of Schools
The superintendent of schools of a county unit is appointed for
a two-year term by the county board of education, subject to the
approval of the State Board and the State Superintendent. He
must be a resident of the county of which he is superintendent
and cannot legally be regularly employed in any other capacity
that may limit or interfere with his duties as superintendent. He
serves as the administrative officer of the county board.
He must be a graduate of a four-year standard college, hold a
superintendent's certificate, have had three years of experience
in school work in the past ten years, and present a doctor's certi-ficate
showing that he is free from any contagious disease. With
the approval of the State Superintendent, a county superintendent
may serve as principal of a high school in his county or as a
superintendent of a city unit in his county. The county superin-tendent
may also serve as welfare officer.
The county superintendent's salary is determined in accordance
with a State standard salary schedule fixed and determined by
the State Board. However, his salary may be supplemented from
local funds by authority of the county board. His salary may also
be supplemented when he serves as a high school principal, as
16 Biennial Report of State Superintendent
superintendent of a city unit in his county, or as county welfare
officer.
City Superintendent- of Schools
The superintendent of a city unit is ai)i)<)inted for a two-year
term by its board of trustees subject to the approval of the State
Board and the State Superintendent. He serves as the admini-strative
officer and ex-officio secretary of the board of trustees.
Superintendents of city units must meet the same qualifications
as county superintendents.
Powers and Duties of Superintendents
The general powers and duties of county and city superin-tendents
may be summarized as follows: (a) financial accounting
(records and reports) ; (b) public accounting (records and re-ports)
; (c) census taking and attendance service; (d) prepara-tion
of budget estimates; (e) storage, repair, and distribution of
textbooks; (f) storage and distribution of supplies, fuel, and so
on; (g) supervision of transportation; (h) maintenance and op-eration
of the plant; (i) directing library service; (j) manage-ment
of the school lunch room program; (k) direction of health
services; (1) securing and assigning the instructional personnel;
The well planned classroom encourages good learning
^j^^K^^^^f-^
North Carolina Piiblic Schools 17
(m) evaluating educational 8er\ic'e8 involving testing, promotion,
and efficiency of instruction; (n) allocating responsibility; (o)
planning and implementing the educational program including re-organization,
expansion, and facilities; (p) planning and ad-ministering
the extra-curricular program, (q) planning and ad-ministering
the community program.
SCHOOLS AND SCHOOL BUILDINGS
Schools are classified as elementary, grades 1-8 or any combina-tion
thereof, and high school, grades 9-l'2. Although an ele-mentary
school is operated in connection with practically all high
schools in county imits, locally designated " High School,"
the statistics presented in the following tables include elementary
grades and high school grades as separate schools.
As these figures show, there is a downward trend in the num-ber
of elementary schools, this trend due largely to the elimina-tion
of the smallest schools. ^lost high schools have from three
to eleven teachers. However, latest figures indicate an increase
in the number of larger high schools, both white and NesTo.
18 Biennial Report of State Superintendent
North Carolina Public Schools 19
The responsibilities for the erection of school buildings and the
care of school property are with county boards of education in
county units and city boards of trustees in city units. Construc-tion
is financed from funds raised by bond issues, borrowed money,
tax levies, gifts, etc.
As the following figures show there is a downward trend in
the number of schoolhouses. This is due to the fact that when
new buildings are erected, they often replace several small wooden
structures.
20 Biennial Repoht of Statk Siperintendent
LENGTH OF TERM
By an admendment to the Constitution in 1917 the minimum
school term was set at six months (l'-2() days) effective for the
first time in 1919-"2(). Districts or county and city units could by
a vote of the jjeople extend the term beyond this minimum. The
General Assemblj^ of 1981 assumed support of a six months term
out of State funds on certain State standards of cost. Likewise,
this General Assembly continued an appropriation for a longer
term up to eight months in special high school districts. In 1983
an eight months State-supported school term was set up by legis-lative
act. Ten years later the General Assembly increased the
school term to nine months.
The accompanying table shows the average terms at five-year
intervals from 1919-'20 to 1944-45. Since 1944-45 the average term
has been approximately 180 days in both white and Negro schools.
North Carolina Public Schools 21
visors of instruction from State funds. To such positions the
State Board allotted 225 persons, 152 white and 73 Negro.
Several of the larger city units provided for the emi^loyment of
20 additional supervisors to give attention to specific subject areas.
In the following table supervisors are included in the number
of principals for the year 1949-50:
Workshops provide teachers with opportunities to grow
Training
Approximately 90 per cent of present North Carolina teachers,
principals, and supervisors hold certificates based on college grad-uation
and above. Around 3,000 of the total instructional person-nel
employed hold certificates based on less than college gradua-tion.
(See the following table.) The index shows the average
training of all teachers and principals. (100 points equals a year's
training above elementary school.) White teachers reached their
highest average in 1940-41 with an index of 793.3. The average
training of Negro teachers is now, 1949-50, at its highest with an
index of 804.2.
The following table gives the number of teachers and principals
at each training level and the average training index for certain
selected years:
Good rural schools require safe transportation facilities
SCHOLARSHIP OF TEACHERS, PRINCIPALS AND SUPERVISORS*
WHITE
j High School \ . College [ \ ]
Year | 2yrs. 3yrs. 4yrs. 1 yr. | 2yrs. Syrs. 4yrs. 5yrs. I Total I Index
1921-22
1924-25
1929-30
1934-35
1939-40
1944-45
1945-46
1946-47
1947-48
1948-49
1949-50
I
1.5041
487
1,3831 5,523 887|
1,233| 4,952j 1,731|
43
24 Biennial Report of State Superintendent
Salaries
The first of the two folIo\viii<^' tables shows average salaries paid
teachers and principals from both State and local funds. The
second table gives the number of persons and average salaries
paid from State funds.
North Carolina Public Schools 25
NUMBERED EMPLOYED AND AVERAGE SALARIES, STATE FUNDS
Elementary:
High School:
Total:
Elementary:
High School:
Total:
1935-36
1939-40
1944-45
1945-46
1946-47
1947-48
1948-49
1949-50*
1935-36
1939-40
1944-45
1945-46
1946-47
1947-48
1948-49
1949-50*
1935-36
1939-40
1944-45
1945-46
1946-47
1947-48
1948-49
1949-50*
A. Teachers
WHITE NEGRO
No.
12.304
12.082
12,984
12,911
12,875
12,919
13.482
14,043
3,544
4.279
3.122
3,049
3,523
3,534
3,782
4.035
15,848
16,361
16,106
15,960
16,398
16,453
17,264
18,078
Average
.$ 735.50
916.42
1,249.21
1,454.16
1,626.95
1,919.06
2,206.32
2.458.06
779.12
905.80
1,257.83
1,479.64
1.643.75
1.941.56
2,223.87
2,460.19
745.22
913.64
1,250.88
1,459.03
1.630.56
1.923.90
2,209.99
2,4,58.65
No.
5,820
5,864
6,075
6,048
5,913
5,850
5,912
6,069
720
982
814
802
929
952
1,066
1,171
6,540
6,846
6,889
6,850
6,842
6,802
6,978
7.240
Average
$ 496.66
671.18
1,272.52
1,489.74
1,686.77
1,998.89
2.308.82
2.559.71
579.55
709.53
1,247.49
1,467.54
1.648.05
1,938.64
2,223.62
2.459.24
505.78
676.68
1,269.56
1,487.14
1,681.51
1.990.46
2,295.81
2.543.46
26 Biennial Report of State Si'perintendent
ENROLLMENT AND ATTENDANCE
During the war years, from 1939-40 to 1944-4o, there was a
decrease in enrolhiient in the piibHc schools. Since 1944-45, how-ever,
there has been a tendency for both enrolhiient and attend-ance
to increase, as the followino- table shows:
North Carolina Public Schools 27
As the table Enrollment by Grade shows, the distribution of
enrollment by grades has improved within the five-year period
from 1944-4.5 to 1940-.5(). The proportion in all high schools in-creased
from 19.!^ per cent in 1944-45 to '-20.4 per cent in 1949-50.
The national average was 23.1 per cent in 1948-49.
28 RiENNi.AL Report of State Superintendent
The relationship of jnipils in a\erage daily membership to
average daily attendance indicates the holding- power of the
schools. As the following table shows high .school pupils attend
school better than elementary school pupils. Likewise, white
children attend better than Negroes.
North Carolina Public Schools 29
TEXTBOOKS
State purcliase and (listrihution of textbooks began in 1985-36.
Basal books for nse in grades 1-7 were made free to pnpils in
1937-38. The provisions of the huv providing free basal books were
made applicable to the eighth grade in 194..5-4-6. Books nsed in
the high school, grades 9-1*2, are now furnished to the schools
under a rental plan. Rental fees are also charged for supjilemen-tary
readers used in the elementary grades.
The following tables show the various aspects of the State's
textbook program:
Young children need easy reading materials
North Carolina Public Schools 31
State Funds
The following table shows the appropriation expenditures from
the General Fund for various school purposes from 1933-34 to
1949-50:
32 HiKNNiAL Report of Statk Superintkndknt
ing school facilities other than those provided with the use of
State, county and local funds.
The local units are also responsible for capital outlay and debt
service. In some few instances money is raised locally through
gifts and money raising activities for the use of the local school.
Local Funds
The table below shows expenditures from county, city and
district sources for recent vears:
North Carolina Public Schools 33
Current Expenditures
The cost of operating the pubhc schools tends to increase as
the fio'ures in the followino- table show:
CURRENT EXPENSE
Federal
$ 688
451
263,
285,
554,
601,
610,
1,133,
2,043
2,085
2,341
3,357,
3.673.
0,628,
9,020
10,895
12,054
Funds*
,034.20
,862.29
434.76
339.98
179.02
,716.47
146.82
215.50
,299.84
,004.84
,662.48
,469.23
,247.44
,280.85
,294.13
,204.12
,108.25
State Funds**
815,658,023.31
16,702.079.05
20.249.600.42
21.447,700.00
25,307,657.23
25.348,706.63
26,297,493.15
27.751,261.40
28,720.783.56
31,397.524.31
37,823,657.03
39,465,521.35
45,317,503.12
53,084,606.65
62,764,000.75
73,098,346.65
84.999,202.42
Local Funds
$ 1,950,306.27
2.099,556.73
3,109,939.61
3,817,032.78
4,436,024.90
4,800,855.93
5,136,723.59
5,311,320.59
5,920,580.41
4,221,180.10
0,484,295.18
7,265,140.48
7,979,704.66
9,862,230.33
12,471,074.01
15,043,999.40
10.214.185.10
Total
; 18,290,363.78
19,254,098.07
23,623,040.79
25,550,073.36
30,298,401.21
30,811,279.03
32,044,363.56
34,195,797.55
30,684,669.81
37,703,709.31
46,649,614.09
50,088,131.06
56,970,455.22
70,175,117.83
84,255,968.89
99,637,550.17
113,272,495.83
"Includes small amounts from philanthropic funds.
textbook, and other State funds.
'^ Includes vocational.
Expenditure Per Pupil
Expenditures per pupil in average daily attendance are shown
below:
34 Biennial Report of State Superintendent
SUMMARY OF EXPENDITURES STATE NINE MONTHS SCHOOL FUND, 1948-49
Classification by Objects and Items White Negro Total
A. State Aid Paid Out By Units
61. General Control:
611. Salary: Superintendents $ 965,619.42 $ $ 965,619.42
612. Travel: Superintendents 54,865.25 54,865.25
613. Salary: Clerical Assistants 494,744.66 494,744.66
614. Office Expense 66.362.22 66,362.22
615. County Boards of Education 9,984.95 9,984,95
Total General Control $ 1,591,576.50 $ $ 1,591,576.50
62. Instructional Service:
621. Salaries: Elementai-y Teachers S29, 745, 580.33 $13,649,787.21 $43,395,367 54
622. Salaries: High School Teachers___ 8,407.643.82 2,370,377.46 10,778 02128
623. Salaries:
1. Elementary Principals 1,296,139.22 353.280.58 1,649,419.80
2. High School Principals 2,679.556.53 787.460.41 3,467,016,94
Sub-Total Salaries $42,128,919.90 $17,160,905.66 $59,289,825.56
624. Instructional Supplies 225,876.32 85,821.44 341,697.76
Total Instructional Service $42,384,796.22 $17,246,727.10 $59,631,523.32
63. Operation of Plant:
631. Wages: Janitors $ 1.621,820.95 $ 304,930.11 $ 1,926,751.06
632. Fuel 892,047.57 255,143.46 1,147,191.03
633. Water, Light, Power 267,242.66 57,991.91 325,234.57
634. Janitors Supplies 122,733,54 41,705.48 164,439.02
635. Telephone 19,150,49 3,106.77 22,257.26
Total Operation of Plant $ 2,922,995.21 $ 662,877.73 $ 3,585,872.94
65. Fixed Charges:
653. Compensation: School Employees_$ 11,579.57 $ 3,282.20 $ 14,861.77
654. Reimbursement: Injured Pupils 5,094.07 843.15 5,937.22
Total Fixed Charges $ 16,673.64 $ 4,125.35 $ 20,798.99
66. Auxiliary Agencies:
661. Transportation of Pupils:
1. Wages of Drivers $ 905,284.75 $ 206,946.00 $ 1,112,230.75
2. Gas, Oil, Grease 714,965.41 176.810.17 891,775.58
3. Salary: Mechanics 752,149.34 166,364,32 918,513.66
4a. Repair Parts, Batteries 586,840.40 147.377.50 734,217,90
4b. Tires and Tubes 217.800.77 46,060.29 263,861.06
4c. Insurance and License 15,517.46 3,119.72 18,637.18
5. Contract Transportation 19,730.69 20,464.16 40,194,85
Sub-Total (1-5) $3,212,288.82 $ 767,142.16 $ 3,979,430.98
6. Major Replacements 1,831,431.06 324,843.56 2,156,274.62
7. Principals Bus Travel 32,703.39 7,364.36 40,067.75
Total Transportation $ 5,076,423.27 $ 1,099,350.08 $ 6,175,773.35
662. School Libraries 149,640.07 44,379.01 194,019.08
Total Auxiliary Agencies $ 5,226,063.34 $ 1,143,729.09 $ 6,369,792.43
Total Paid Out By
Administrative Units $52,142,104.91 $19,057,459.27 $81,199,564.18
B. State Aid Paid Direct:
Printing $ 1.376.12
Total Support of Public Schools $81,200,940,30
North Carolina Public Schools 35
SUMMARY OF EXPENDITURES STATE NINE MONTHS SCHOOL FUND, 1949-50
Classification by Objects and Items White Negro Total
A. State Aid Paid Out By Units
61. General Control:
611. Salary: Superintendents $ 1,012,465.14 $ $ 1,012,465.14
612. Travel: Superintendents 64,330.83 64,330.83
613. Salary: Clerical Assistants 511,907.34 511,907.34
614. Office Expense 87,376.68 87,376.68
615. County Boards of Education 9,988.79 9,988.79
Total General Control $ 1,686,068.78 $ $ 1,686,068.78
62. Instructional Service:
621. Salaries: Elementary Teachers $34,520,605.28 $15,534,850.54 $50,055,455.82
622. Salaries: High School Teachers..- 9,926,858.12 2,879.768.36 12,806,626.48
623. Salaries:
1. Elementary Principals 1,518,781.84 391,490.75 1,910,272.59
2. High School Principals 2,911,011.59 885,258.48 3,796,270.07
Sub-Total Instructional Salaries_$48,877,256.83 $19,691,368.13 $68,568,624.96
624. Instructional Supplies 367,527.30 132.199.58 499,726.88
625. Salaries: Supervisors 463,987.20 223,183.29 687,170.49
Total Instructional Service $49,708,771.33 $20,046,751.00 $69,755,522.33
63. Operation of Plant:
631. Wages: Janitors $ 1,718,224.61 $ 337,096.47 $ 2,055,321.08
632 Fuel - - - 937,616.60 271,555.71 1,209,172.31
633. Water, Light. Power 334,043.99 76,043.18 410,087.17
634. Janitors' Supplies 208,409.06 72,619.22 281,028.28
635. Telephone 22,166.71 4,154.37 26,321.08
Total Operation of Plant $ 3,220,460.97 $ 761,468.95 $ 3,981,929.92
65. Fixed Charges:
653. Compensation: School Employees-S 10,234.03 $ 5.629.65 $ 15,863.68
654. Reimbursement: Injured Pupils..- 23,849.31 1,245.47 25,094.78
Total Fixed Charges $ 34,083.34 $ 6,875.12 $ 40,958.46
66. Auxiliary Agencies:
661. Transportation of Pupils:
1. Wages of Drivers $ 819,606.80 $ 201,848.00 $ 1,021,454.80
2. Gas, Oil, Grease 707,910.63 202,904.81 910,815.44
3. Salary: Mechanics 780,953.41 194,789.73 975,743.14
4a. Repair Parts, Batteries 599,361.39 161,259.69 760,621.08
4b. Tires and Tubes 234,546.31 57,080.78 291,627.09
4c. Insurance and License 6,064.53 1,419.47 7.484.00
4d. Garage Equipment 12,077.67 2,705.26 14,782.93
5. Contract Transportation 25,777.79 20,334.03 46,111.82
Sub-Total (1-5) $ 3.186,298.53 $ 842,341.77 $ 4,028,640.30
6. Major Replacements 1,308.017.81 339,834.96 1,647,852.77
7. Principals' Bus Travel 34,227.35 8.516.81 42,744.16
Total Transportation $ 4.528,543.69 $ 1,190,693.54 $ 5,719,237.23
662. School Libraries 247,249.28 78,420.35 325,669.63
664. Child Health Program 376,908.35 143,968.09 520,876.44
Total Auxiliary Agencies $5,152,701.32 $ 1,413,081.98 $6,565,783.30
"^Administrative Units $59,802,085.74 $22,228,177.05 $82,030,262.79
B. State Aid Paid Direct:
Printing $ 3,766.10
Total Support of Public Schools $82,034,028.89
36 Biennial Report of State Superintendent
II
THE INSTRUCTIONAL PROGRAM
Elemenf-ary Schools
The first eight years of the North CaroHna twelve-year pro-gram
constitute the elementary school. Approximately 80 per
cent of the total enrollment in the public schools is in these ele-mentary
grades, 711,804 in 1949-50. The number of teachers,
principals, and supervisors employed in these schools in 1949-50
was 21,399. Although the enrollment and teacher assignments in
the elementary school are far greater than in the high school, there
were only 736 elementary principals and supervisors against 907
high school principals and supervisors. This difference gives an
indication of the number of union schools in the State with a
total twelve-year program, and also indicates the existence within
the State of several very small elementary schools.
The elementary curriculum in North Carolina is designed to
provide for individual children, according to their needs and
abilities, a balanced experience in reading, language, spelling, writ-ing,
arithmetic, social studies, health, physical education, art,
music, and science. Through these subject areas children are given
Community orientation by a child-made map is a "natural" learning experience
Where We Live n Our Community
Oecond \^rQ6^ Derea ochool
Learning about the home state through the use of a map helps fix the idea of location
opportunities to gain competence in the basic skills and to develop
properly in the important areas of physical and emotional ma-turity
and good citizenship. In adapting and modifying the cur-riculum
to varying community needs, emphasis is directed to the
necessity of planning a total program which promotes maximum
child growth and development.
This curriculum is implemented by use of free textbooks.
Library books, supplementary readers, maps and globes, art and
construction supplies, music appreciation materials, and other in-structional
aids are also used in enriching the curriculum.
High Schools
A study of the North Carolina schools has revealed that the
central problems in improving the educational opportunities for
North Carolina youth is the small size of most of the high schools.
The curriculum offerings for a large part of the high schools are
limited to the five academic fields: English, mathematics, social
studies, science and foreign languages. Three-teacher high schools
attempt to offer four units in each of these subject fields, except
for foreign languages in which only two units are offered. Such
a program has been designed primarily for the small groups which
will go to college and probably accounts for the tremendous with-drawal
of pupils for whom opportunities are inappropriate.
By careful planning, limited opportunities in home economics
and agriculture or industrial arts are possible in four and five
teacher high schools.
38 Biennial Rkfort of State Superintendent
In high schools with six or more teachers, it becomes possible
to yar}^ the opportunities to suit the needs and abihties of a
variety of students. The number of high schools with six or more
teachers is increasing from year to year. In 1944-45 43 per cent
of the schools had six or more teachers, whereas for the session
1949-50 there were 590 schools or 62 per cent with six or more
teachers. However, the number of small high schools is still one
of the greatest handicaps to the development of a satisfactory
curriculum.
As is shown in the accompanying table the percentage of
schools offering other than the five subjects mentioned above are
as follows: Agriculture, 55; typewriting, 63; shorthand, 32; music,
15; industrial arts, 11; vocational shop and trades 6; art, 5;
diversified occupations, 5; and distributive education, 2.
Only about half of the persons who enter high school graduate
four years later. It has been found that the holding power of the
larger high schools is greater than that of the smaller schools.
Publishing the school paper provides many learning experiences
^21^
Good learning experiences are offered in operating the school store
NUMBER OF HIGH SCHOOLS BY NUMBER OF TEACHERS, 1949-50
NUMBER-SCHOOLS
Number
Teachers & WHITE NEGRO
Principals County City Total County City Total TOTAL
1-2 20 1 21 22 2 24 45
3 49 1 50 11 6 17 67
4 6G 2 08 29 7 36 104
5 103 5 108 35 9 44 152
1-5 238 9 247 97 24 121 368
6 96 1 97 22 7 29 126
7-11 248 24 272 43 13 56 328
12-16 36 18 54 4 12 16 70
Above 16 -_ 7 46 53 "l 11 13 66
6 and above. 387 89 476 71 43 114 590
Total 625 98 723 168 67 235 958
40 Biennial Report of State Superintendent
NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS
1949-50
(From High School Principal's Annual Reports)
WHITE NEGRO TOTAL
SUBJECTS
(Grades 9-12)
No.
Schools
No.
Students
No. No.
•Schools Students
No.
Schools
No.
Students
English:
English I
English II
English III
English IV
Dramatics
Speech
Journalism
Spelling
Advanced Dramatics __
Stagecraft
Radio
Shakespeare
Remedial Reading
and English
Advanced Composition
and Grammar
Current Literature
Library Science
Mathematics:
General Mathematics
Algebra 1
Algebra II
Plane Geometry
Solid Geometry
Trigonometry
Advanced Algebra
Basic Mathematics
Arithmetic
Shop Mathematics
Survey, Practical Fusion.
Social Studies:
Citizenship
World History
U. S. History
Economics
Sociology
Problems
Geography
Ancient History
Modern History
N. C. History
Negro History
Family Life &
Human Relations
Social Problems
Government
Consumer Economics
Latin American History.
Current History
Occupations
Guidance
Science:
General Science
Biology
Chemistry
Physics
Advanced Biology &
Physiology
Physical Science,
Senior Science
Current Science
Photography
Health and Safety:
Health
716
702
690
689
61
43
66
45
1
1
1
1
5
1
14
529
663
402
496
38
40
27
2
546
407
627
425
426
38
174
9
13
17
1
11
4
1
1
7
46,416
37,221
30,041
26,153
1,514
838
1,623
3,862
15
28
106
23
345
65
28
378
28,133
33,702
14,020
10,768
574
818
602
18
209
36
109
29.603
14,827
29,194
10,090
10,120
1,005
4,151
227
365
495
28
706
229
32
24
139
275
526 23,807
683 36,504
325 7.716
264 4,667
2 114
2 63
1 27
1 17
643 41,589
228
224
219
212
14
14
11
16
2
215
203
89
142
195
137
197
141
136
36
103
20
11
177
210
156
87
1
15,668
11.966
9,046
4,834
644
537
397
1,305
38
13.735
10.191
3.209
3.633
12,311
6,130
8.214
3,710
3,404
946
1,478
761
196
129
284
384
9,542
11,271
5.397
2,342
7
151 10.775
944
926
909
901
75
57
77
61
1
1
1
1
5
1
16
744
866
491
638
38
40
27
2
741
544
824
566
562
74
277
29
21
2
4
17
1
11
4
1
1
7
19
703
893
481
351
62,084
49,187
39,087
30,987
2,158
1.375
2,020
5,167
15
28
106
23
345
65
28
416
41,868
43.893
17.229
14,401
574
818
602
18
209
36
109
41,914
20,957
37,408
13.806
13,524
1,951
5,629
988
561
129
284
495
28
706
229
32
24
139
659
33,349
47,775
13,113
7.009
114
63
27
24
794 52,364
North Carolina Public Schools 41
NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS
1949-50
(From High School Principal's Annual Reports)
WHITE NEGRO TOTAL
SUBJECTS
(Grades 9-12)
No. No.
SchooLs Students
No. No.
.School.s Students
No. No.
Schools Students
Safety
Driver Education
First Aid
Physical Education:
Art:
Music:
Vocal
Glee Club, Chorus,
Choir, etc.
Band
Orchestra
Instrumental
Harmony & Theoi-y
Music Appreciation
Vocational and Prevocational:
Agriculture 1
Agriculture II
Agriculture III & IV
Home Economics I
Home Economics II
Home Economics III & IV..
Home Economics for Boys.
Foods and Nutrition
Home Nursing
Home Beautification
Clothing
Personal Regimen
Industrial Arts
Mechanical Drawing.
Drafting
Vocational Shop & Trades
Sheet Metal, Electricity..
Textiles, Weaving
Diversified Occupations
Distributive Education
Printing
Radio
Commercial Drawing
Brick Masonry
Building Trades
Auto Mechanics
Shoe Repairing
Plumbing
Painting
Carpentry
Woodwork
Sheet Metal
Machine Shop
9 227
35 1,176
2 38
Business Education:
General Business
Typewriting I
Typewriting II
Business Arithmetic
Elementary Bookkeeping..
Advanced Bookkeeping
Shorthand I
Shorthand II
Business English
Salesmanship
Business Law
Business Geograohy
Secretarial Practice
Office & Clerical Practice
Business Machines
Business Principles
664
37
26
139
98
12
10
3
2
423
406
399
618
601
383
5
2
2
1
1
1
73
30
39
2
30
22
5
2
1
194
539
418
124
297
19
283
90
20
8
24
6
19
12
7
54,984
1,551
1,328
9,347
5,024
428
156
37
23
8,323
5,948
6,230
19,542
14,671
5,702
107
79
59
6
119
36
4,202
1,476
991
29
741
552
159
32
35
7,164
21,775
8,978
4,014
7,219
256
5,015
1,115
646
308
622
108
249
289
197
12
101
13
59
31
102
101
85
171
169
123
28
16
15
13
2
6
1
1
2
4
3
3
31
68
39
23
8
1
21
9
1
4
1
3
523
8,591
1,298
3,879
1.611
2,684
1,873
1,402
7,316
5,094
3,092
1,531
569
430
332
79
139
59
12
36
114
81
50
82
997
2,095
856
640
263
30
372
151
6
126
5
52
21 750
35 1,176
2 38
765 63,575
50 2,849
85
139
129
12
10
3
2
525
507
484
789
770
506
5
2
2
1
1
1
101
30
55
2
45
22
5
2
1
13
2
6
1
1
2
4
3
3
225
607
457
147
205
20
304
99
21
8
28
7
19
15
7
5,207
9,347
6,635
428
156
37
23
11.007
7,821
7,632
26,858
19,765
8,794
107
79
59
6
119
36
5.733
1,476
1,560
29
1,171
552
159
32
35
332
79
139
59
12
36
114
81
50
82
8,161
23,870
9,834
4,654
7.479
286
5,387
1,266
652
308
748
113
249
341
197
42 Biennial Report of State Superintendent
NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS
1949-50
(From High School Principal's Annual Reports)
WHITE
SUBJECTS
(Grades 9-12)
NEGRO TOTAL
No.
Schools
No.
Students
and Practices
Retail Merchandising
Personal Typing
Personal Shorthand _
Job Training
Foreign Language:
French I
French II _.
Latin I
Latin II
Latin III _..
Latin IV _..
Spanish I
Spanish II __
Spanish III _
Other Subjects:
Psychology _
Bible
R.O.T.C.
Audio-Visual
471
454
144
112
2
4
89
81
1
6
53
1
1
152
67
191
9
28
8,120
5,356
4,622
2,968
46
51
2,838
1,685
12
396
3,162
282
16
No. No.
.Schools Students
No.
Schools
No.
Students
173
162
12
13
7
4
5,172
3,528
526
346
294
56
296
4 152
3 67
3 191
1 9
1 28
644
616
156
125
2
4
96
85
1
13,292
8,884
5,148
3,314
46
51
3,132
1,741
12
6 396
59 3,458
1 282
1 16
ENROLLMENTS BY GRADES — 1949-50
WHITE
No, No.
NEGRO
No. No.
GRADE
TOTAL
No. No.
Ninth
Tenth
Eleventh _.
Twelfth _..
Fifth Year
Total -.
Schools Students Schools Students Schools Students
725
48,255
Vocational agriculture student exhibits his Grand Champion steer
the best results. The pupil studies the growing, cultivation, har-vesting
and selling of crops; the selection, breeding, feeding, care,
management and marketing of livestock; the production of fruit;
the soil; crop rotation; how to handle machinery and to do the
ordinary repair and construction jobs that arise on the farm;
how to avoid or control injurious insects or diseases; and the
keeping of farm accounts and records. The studies are related
to life on the farm, the community being the pupil's laboratory.
Reahzing that a pupil must know the "how" as well as the
"why" of farming, each pupil is required to do some kind of
practical work either on his home farm or the school farm which
enables him to put into practice the principles learned through
instruction. For example, a boy may be making a study of crops.
Then he will be asked to be responsible for the growing, harvesting
and marketing of some particular crop or crops. He keeps accu-rate
records of his transactions and at the end of the year he is
able to tell how much he made or lost on the crop. Thus definite
and practical instruction in agriculture and farm accounting are
brought to the boy on his home farm.
The teacher of agriculture is on the job twelve months in the
year. This means that a well-trained man, a graduate of an agri-cultural
college, is in the community all the time. When school is
not in session he spends his time supervising and helping the
boys with their practical work, advising and assisting the farmers
with their various farm problems and acting as a leader in any
movement for the good of the community.
44 Biennial Report of State Superintendent
There are two student associations, one for whites and the
other for Negroes, through which a hirge part of the agricultural
program is made real and vital.
The North Carolina Association of Future Farmers of America,
the white student organization, was formed in 1928 with 80
chapters having a total membership of 2,804. This association has
grown year by year, except during World War II, until there were
in 1949-50 a total of 423 chapters having 18,667 members.
The North Carolina Association of New Farmers of America,
an organization of Negro farm boys studying vocational agricul-ture
in the public schools of the State, had its beginning during
the school year 1926-27. There were 26 local chapters with a total
membership of 639 the first year. Now, 1949-50, there are 105
chapters having a total actual membership of 4,443.
Principal objectives of these associations include training in
leadership and character development, sportsmanship, coopera-tion,
service, thrift, scholarship, improved agriculture, organized
recreation, citizenship, and participation.
Arnong other activities, members learn the principles of modern
farming and American citizenship through active participation
Many a farm boy learns equipment repairing in the home farm shop
*a .
North Carolina Public Schools 45
ill how to conduct and take part in public meetings, to speak in
public, to buy and sell cooperatively, to solve their own problems,
to finance themselves, and to assume civic responsibility.
The following table shows the growth of this program from its
inception in 1918-19 to the present:
EXPANSION
46 Biennial Report of State Superintendent
Veterans Farmer Training Program
The Veterans Farmer Training Program is provided for Veter-ans
of World War II who have had as much as 90 days active
service and who are now operating farms on a self-proprietorship
basis as owners, leasors, or renters.
Farm training for this group is made possible by a special con-tract
between the Veterans Administration and the State Board
of Education. The Program is financed by tuition paid by the
Veterans Administration to the State Board of Education on a
cost basis. The State Board of Education, through the State De-partment
of Public Instruction, is responsible for the operation,
administration, and supervision of the program in cooperation
with the local administrative units. The training is offered only
in high schools having vocational agriculture departments and
the local teacher of agriculture is responsible for the supervision
of the program in the local community. The regular teacher of
agriculture must have one assistant teacher for each 18 to 20
veterans enrolled.
The length of the training program for each veteran enrolled
is from one to four years, depending on: (1) Length of entitle-ment
granted the veteran by the Veterans Administration; (2)
Past experience and training; (3) Progress made in training and
farming.
Instruction is based on the type of farming most profitable
in the area and the skill needed in carrying out the individual
farm plans. Farm management, farm mechanics, crop and live-stock
production, and soil conserv^ation are the main units of
instruction sfiven.
North Carolina Public Schools 47
SOME ACCOMPLISHMENTS OF VETERANS ENROLLED IN THE
INSTITUTIONAL-ON-FARM TRAINING FOR THE YEAR 1950.
Number of
Vetcrau.s
Practices Xuiubcr Partici-pating
Acquired Purebred or High Grade Dairy Cows 16,418 9,981
Acquired Purebred or High Grade Beef Animals... 8,695 3,198
Bred Cows to Purebred Bulls
(Beef and Dairy Cows) 11,287 4,782
Acciuired Purebred Breeding Hogs 16,917 9,778
Bred Sows to Purebred Boars 22,516 10,008
Improved Pastures Seeded 61,403A 13,824
Established Recommended Crop Rotations 245,763A 12,399
Painted Farm Buildings 5,245 3,730
Installed Electricity in Farm Buildings... 4,740 4,352
Installed Sanitary Water Supply 9,478 9,478
Installed Running Water in Home 2,578 2.578
Trainees Who Changed From Tenants to Owners 2,091 2,091
Prepared Complete Soil Conservation Farm Plan 4,847 4.847
NORTH CAROLINA VETERANS FARMER TRAINING PROGRAM, 1949-50
ENROLLMENT—Monthly Average 27,814
EXPENDITURES:
A. Adviinistrative
Salaries $100,446.12
Supplies 5,470.72
Postage, Tel. Etc 3,029.20
Travel 15,093.74
Printing 5,041.74
Retirement 4,342.00
Total $133,423.52
B. Instructional
Salaries—Supervisors and Instructors
—
Local Level 4,524,944.13
Travel—Supervisors 132,326.49
Travel—Instructors 712,494.27
Supplies 483,581.62
Books 276,402.39
Depreciation & Maintenance 417,207.50
Total 6,546.956.40
Grand Total $6,680,379.92
Food conservation is important today in homemaking classes
Homemaking Educaf-ion
Homemaking education in the high schools of North Carolina
attempts to prepare the individual for effective home living. The
areas included in the curriculum are food and nutrition, clothing,
family economics, housing, health, family relations and child
development. Emphasis is given throughout the instructional pro-gram
on health, relationships, management of resources—time,
energy and money, creating and appreciating beauty, democratic
ways of working together, as well as the mechanics of house-keeping.
Recognition is given to the fact that satisfying family living
is essential to the well being of every individual and that there is
no substitute for happy, understanding family relationships.
This, in truth, is the very core of the homemaking program
—
helping pupils to understand better their personal development
and their contribution toward happy, wholesome family life to-day
as the background for well adjusted happy families of
tomorrow. It is important that they know that "Home is what
you make it . . . Home is life, strength, comfort, love, achieve-ment,
honor. Or it is heartbreak, weakness, misery, failure, and
shame; or it is any one of the many things that lie between these
two extremes. Pupils are helped to understand that the home can
provide an atmosphere in which the individual may develop a
feeling of adequacy which will enable him to cope with the prob-lems
of daily living and grow increasingly independent in solving
these problems to the satisfaction of herself as well as others.
North Carolina Public Schools 49
To supplement class instruction, the teacher through home visit-ing
and supervision of home projects guides the pupil in selecting,
planning and carrying through additional learning experiences in
some area of homemaking in which she feels the need of addi-tional
training. This provitles the tie between in-school and out-of-
school activities and responsibilities which are necessary for
effective learning.
The two homemaking student organizations, Future Home-makers
of America (white) and New Homemakers of America
(Negro) , are affiliated with the national organization. The pur-poses
of both organizations are similar: to promote wholesome
development of youth, better home living, democratic ways of
working together for common good, and greater appreciation for
home and family life.
The activities of both organizations are varied—raising funds
for worthy projects; home, school and roadside beautification;
sharing with less fortunate families both here and abroad; camp-ing
and entertaining members of opposite sex and parents.
Through their efforts hundreds of dollars worth of eciuipment
have been added to homemaking departments to make them more
attractive and functional.
There are approximately 87.5 homemaking departments in the
white and Negro high schools in the State. Four hundred and
thirty-six of these are reimbursed from State and Federal funds.
The following table shows the growth of the vocational home-making
program over a period of years:
FHA'ers learn crafts at camp
50 Biennial Report of State Superintendent
GROWTH IN VOCATIONAL HOME ECONOMICS EDUCATION
Year
1918-19
1919-20
1924-25
1929-30
1934-35*
1939-40
1944-45
1945-46
1946-47
1947-48
1948-49
1949-50
Teachers
North Carolina Public Schools 51
Trade and Industrial Education
Trade and Industrial Education includes:
/. Evening Trade Extension Classes—For adults employed. In
these classes workers may get technical instruction to help them
in the work they are doing in order to keep up with new develop-ments
in the industries and to prepare them for promotion, if
and when an opportunity comes their way.
//. Part-time Classes—For those finishing school and entering
trade or industries. Diversified Occupations, for boys and girls
entering industry instead of college, is the finest service the Trade
and Industrial Program has to offer. This type of instruction uses
the industries in the community as laboratories. The student has
an opportunity, therefore, to earn while he learns under most
favorable conditions, since he gets assistance from both school
and industry to find his place and make good.
///. Day Trade Classes—These are offered in the larger high
schools where equipment for the most skilled trades is available.
This work is given to boys in the high school who are sixteen
years of age or older, and who can profit by instruction which will
prepare them to enter advantageously into the skilled trades.
Half the school day is given to shop instruction and half is given
to regular academic subjects. Such trades as auto mechanics,
bricklaying, carpentry, cosmetology, drafting, electrical trades,
furniture manufacturing, machinist, plumbing, printing, tailoring,
and textiles are offered.
GROWTH OF
om
mi
Student learns to use acetylene cutting torch in welding course
This program is also jointly financed from Federal, State and
local funds. The following tables gives these expenditures for
certain years:
EXPENDITURES FOR
^s..^
Work in advertising is one phase of training for becoming a buyer for a department store
ing preparatory to entering retail or wholesale occupations.
2. Up-grade adult distributive workers through educational
programs designed to make them more efficient.
3. Help to strengthen our economy by increasing the efficiency
of our distribution system in terms of reduced cost and
better service to consumers.
4. Promote full employment by selling the increasing volume
of products of the farm and factory to the ultimate con-sumers.
Distributive education is designed to serve the following specific
groups:
1. The regularly enrolled high school boy or girl over sixteen
years of age.
2. Part-time workers in distributive occupations.
3. Full-time employees in distributive occupations.
4. Managers and supervisors of retail, wholesale and service
establishments.
Cooperative Program i)} Distributive Education. In the high
school program juniors and seniors who wish to make a career
in some distributive business are enrolled in the cooperative part-
54 Biennial Report of State Superintendent
time program. Under the guidance of a trained teacher-coordi-nator,
they are given vocational training which is closely cor-related
with work experience in various distributive businesses
in the community. Although the number of pupils trained through
this program is relatively small, most of them have been success-ful
in full-time jobs after graduation. Many of them have been
promoted to junior executive jobs in retailing before or soon
after graduation from high school.
The following table shows the growth of this program:
COOPERATIVE PART-TIME VOCATIONAL TRAINING
Year
North Carolina Public Schools 55
Distributive education students have formed clubs for stimulat-ing
their particular work and for providing leadership training and
opportunities for social activities.
Extension Program. This phase of the distributive education
program is provided for workers in various fields of distribution,
such as the restaurant and hotel group, department stores, ap-parel
stores, food stores and drug stores. A long range educational
program has been formulated which outlines a series of sequential
courses for (1) managers, ('2) supervisors, (3) selling employees,
and (4) non-selling employees.
The following table gives statistics on this activity:
Cuuiiicling IS ihc key to effcctivt guidantc sci\iccs
GUIDANCE SERVICES
Some of the functions and purposes of the State guidance
service are:
1. To prepare and distribute special bulletins dealing with
plans, courses of study, and literature on studies, investiga-tions,
and surveys in the field of occupational information
and guidance.
2. To aid in initiating a guidance program in schools previously
doing little work in this field.
3. To assist in evaluating the program in schools already doing
considerable guidance work, and to offer suggestions for ex-pansion.
4. To meet upon invitation with educational or civic groups for
the purpose of discussing general problems and phases of
guidance.
5. To cooperate with other agencies interested in the broad
aspects of various youth problems, such as the State and Na-tional
Vocational Guidance x4.ssociation, ci\'ic clubs, employer
North Carolina Public Schools 57
and labor groups, the Occupational Information and Guid-ance
Service in the U. S. Office of Education and the North
Carolina Education Association.
6. To promote the training of teacher-counselors in occupa-tional
information and guidance, and to advise with teacher
trainers on all matters pertaining to the improvement of the
program in the State.
7. To conduct, in cooperation with local authorities, group con-ferences
for the purpose of impro\'ing local programs of
guidance.
8. To answer by correspondence requests from schools and
other interested agencies for sources of occupational and
guidance information.
The important areas of a guidance program are: (1) an in-dividual
inventory, {"2) a study of local, regional and national
occupational information, (3) an exploration of additional and
further training opportunities, (4) counseling, (5) placement and
(G) follow-up of all school-leavers. A guidance program should
also reveal facts which point to needed changes in the curriculum.
A review of reports from the high schools of the State for the
school year 1949-50 reveals the following facts regarding guidance
activities:
*
The teacher guides the pupils in "Reading With a Purpose"
HORN =' f=l-E^
QDK
y
X
The library' corner fosters the love for books and magazines
GUIDANCE ACTIVITIES
COUNTY
White Negro Total White
No. high schools
reporting 617 151 768 98
No. reporting
counselors 369 75 4-34 83
Percentage 58 50 57 85
No. counselors 527 125 652 140
Counselors ^vith
scheduled time 491 123 614 128
CITY
North Carolina Public Schools 59
Expenditures for libraries are derived from local funds, county
or school funds, State school fund for maintenance and from
rental fees collected by the Textbook Division. National standards
reconnnend an annual expenditiu'e of $1.50 per pupil for keeping
the library collection up-to-date and in order. The State average
is one-half of this recommentled amount. Expenditures continue
to increase, with the result that more adequate library collections
are made available to our bovs and girls.
The school lunch offers a splendid opportunity for teaching good habits
SCHOOL LUNCH PROGRAM
The State School Lunch Program was officially set up as part
of the State Department of Public Instruction in August, 1943.
Since its organization, the program in North Carolina has pro-gressed
very rapidly, and is fast developing into a well rounded,
many faceted program.
During the seven years of operation, 1943 to 1950, the number
of schools operating on the reimbursement program has increased
steadily each year from .549 the first year to 1,4'2'2 in 1949-50. In
addition to the schools receiving reimbursement, there were about
150 lunchrooms operated without Federal aid. Approximately half
of the schools in the State have lunchroom facilities.
An analysis of school lunch reports shows there has been a
steady increase in the number of lunches served to school chil-dren—
from 10,967,459 in 1943-44 to 47,879,054 in 1949-50. The
accompanying table shows the growth in various aspects of the
program.
Principals and teachers are working to improve food habits, to
promote better nutrition, and to use the lunchroom as a labora-tory
for teaching. Much effort has been made to correlate the
regular classroom teaching with activities in the lunchroom.
North Carolina Public Schools 61
ANALYSIS SCHOOL LUNCH REPORTS
1. Schools Approved for Operation:
White
1943-44 479
1944-45 769
1945-46 875
1946-47 1024
1947-48 1065
1948-49 1125
1949-50 1141
Negr
70
146
140
200
222
243
281
Total
548
915
1015
1224
1287
1368
1422
PER
62 Biennial Report of State Si perintenuent
SCHOOL HEALTH
The health of the school children of the State is a concern of
many agencies, organizations and individuals. Successful programs
of school health are to a great degree dependent upon the extent
to which such agencies cooperate.
For a number of years the State Department of Public Instruc-tion
and the State Board of Health have worked together on
school health programs in a limited unofficial way.
In 1939, with the establishment of the School Health Coordinat-ing
Service, cooperation between these two State agencies became
official. This joint division was created with the financial assist-ance
of the Rockefeller Foundation. Emphasis during the first
eight years of operation was placed upon an in-service education
program for local school personnel in the areas of health instruc-tion,
teacher screening, healthful school living (environmental san-itation
and physical education. This work was largely of a demon-stration
sort, confined to from three to five counties each year.
During this period consultant services to schools and health
departments were offered by other divisions of the State Board
of Health and the State Department of Public Instruction, the
representatives of the two departments operating more or less
independently of the other.
Beginning September 1, 1947, the policies governing the work
of the School Health Coordinating Service were changed to include
Physical education activities under supervision of the teacher contribute to
child growth and development
Teachers get preparation for teaching driver education
the entire State in the promotion of four school health areas:
1. Health and safety instruction in the public schools.
2. Better health facihties.
3. A more extended health service program.
1. Physical education in grades 1-1 '•2.
An appropriation of $550,000 annually was made by the General
Assembly of 1949 to the State Board of Education to aid
county and city school administrative units in the implementa-tion
of the State-wide school health program. Appropriations to
the State Board of Health were also increased, thus enabling the
allocation of more funds to local health departments for school
health work.
Progress made in the school health program during recent
years can be observed, but cannot always be stated in measurable
terms. In the matter of finding and correcting defects of children
much can be noted. Reports indicate that thousands of chronic
remediable defects of children have been found and corrected.
School health funds have been used where parents were unable
to pay for such services. Then, too, parents able to pay have been
persuaded to seek and pay for medical services which their chil-dren
needed.
64 Biennial Report op- State Superintendent
Expenditures from the $.550,000 approj^riated by the Legislature
to the State Board of Education for the year 1949-50 were as
follows:
Salaries: Health Educators $ 25,809.20
Nurses 55 ,540 .54
Physicians 8,399.22
Technicians 10,111 .91
Travel: Health Educators 8,156.23
Nurses 12,682.59
Physicians 251 .10
Technicians 1,981.76
Clinic Fees 46,554.57
Correction of Defects 272,033.07
Supplies 25 ,078 .04
Equipment 55,983.1
1
In-Service Training 3,295.10
Total $520,876.44
SPECIAL EDUCATION
The General Assembly of 1947 provided for the creation of a
Division of Special Education in the State Department of Public
Instruction and authorized the State Board of Education to pro-vide
funds out of the regular appropriation for the support of
the nine months school term for a program of special education.
The Division of Special Education was established October
1, 1948, by the appointment of a director. As specified in the law
creating this division (Sec. 115-31.11), its purpose is "for the
promotion, operation, and supervision of special courses of in-struction
for handicapped, crippled, and other classes of in-dividuals
requiring special type instruction." "A handicapped in-dividual,"
also defined by law, "shall be deemed to include any
person with a physical or mental handicap." The State Board
which was given the authority "to adopt plans for equitable
reimbursement of school districts for costs in carrying out the
purpose of" the law, has clarified the definition of "handicapped"
to mean "any educable child or youth between the ages of six
and twenty-one years, inclusive, having a physical and/or mental
disability which makes regular school room activities impractical
or impossible, and children having need for special educational
facilities."
Education of the physically handicapped is provided for by State law
The State Board is authorized to provide funds for the em-ployment
of teachers and for the purchase of any special equip-ment,
appliances and other aides for use in special education
classes.
At its very inception, the division was faced with the problem
of educating those children who were convalescing in hospitals
following the poliomyehtis epidemic of 1948. A survey of those
hospitals revealed that there were 182 children between the ages
of 6 and 21. The Board authorized the estabhshment of school
centers in the four hospitals where these children were confined
—
Asheville, Charlotte, Greensboro, and Monroe—and allotted teach-ers
to these centers, two each to Asheville and Charlotte, three
to Greensboro, and four to Monroe.
These instructional units functioned as continuation schools,
taking up where the regular schools left off and carrying the
child along while he was getting well physically. Children were
given the opportunity to progress as rapidly as possible and were
promoted as they completed work assignments for their respective
grades. Following their discharge from the hospital, they were
readmitted to the regular school, if sufficiently recovered, or taken
care of under the home bound phase of the special education pro-gram.
The table accompanying this discussion indicates the scope of
the special education program for the past two years, 1949-50
and 1950-51.
Handicapped children have been divided into six areas—speech
66 Biennial Report of State Superintendent
defective, slow learning, crippled, cerebral palsy, visually handi-capped,
and hard of hearing.
As this table shows, there were 2,161 pupils enrolled in special
classes in 1949-50. These classes were taught by 54 teachers, 25
allotted by the State and 29 paid from local funds.
Special education classes are considered as a part of the regular
school program. The daily schedules and curricula are made m
keeping with the general elementary and secondary school pro-grams
of the unit in which conducted wherever the children's
physical and educational safety and progress are not endangered.
Special classes are provided for those children having handicaps
needing special attention, as speech defects, etc.
I. SUMMARY—SPECIAL EDUCATIONAL PROGRAM, 1949-50
AREA
Speech Defective
Slow Learning
Crippled
Cerebral Palsy
Visually handicapped
Hard of hearing
TOTALS
TEACHERS
7
35
3
2
4
1
54
Appreciation of plants and soil are developed by gardening
North Carolina Public Schools 67
RESOURCE-USE EDUCATION PROGRAM
In 1945 a Resource-Use Education Connnission was appointed
by the Governor of representatives of fifty State resource agencies,
educational institutions, and professional, scientific and educa-tional
organizations. An Executive Committee of eight was elected
with the State Superintendent of Public Instruction serving as
chairman. An administrative staff was appointed in February,
1947. A grant-in-aid from the General Education Board sustained
a major portion of the budget for the program.
The program has been designed to increase the emphasis on the
conservation and development of the natural, social and human
resources in schools and communities. It has assisted in channel-ing
more of the scientific information into local programs of action,
teacher education, and individual schools by bringing resource
specialists, educational leaders and laymen together in planning
and developing means for the improvement of living and the
enrichment of school programs.
English, history, science, social studies, mathematics, agricul-ture,
homemaking, and health teachers, and others all have a con-tribution
to make in this program. Courses of study are usually de-
Construction is an important phase of science teaching
68 Biennial Report of State Superintendent
signed to assist them in reaching the objective. Frequently, how-ever,
they are bogged down with the mechanics of teaching the
subject and lose the emphasis needed to make the information
applicable to the important problems of individuals, communities,
and nations.
Resource-use, therefore, becomes an emphasis which strengthens
our educational objective; at the same time it enriches our teach-ing
with pertinent, interesting, colorful, and dynamic subject
matter. Frequently these are lost when the information must be
closeted in national texts. This places a premium on such resource-ful
teaching techniques as films, observations, field excursions,
demonstrations, community surveys, experiments, group discus-sions
with resource people, and local sources of materials, reports,
and facts.
Classroom and school projects which are problems-centered
around important needs of people and communities then become
the focal point around which texts, references, films, and trips can
be centered. Children learn to work in smaller groups, leadership
emerges, interest is heightened by a spirit of research, and the
scientific method becomes a reality and an important tool for
learning.
Resource-Use Workshops
Numerous colleges in the State have helped to train teachers
in resource-use education since the inauguration of the program,
mostly through summer workshops, although several have added
regular pre-service courses.
These colleges held workshops in 1949-50:
Appalachian State Teachers College—Boone
Catawba College—Salisbury
East Carolina College—Greenville
Elizabeth City State Teachers College—Elizabeth City
North Carolina College—Durham
Western Carolina Teachers College—Cullowhee
Woman's College, U. N. C.—Greensboro
Over six hundred teachers were enrolled in Resource-Use Work-shops.
City and County Workshops
Approximately three thousand teachers participated in city
and county resource-use workshops in 1949-50. Special emphasis
was placed on the development of local teaching materials and
North Carolina Public Schools 69
the use of community resources in teaching. Panel discussions
on the problems and opportunities in each area were held with
the county agent, the local health officer, the county soil con-servationist
and the county or district forester, participating.
Thirty counties and eight cities held workshops during this
two-year period.
Preparation of Audio-Visual Materials
A series of thirteen radio programs, called The Silent Siren,
were prepared by seven State agencies on the resources and re-source
problems of North Carolina. Eighty-seven radio stations
carried the series. The programs were given to cities and counties
with appropriate equipment to use them. Fifty other sets were
produced for sale on l^-inch records at a regular speed.
A film called Tar Heel Family was also produced by the same
seven agencies, the N. C. Departments of Public Instruction,
Agriculture, Labor, and Conservation and Development, the
State Boards of Health and Public Welfare, and the N. C. Wild-life
Commission. The color-sound film is 24 minutes long and is
available to the schools through these agencies. Many units have
purchase both the records and the films.
Annual Summer Conference
Three-day conferences have been held in 1949-50 at the Uni-versity
of North Carolina, where emphasis was placed on such
things as outdoor education, group dynamics, schoolground de-velopment,
water conservation, power development, audio-visual
education and summaries of school projects and programs.
Outdoor Education Program
A special committee of fifty representatives was appointed to
assist the Resource-Use Education Commission in stimulating
and guiding a program of outdoor education, including school
camping. One city system (Salisbury) has served as a pilot center
in initiating school camping with special camps for sixth and
eighth graders and one for biology students and one for teachers.
East Carolina College has undertaken college training in this
field as regular part of its curriculum.
70 Biennial Report of State Superintendent
JUNIOR COLLEGES
North Carolina has 25 junior colleges—21 private and four
public.
The four public institutions are Asheville-Biltmore, Charlotte
and Wilmington for white students and Carver for Negroes. No
State funds are provided for the operation of these institutions,
each being supported financially from local funds.
Statistics for recent years show enrollments in these institutions
were as follows:
Asheville-Biltmore .—
North Carolina Public Schools 71
faculties. Therefore, it is a problem of fitting the abilities of the
individual to the requirements of a job. It is a problem of placing
a man according to his abilities—not rejecting him because of his
disabilities.
Services are provided for:
1. Vocational re-establishment of persons with employment
experience who become vocationally handicapped as a result
of a permanent physical and/or mental disability; or
2. The establishment in remunerative occupations of persons
without employment experience who are disabled, and whose
normal opportunity for employment is materially affected by
reason of such a disability; or
3. The retention in suitable employment of disabled persons
who are or may reasonably be expected to bfecome voca-tional
handicapped in such employment.
The services which may be provided are:
1. Medical examination in every case to determine the extent
of disability, to discover possible hidden, or "secondary,"
disabilities, to determine work capacity, and to help de-termine
eligibility—at no cost to the indiv-idual.
Training and employment of the physically disabled sixteen years of age or over
is the central purpose of the rehabilitation program
72 BiENMAL Report of State Superintendent
2. Individual counsel and guidance in every case to help the dis-abled
person to select and attain the right job objective—at
no cost to the individual.
3. Medical, surgical, psychiatric, and hospital care, as needed,
to remove or reduce the disability—public funds may be used
to meet these costs to the extent that the disabled person is
unable to pay for them from his own funds.
4. Artificial appliances such as limbs, hearing aids, trusses,
braces, eye glasses, and the like, to increase work ability
—
these also may be paid for from public funds to the degree
that the individual cannot meet the cost.
5. Training for the right job in schools, colleges, or universities,
on-the-job, in-the-plant, by tutor, through correspondence
courses, or otherwise, to enable the individual to do the right
job well—at no cost to the disabled person.
6. Maintenance and transportation for the disabled person, if
necessary, while he or she is undergoing treatment or train-ing—
these expenses may be met from public funds, depend-ing
on the person's financial inability to take care of them.
7. Occupational tools, equipment, and licenses, as necessary, to
give the disabled person a fair start—these may be paid for
from public funds to the extent that the person is unable to
do so.
8. Placement on the right job, one within the disabled person's
physical or mental capacities and one for which he has been
thoroughly prepared—at no cost to the individual.
9. Follow-up after placement to make sure the rehabilitated
worker and his employer are satisfied with one another—at
no cost to either party.
The services are not necessarily provided in the order listed
above. Several may be given at the same time. Some disabled men
and women may require the full range of services; others may
need only one or two. In every instance, the services are provided
in accordance with careful analysis of the individual's needs and
all are directed toward a suitable job goal.
The fundamental services of counseling, guidance, training and
placement are available to every client. The equally basic service
of furnishing training supplies, placement equipment, occupational
licenses, transportation, maintenance, prosthetic devices, and
physical restoration are available on an economic needs evalua-tion.
When a person has been given a part or all of the above services
North Carolina Public Schools 73
to the end that he has a permanent job with a self-snpporting
wage, his case is closed as rehabihtated. '2,6''26 persons were closed
rehabilitated in 1950 at an average cost of $316.68 per person. It
is evident that it cost less to rehabilitate a person for life than
it does to maintain him at public expense for 12 months.
Following are two tables, the first showing growth in rehabilita-tion
services and the second, expenditures for such services for cer-tain
selected years:
74 Biennial Report of State Superintendent
These annual appropriations for the support of the reguhir term,
for vocational education and for the purchase of school buses are
as follows:
Vocatiojial
Year Regular Term Education **Buses
1935-3G $20,031,000 $ 146.000 $
1936-37 20,900,000 160,000
1937-38 24,396,367 264,200
1938-39 24,986,160 264,200
1939-40 25,941,313 325,000
1940-41 27,000,000 350,000
1941-42 28,158,324 600,000
1942-43 29,454,233 710,000
1943-44* 37,062,874 919,055 650,000
1944-45 38,140,941 919,055 650,000
1945-46 41,360,374 1,112,026 1,338,764
1946-47 41,997,738 1,257,427 960,000
1947-48 58,955,724 1,523,763 2,109,500
1948-49 60,412,957 1,523,763 1,740,000
1949-50 82,273,494 2,431,902 2,040,000
1950-51 83,520,899 2,470,685 2,215,000
*Nine-month's term begins. **Included in Regular Term until 1943-44.
In addition to this increase in State funds for the support of
public schools, the following other improvements in child oppor-tunities
have been provided during this period:
1. A rental system of textbooks was inaugurated in 1935-36.
Basal books for use in grades 1-7 were made free in 1937-38.
This provision was extended to grade 8 in 1945-46. The rental plan
was continued for grades 9-12.
2. A State retirement system was inaugurated in 1941. This
system, one of the best State systems of the nation, covers all
State employees including public school personnel.
3. Provision was made also in 1941 for the change-over from
an eleven-grade system to twelve grades to begin in 1942-43. This
program is now in full operation.
4. In 1943-44 State support was extended to a nine months
school term.
5. The 1945 General Assembly raised the upper limit of the
compulsory attendance age from 14 years to 16 years.
6. In 1942 the people voted favorably upon an amendment to
North Carolina Public Schools 75
the Constitution which provided for one State administrative
agency, the State Board of Education, to replace the ex-officio
State Board of Education, the State Board for Vocational Edu-cation,
the State Textbook Commission, the State School Com-mission
and the State Board of Commercial Education.
7. With the biennial increase in funds the salaries of teachers,
white and Negro, have been equalized, and greatly increased. The
average teacher's salary has increased from $561.29 in 1934-35
to $2,561.27 in 1949-50. Recognition has also been given by the
State salary schedule to one year of training beyond college
graduation.
8. A school lunch program was inaugurated in 1943-44 with
the participation of 549 schools. This program now includes ap-proximately
1422 schools.
9. The 1947 General Assembly provided for the creation of a
Division of Special Education for handicapped children. Since the
beginning of services in this field in 1948, on an experimental
basis, this program has grown to the extent of providing educa-tional
opportunities in 1949-50 to 2,161 pupils. This program is
designed to meet the special needs of educable children who have
some mental or physical handicap.
10. The $50,000,000 School Plant Construction, Repair, and
Improvement Program is making possible the erection and im-provement
of many additional buildings, classrooms, and other
facilities needed to house the increasing school enrollment and
the expanding school program. This grant of State funds for
capital outlay purposes marked the beginning of a new venture
in State support in pubhc education. The results have been
highly gratifying. The State appropriation stimulated local units
to extend their building programs through local bond issues.
Consolidation of small schools has moved forward. Educational
surveys in local units have quickened public interests in better
educational opportunities. New and modern structures, conducive
to better teaching, are being erected in accordance with the best
thinking in school design and architecture.
These are simply a few of the highlights of progress in public
education since 1934. Sections I and II of this Report indicate
in more detail this improvement. I have recited these specific
advancements as a preview to the following recommendations
which I am submitting in the further improvement of educational
opportunity for the youth of this State.
These recommendations are all based on the assumption that
76 Biennial Report of State Superintendent
they are essential to the proper education of the child. Fimda-mentally,
each of these suggestions is also predicated upon the
need of more money with which to meet the educational needs
of our children.
1. Teacher Welfare.
Shortage. White children are still being taught by fewer teach-ers
with college training than some years ago. In 1941-4^ 93.8 per
cent of (State-allotted) white teachers had four or more years
of college education. This percentage dropped to 8^2.33 in 1947-48.
In 1949-50 the percentage showed a slight increase up to 86.83.
Stated in another way, in 1941-4'-2 there were 1,022 white teachers
with less than four years of college education; in 1947-48 the
number increased to 2,809; and in 1949-50 there were 2,756 such
teachers out of a total of 20,926, This educational deficiency does
not exist to this extent among Negro teachers. The scholarship
index of Negro teachers has consistently risen through the years.
In 1949-50 only 238 of the 7,941 Negro teachers employed had
less than four years of college education.
County units employ a larger percentage of less qualified teach-ers.
In 1940-41, 90.3 per cent of the white teachers in county units
had four or more years of college education. This percentage
dropped to 75.5 in 1947-48. In 1949-50 this percentage increased
to 83.3. In the city units, on the other hand, 97,1 per cent of the
white teachers had four or more years of college education in
1940-41. In 1947-48 this percentage dropped to 95.1, In 1949-50
the percentage was 96,4,
There is also a shortage of men teachers in the public schools.
Except for the recent war period, when only 7,5 per cent of North
Carolina teachers were men, there has been a consistent down-ward
trend in the per cent of men teachers in the white schools,
A few selected years show these percentages to be: 1904-05,
36.6 pr cent; 1914-15, 21.8 per cent; 1924-25, 16.3 per cent; 1935-
36, 14.4 per cent; 1944-45, 7.5 per cent; 1946-47, 10.6 per cent;
1949-50, 15.1 percent.
North Carolina superintendents report an annual need for
1,515 new elementary and 1,000 new high school white teachers.
In addition to the replacements of this annual need, there is also
the need for more new teachers to decrease the teaching load.
Supply. The enrollment in the colleges of the State is at the
peak, which is approximately 50 per cent above that of 1940-41.
North Carolina Piiblic Schools 77
The teacher output for the elementary schools, however, is sub-stantially
less than it was in 1940-41. In 1940-41 the senior col-leges
for white students graduated 647 elementary teachers. These
same colleges graduated only ^.57 elementary teachers in 1947-48.
In 1949-50 the output was 253 elementary teachers. The teacher
situation will continue to grow worse until there is substantial
increase in the output of teachers for the elementary schools.
In order to improve our present teacher situation and thus
also improve the quality of instruction, especially in the ele-mentary
schools, I am making the following suggestions:
(1) Additional Teachers. There is a great need for more teach-ing
positions. Presently employed teachers have far too many
children for adequate instruction. The basis for allotting teachers
should be reduced to 30 pupils in average daily attendance as
soon as possible. In order to bring about this reduction additional
funds will be necessary,
(2) Sick Leave. To protect the health of both teachers and
principals, sick leave with pay should be authorized for teachers
as is now the case for other State employees—ten days per year.
(3) Payments. Authorization should be granted to the State
Board of Education to provide for the payment of all State-allotted
teachers in ten equal monthly payments under such
rules as the Board may prescribe.
(4) Increase in Salaries. Qualified teachers should receive ade-quate
salaries. No single factor will do more to improve the
schools and to supply them with well qualified teachers than ade-quate
compensation. Teaching cannot become a profession until
it becomes a life career for those who engage in it. It cannot be-come
a life career until the compensation is adequate and on
a par with other professions. And our children will not receive
adequate instruction until we can secure an adequate supply of
qualified teachers.
Therefore, we should raise the salaries of those who teach our
children. For the beginning teacher holding a Class A Certificate
the minimum should be $'-2,400 with a maximum of $3,600 for
the teacher with 12 years experience, A maximum of $3,900
should be set up for the teacher with a Graduate Certificate.
(5) Housing. In numbers of places it is difficult for teachers
to find rooms and boarding places. This fact is a deterrent in the
securing of good teachers in many of our rural districts. Where
such conditions exist, consideration should be given by local
authorities to the possibility of erecting teachers' homes. The cost
78 Biennial Report of State Superintendent
of constructing a teacherage could be liquidated over a period of
years. And by the addition of such housing facilities, the teacher
employment problem would be greatly improved, in my opinion.
(6) Recruitment. Along with consideration given to the
above-named problems, there should be inaugurated a program
of teacher selection, recruitment, and scholarships. Measures
should be taken to increase the output from our colleges of
elementary teachers. In order to encourage more of our boys and
girls to enter the teaching profession, I believe that the State
should set up a scholarship fund to aid worthy and promising
young people to prepare themselves for teaching.
2. Attendance Workers.
School attendance is compulsory for all children between the
ages of seven and sixteen. Because there is no effective program
of enforcing the law, however, many children who should be in
school are not enrolled. Many other children enroll but absent
themselves without reasonable excuses and thus aid in rendering
not only their own instruction ineffective, but also affect ad*^
versely the work of children who attend school regularly.
At present 66 of the 171 administrative units have attendance
workers paid from local funds. The remaining 105 units rely upon
the welfare superintendent for attendance work. Since these of-ficials
have full-time jobs, their work in connection with school
attendance is limited and meagre. Then, too, they work under the
direction of the State Board of Public Welfare, and so naturally
perform duties in connection with their field unless specifically
requested to handle attendance cases in accordance with the law.
Attendance work and welfare work should be divorced, if each
is to be done on a satisfactory basis. The 66 units that employ
attendance workers have found this to be true. We need under
school administration an adequate State-wide program of com-pulsory
school enforcement. Attendance workers are needed for
(a) taking and keeping up-to-date a continuous school census, (b)
seeing that the school attendance law is observed, (c) reporting
to other school units when children move, and (d) working with
teachers, pupils, and parents to improve the enrollment, attend-ance,
holding power, and pupil progress in the local school units.
For the employment of such workers the State Board of Edu-cation
has requested a total of $424,800 annually. A request for
$9,300 has been made for setting up an office on the State level
to give direction to a State-wide program of school attendance.
North Carolina Public Schools 79
T urge the General Assembly to provide the funds with which to
inaugurate this program in order that greater instructional ef-ficiency
may be provided by the public schools.
3. Junior Colleges.
The State does not operate any institutions on the junior col-lege
level. There are, however, two public-supported institutions
of this kind now being operated—Asheville-Biltmore and Wilming-ton
College.
I believe the time has come when we should give consideration
to the establishment of several State-supported institutions on
the junior college level. California has had a system of junior
colleges for several years, and a number of other states provide
this type of institution. The development of such a program in
North Carolina would contribute balance to our system of public
education. It would make it possible for parents to save on col-lege
expenses which are rising, since many students could remain
at home and attend such an institution. The State would save in
that fewer dormitories at State institutions would be needed. And
many students not now receiving any college education would
have the opportunity of obtaining the basic two years college
training ordinarily offered in all senior colleges.
It is the business of public education to meet the needs for edu-cation
whatever those needs may be. We have come to the time
when we have to consider the need for greater educational facili-ties.
I recommend, therefore, a study of this whole field and that
the next General Assembly take such action as may be necessary
and desirable.
4. Federal Aid.
The question of Federal aid to the states for public education
has been studied for many years. There is strong support for en-actment
of legislation that will provide such aid to the states.
It appears to be the best solution of the problem now facing
many states in financing their respective public school programs.
The lack of sufficient funds with which to operate an educational
program that will provide greater equality of educational op-portunity
affects the welfare of the Nation as a whole.
In order to help convince the members of Congress that Federal
Aid is necessary, however, the leaders of this State should get
behind the efforts of those now presenting the proposed program.
I believe it would help if the members of the 1949 General As-
80 Biennial Report of State Superintendent
sembly would collectively and individually let our representatives
in the present Congress know that they, too, are in favor of pro-viding
Federal funds for equalizing the educational opportunities
in the public schools without Federal control.
5. Staff Additions.
Finally, 1 wish to call attention to the need for additional per-sonnel
on the staff of the Department of Public Instruction.
I wish to request that funds be provided for the employment
of additional State supervisors of music, attendance, science and
mathematics, and for Negro elementary schools. The present staff
of State supervisors is not adequate to render the various services
they are called upon to give to the schools in these special fields.
In this connection I might state that there are now employed in
the field of vocational education, a program supported in part by
Federal funds, a greater number of supervisory personnel than
for the remainder of the public school system. The Federal gov-ernment
recognizes the importance and value of adequate State
supervisors and has authorized the employment of trained per-sons
to supervise this worthwhile program. Because of the lack
of proper guidance and assistance in other fields of education,
however, our elementary and secondary schools have not made
as much progress as they might have made had this proper service
been available.
There is also need in our Department for the employment of
an additional specialist in the field of statistics and research. At
the present time statistical research in the Department is done
by one person. The increasing size of our educational structure,
with the continuous demand for current data, necessitates an
additional employee. Another service which our Department must
assume is that of providing administrative and supervisory leader-ship
in the field of audio-visual instruction. A great number of
our schools are purchasing audio-visual equipment and experi-menting
with its use in their instructional programs. The values
which can be attained in the w4se-use of this equipment have
been established in many of our states. There is need for the
employment of a person who could give our schools guidance in
the selection and the use of audio-visual aids to learning.
PURLICATION No. 307
BIENNIAL REPORT
OF THE
Superintendent of
Public Instruction
OF
NORTH CAROLINA
FOR
1948-1950
PART II
STATISTICAL REPORT
1948-1949
ISSUED BY THE
STATE SUPERINTENDENT OF PUBLIC INSTRUCTION
RALEIGH, NORTH CAROLINA
STATE SUPERINTENDENTS
Calvin H. Wiley 1853-1866
Office Abolished 1866-1868
S. S. Ashley 1868-1871
Alexander Mclver 1871-1874
Stephen D. Pool 1874-1876
John Pool 1876-1877
John C. Scarborough 1877-1885
S. M. Finger 1885-1893
John C. Scarborough 1893-1897
Charles H. Mebane 1897-1901
Thomas F. Toon 1901-1902
James Y. Joyner 1902-1919
Eugene C. Brooks 1919-1923
Arch Turner Allen .•..,1923-1934
Clyde A. Erwin 1934-
TABLE OF CONTENTS
SECTION I. GENERAL STATISTICS
Page
Table I. Population, Membership, Attendance 5
Table II. Average Term in Days—Summary - 16
Table III. Average Daily Membership, Average Daily Attendance by Grades—Summary 17
Table IV. Summary of Enrollment - 18
Table V. Composition of State Enrollment 19
Table VI. White Enrollment by Years—Summary - - - 20
Table VII. Negro Enrollment by Years—Summary 21
Table VIII. Enrollment, Losses, Membership by Grades—Summary 22
Table IX. Proportion of Enrollment, Losses, Membership in each Grade—Summary 23
Table X. Membership and Promotions by Grades—Summary 24
Table XI. Relative Accomplishment of Pupils by Grades—Summary 25
Table XII. Experience Ratings of Teachers—Summary 26
Table XIII. Experience Ratings of Principals—Summary 28
Table XIV. Training of Teachers and Principals—Summary 29
Table XV. Salary Schedules for Teachers and Principals 30
Table XVI. Salary Schedule for Superintendents 31
Table XVII. Instructional and Supervisory Personnel 32
Table XVIII. Administrative Organization of Schools - - ^4
Table XIX. Number of Elementary Schools Taught—by Size 46
Table XX. Number of High Schools Taught—by Size »5
Table XXL Number of Schools Taught—by Grade LeveL.. _ 64
Table XXII. Standardization of Schools—Summary 65
Table XXIII. Comparison of North Carolina Schools with National Average 66
Table XXIV School Libraries—Sunmiary ' 68
Table XXV School Property Owned 69
Table XXVI. Transportation of Pupils °0
Table XXVII. High School Graduates—Summary 9"
Table I.
Table II.
Table III.
Table IV.
Table V.
Table VI.
Table VII.
Summary
Table VIII.
Table IX.
Table X.
Table XL
Table XII.
Table XIII.
Table XIV.
Table XV.
Table XVI.
Table XVII.
Table XVIII.
Table XIX.
SECTION II. FINANCIAL STATISTICS
Funds Available and Expended—Summary 92
Gross Receipts, Disbursements and Balances by Funds 96
Available for Current Expense Fund 106
Available for Capital Outlay Fund 116
Available for Debt Service Fund 124
Expenditures by Funds 132
Expenditures for General Control—Summary 142
Average Salaries of Teachers, Principals and Supervisors 143
Expenditures for Instructional Service—Elementary Schools 144
Expenditures for Instructional Service—Secondary Schools 154
Expenditures for Operation of Plant—Summary 164
Expenditures for Maintenance of Plant—Summary 166
Expenditures for Fixed Charges—Summary 168
Expenditures for Transportation of Pupils and other Auxiliary Services—Summary 166
Expenditures for Capital Outlay 168
Expenditures for Debt Service 1 ' 8
County Tax Rates 188
City Tax Rates : 190
Supplementary School Taxes 192
Long-term Indebtedness for Schools 194
SECTION III. STATE AND FEDERAL FUNDS
Table I. State Loan Funds—Summary 203
Table II. State Loan Funds—Principal Outstanding 204
Table III. General Fund of State—for Schools—Summary 206
Table IV. State Nine Months' School Fund—Unit Accounts 208
Table V. Vocational Education—Federal and State Payments to Counties and Others 212
Table VI. Vocational Education—Federal Funds 216
Table VII. State Textbook Fund—Rental 217
Table VIII. Commercial Education Fund—Summary 222
Table IX. Public School SuppUes and Materials—Summary 222
Table X. Federal Funds for Vocational Textile School—Summary 223
Table XI. Federal Funds for Conmiunity School Lunchroom Program—Summary 223
Table XII. Federal Funds for Veterans Training Program—Summary 224
Table XIII. Tennessee Valley Project—Summary 225
Table XIV. Rodman Trust Fund—Summary 225
Table XV. Philanthropic Funds—Summary 226
Table XVI. State Aid to Counties and Others—AU Funds 228
Table XVII. Funds Available and Disbursed—Summary... 232
SECTION I
GENERAL STATISTICS
1948-1949
TABLE I. POPULATION, MEMBERSHIP, ATTENDANCE
This table shows by race for each county and city school system of the
State during 1948-1949: the estimated school population (ages 6-20 inclusive),
average daily membership and average daily attendance both by level of
instruction (elementary or high) and by sex.
The summary gives the population, membership and attendance figures
for North Carolina along with a series of percentage calculations.
Summary of Table I.
Items
School Popitlation.
White'
Negro
.\vERAGE Daily Membership.
White
Negro
In Elementary Schoob-
White
Negro
In High Schools-
White
Negro
.4TERAGE Daily Attendance.
White
Negro
In Elementary Schools-
White
Negro
In High Schools-
White
Negro
Percentage of Population in Membership -
White
Negro
Percentage of Population *n Attendance -
White
Negro
Percentage of Membership in Attendance-
White
Negro
In Elementary Schools-
White
Negro
In High Schools-
White
Negro
100 Counties
777,570
541,376
236,194
596,345
423,714
172,631
491,140
340.208
150,932
105,205
83,506
21,699
550,109
395,914
154,195
451,431
317,066
134,365
98,678
78,848
19,830
76.7
78.3
73.1
70.7
73.1
65.3
72 Cities
293,650
199,195
94,455
231,874
157,388
74,486
176,378
117,792
58,586
55,496
39,596
15,900
219,296
149,409
166,529
111,645
54,884
52,767
37,764
15,003
92.2
93.7
89.3
91.9
93.2
89.0
93.8
94.4
91.4
79.0
79.0
78.9
74.6
75.0
74.0
94.6
94.9
93.9
94.4
94.8
93.7
95.1
95.4
94.4
North Carolina
1,071,220
740,571
330,649
828,219
581 , 102
247,117
667,518
458,000
209,518
160,701
123,102
37,599
769,405
545,323
224,082
617,960
428,711
189,249
151,445
116,612
34,833
77.3
78.5
74.7
71.8
73.6
67.8
92.9
93.8
90.7
92.6
93.6
90.3
94.2
94.7
92.6
Indians included with White throughout.
TABLE I. POPULATION, MEMBERSHIP
Units
Alamance
Rural
Burlington
Alexander
Alleghany
Anson
Rural
Morven
Wadesboro
Ashe
Avery
Beaufort
Rural
Washington.-.
Bertie
Bladen
Brunswick _.
Buncombe
Rural
Asheville
Burke
RuraL.._
Olen Alpine...
Morganton
Cabarrus
Rural
Concord
Kannapolis
Caldwell.-
Rural
Lenoir
Camden
Carteret
Caswell
Catawba
Rural
Hickory
Newton..
Chatham
Cherokee
Rural
Andrews
Murphy
Chowan ..
Rural....
Edenton
Clay
* Estimated
School Population (6-20, inc.)
White
13.488
8,188
•5,300
3,428
1,934
3,771
2,200
351
*1,220
7,776
4,499
6,140
3,825
2,315
2,657
4,970
3,474
23,192
17,392
*5,800
10,145
6,530
1,315
•2,300
15,588
6,738
•2,530
6,320
12,280
10,422
1,858
622
4,722
3,354
13,991
8,075
4,078
1,838
3,829
5,200
2,030
1,423
1,747
1,784
737
1,047
1,609
Negro
4,376
2,876
•1,500
369
74
4,987
2,996
1,061
•930
72
51
4,371
2,496
1,875
6.382
4,419
2,624
2,794
494
•2,300
1,048
353
195
•500
2,921
1,129
•900
892
834
329
505
725
1,212
4.539
1.645
773
.541
331
2,317
119
30
89
1,802
639
1,163
Total
Average Daily
17,864
11,064
6,800
3,797
2,008
8,758
5,196
1,412
2,150
7,848
4,550
10,511
6,321
4,190
9,039
9,389
6,098
25,986
17,886
8,100
11,193
6,883
1,510
2,800
18,509
7,867
3,430
7,212
13,114
10,751
2,363
1,347
5,934
7,893
15,636
8,848
4,619
2,169
6,146
5,319
2,030
1,453
1,836
3,586
1,376
2,210
1,609
Elementary
White
Boys Girls
4.080
2.561
1,519
1,263
698
1,263
782
108
373
2.160
1.494
1,935
1,216
719
908
1,664
1.159
7,669
5,873
1,796
3,425
2,426
356
643
4,700
2,1.30
883
1,687
3,785
3,229
556
244
1,354
1,112
4,436
2,394
1,396
646
1,311
1,963
936
,548
479
529
203
326
571
3,818
2,419
1,399
1,219
665
1,166
677
107
382
2,070
1.408
1,808
1,165
643
839
1,661
1,094
7,106
5,427
1,679
3,292
2,343
.344
605
4,538
2.025
852
1,661
3,738
3,145
593
213
1,293
984
3,986
2,086
1,366
534
1,214
1,673
778
478
417
481
179
302
509
Negro
Boys Girls
1,352
931
421
152
17
1,601
945
379
277
35
20
1,404
867
537
1,936
1,452
806
984
220
764
357
161
56
140
827
389
211
227
260
98
162
216
314
1,179
615
302
200
113
819
56
13
43
562
216
346
1,283
856
427
140
31
1,603
922
378
303
24
16
1,359
847
512
1,968
1,434
762
897
196
701
359
173
56
130
926
409
255
262
252
103
149
221
277
1,147
White
Boys Girls
1,177
702
475
201
130
351
211
28
112
402
266
532
338
194
214
317
239
2,045
1,.338
707
712
4.33
75
204
1,248
521
229
498
717
527
190
34
383
203
557
AND ATTENDANCE, 1948-1949
Membership
Gknekai. Statistics
Table I. Population, Membership
General Statistics
AND Attendancf. 194S-1949—Con^tnttcd
Membership
N e§ro
Boys Gir!
228
175
23
30
265
222
43
258
86
172
270
121
149
31
8
109
"59
50
125
506
300
126
297
222
26
49
389
298
91
337
110
227
Total
Average Daily Attendance
Elementary
51
6
137
71
66
35
10 General Statistics
Table I. Population, Membership
Units
Halifax
Rural .
Roanoke Rapids..
Weldon
Harnett-- --.
Haywood
Rural -
Canton
Henderson
Rural
Hendersonville
Hertford
Hoke
Hyde
Iredell
Rural
Mooresville
Statesville
Jackson
Johnston
Jones
Lee
Rural
Sanford
Lenoir
Rural
Kinston
Lincoln
Rural... -..
Lincolnton.
Macon.
Madison
Martin
McDowell
Rural
Marion
Mecklenburg
Rural
Charlotte
Mitchell
Montgomery
Moore
Rural..
Pinehurst
Southern Pines
• Estimated.
School P(
General Statistics 11
AND Attendance, 1948-1949
—
Continued
Membership
12 General Statistics
Table I. Populatiox, Membership
Units
Nash
Rural __
Rocky Mount.
New Hanover.
Northampton.
Onslow
10.960
7,730
3,230
12,350
2,495
4,849
4,135
3,262
873
1,821
2,930
1,010
*1,920
2,808
1.370
Person 4_460
Orange
Rural
Chapel Hill.
Pamlico
Pasquotank _•
Rural
Elizabeth City.
Pender
Perquimans.
Pitt
Rural
Greenville-
Polk
Rural..
Tryon.
Randolph..
Rural
Asheboro
.
Richmond
Rural
Hamlet
Rockingham.
Robeson
Rural
Fairmont
Lumberton..
Red Springs.
Rockingham.
Rural...
Leaksville.
Madison . _
Reidsville.
Rowan
Rural....
Salisbury.
Rutherford.
Sampson..
Rural...
Clinton.
School Population (6-20, inc.)
White
Scotland. ..
Rural
Laurinburg.
8,597
6,676
1,921
2,675
2,028
647
11,233
8,603
2,630
8,044
4,494
1,700
•1,850
17,518
13,817
1,4.50
1,635
616
14,475
6,168
5,076
981
2,250
13,678
10,278
•3,400
10,976
9,172
7,908
1,264
3,6?5
1,825
•1,800
Negro
9.575
6.452
3,123
8,132
6,396
1,851
2,505
1,807
698
1,368
2,442
1,012
•1,430
3.301
1,570
3,193
9,902
8,1.59
1.743
432
176
256
1.390
883
507
3.964
2.029
1.215
720
9,609
5,421
1 , 854
1,312
1,022
4,75fi
1.798
1.115
525
1.318
3.920
2.620
•1,.300
1,675
5,838
4,502
1,336
3.691
2.491
•1,200
Total
20,535
14.182
6,353
20,482
8,891
6,700
6,640
5.069
1,571
3,189
5.372
2.022
3,350
6,109
2,940
7.653
18.499
14.835
3,664
3.107
2,204
903
12,623
9,486
3,137
12,008
6,523
2.915
2.570
27.127
19.2.38
3..304
2,947
1,638
19,231
7,966
6,191
1,506
3,568
17.598
12.898
4.700
12.651
15.010
12.410
2.600
7,316
4,316
3,000
Average Daily
Elementary
White
Boys Girls
3,250
2,311
939
2,975
744
1,747
1,217
976
241
547
873
339
534
885
381
1,423
2,843
2,244
599
974
757
217
3.755
2.844
911
2.347
1,361
510
476
5,786
4.625
4.30
.529
202
4.252
1,946
1,348
304
654
4,257
3,378
3.687
3.134
2,687
447
1,259
646
613
3,183
2,225
958
2,849
722
1,522
1,140
905
235
494
869
306
563
859
357
1,331
2,654
2.065
589
917
732
185
3.458
2,.559
2.270
1.312
509
449
5.574
4.515
350
519
190
4.142
1.836
1.277
309
720
3.913
3.072
841
3,352
2.8P5
2,514
351
1,223
648
575
Negro
Boys Girls
2,998
2,124
874
1,606
2,142
919
670
249
467
798
404
.394
509
1,056
3,182
2,568
614
144
06
78
502
.345
157
1.302
693
364
245
3.052
1.871
491
351
339
1.324
585
218
146
375
1.301
934
367
606
2.003
1,587
416
1,284
989
295
3,115
2,222
893
2,228
672
833
592
241
430
755
307
448
1,004
515
1,071
3.184
2.551
633
154
72
82
450
319
131
1.307
664
373
270
3,150
1,844
536
430
340
1,397
594
256
1.54
393
1,197
841
356
610
1,907
1,513
394
1,371
1,053
318 I
High
White
Boys
919
543
376
899
248
342
305
169
136
182
338
98
240
136
351
714
541
173
197
121
76
924
678
246
530
98
157
275
933
646
96
145
46
942
319
3.35
76
212
1,168
855
313
855
730
617
113
241
108
133
Girls
1.005
654
351
913
260
415
354
200
154
192
375
124
251
323
113
440
829
616
213
245
152
93
1,112
811
301
60O
121
153
326
1,240
860
118
190
72
1,204
442
388
96
278
1,341
1,011
330
1,024
1,038
884
154
279
123
15ft
Estimated.
General Statistics 13
AND Attendance, 1948-1949
—
Continued
Membership
14 General Statistics
Table I. Population, Membership
Units
Stanly
Rural
Albemarle
Stokes
Surry
Rural -
Elkin..- ,
Mount Airy
Swain
Transylvania
Tyrrell..
Union .-
Rural.--
Monroe
Vance _ -
.
Rural
Henderson
Wake
Rural
Raleigh
Warren
Washington
Watauga
Wayne.
Rural
Fremont
. Goldsboro
Wilkes
Rural
North Wilkesboro
Wilson
Rural
Elm City _.
Wilson
Yadkin
Yancey
North Carolina
100 Counties
72 Cities
School Population(6-20, inc.)
White
8,054
5,804
*2,250
5,656
12,385
8,517
1,351
2,517
2,332
3,783
597
8,808
7,921
887
4,792
1,867
2,925
19,596
12,012
7,584
2,390
1,858
4,783
9,513
6,127
406
•2,980
10,925
9,650
1,275
9,307
4,490
1,317
»3,500
5,708
4,945
740,571
541,376
199,195
Negro
1,219
1,219
687
792
329
65
398
35
719
3,436
2,655
781
4,494
2,685
1,809
12,193
8,898
3,295
7,227
2,057
Total
9,273
7,023
2,250
6,343
13,177
8,846
1,416
2,915
2,367
4,027
1,316
12,244
10,576
1,668
9.286
4,552
4,734
31,789
20,910
10,879
9,617
3,915
4,842
16,954
10,239
1,035
5.680
11,740
10,275
1,46."=
16,777
7.475
2,702
6,600
6.068
4.973
1,071,220
777,570
293,650
Average Daily
Elementary
White
Boys
2.695
1.977
718
1,893
4,258
3,038
410
810
831
1,218
2,867
2,551
316
1.295
572
723
5,289
3,285
1,984
637
1.587
3,203
2,140
137
4,110
3,750
360
2,718
1,524
276
918
1.961
1.715
236.369
176,158
60,211
Girls
2,531
1,822
709
1,699
3,820
2,717
377
726
838
1,230
217
2.679
2,391
288
1,282
548
714
4,958
3,000
1,958
601
628
1,484
2,877
1,841
122
914
3,807
3,507
300
2,496
1,339
245
912
1,784
1.547
221,631
164,050
57,581
Negro
Boys
406
406
217
322
157
24
141
78
274
1,088
827
241
1,558
1,008
550
3,593
2,551
1,042
1,913
618
21
2,423
1,390
207
826
266
203
63
2,207
967
355
119
12
105.431
76,2.52
29,179
Girls
370
370
211
292
142
26
124
76
263
1,045
812
233
1,565
951
614
3,574
2,521
1,053
1,813
639
30
2,438
1.418
191
829
245
191
54
2,151
943
357
851
102
16
High
White
Boys
104,037
74,680
29,407
746
447
299
381
920
612
100
208
126
224
744
641
103
304
120
184
1,509
794
715
215
149
297
777
448
41
288
618
509
109
736
342
90
304
426
289
56,430
37,530
18,900
Girls
809
531
278
505
1.097
710
143
244
190
274
67
855
756
99
357
178
179
1,733
958
775
246
390
917
592
29
326
862
704
158
823
399
76
348
583
370
66,672
45,976
20,696
Estimated.
General Statistics 15
AND Attendaxce. 1948-1949
—
Continued
Membership
16 Gexekal Statistics
TABLE II. AVERAGE TERM IN DAYS, 1948-1949
This table lists the counties and cities which deviated in 1948-1949 from
the State-supported term of 180 days, showing the actual terms for each of
them; then gives the average term for all schools in the State based upon a
distribution of average daily membership.
Units
Avery
Buncombe
Caswell.
Greensboro.-
Haywood
McDowell
Mitchell-. ...
Rockingham
Monroe
North Carolina.
100 Counties
72 Cities..-
White Schools
Elemen-tary
179
179
179
179
179
180
180
179
177
High
180
180
178
179
180
180
180
180
177
Com-bined
179
179
178
179
179
180
180
179
177
Negro Schools
Elemen-tary
180
180
180
180
180
176
120
180
178
High
180
180
180
Com-bined
180
180
180
180
180
176
120
180
179
X. C. Schools
Elemen-tary
179
179
179
179
179
179
179
179
177
High
180
180
179
179
180
180
180
180
179
Com-bined
179
179
179
179
179
179
179
179
178
179.9
179.9
179.9
179.9
179.9
179.9
179.9
179.9
179.9
179.9
179.9
179.9
180.0
180.0
180.0
179.9
179.9
179.9
179.9
179.9
179.9
179.
179.
179.
179.9
179.9
179.9
17
TABLE III. AVERAGE DAILY MEMBERSHIP, AVERAGE DAILY
ATTENDANCE BY GRADES
This tabulation gives by grades and race for 1948-1949: average daily
membership, average daily attendance and the percentage of membership in
attendance.
18
TABLE IV. SUMMARY OF ENROLLMENT
This summary shows by race for 1948-1949: the enrollment by schools
(codes a plus c plus d plus e) for all North Carolina administrative units;
those enrolled in two or more schools within the same unit or system (pupils
coded c), permitting- the enrollment by units (codes a plus d plus e) to be
obtained by subtraction; those enrolled in two or more units (pupils coded d)
;
the net State enrollment (codes a plus e); those coming from other states
(pupils coded e). The U. S. Office of Education desires pupils coded a
—
secured by subtraction.
This presentation illustrates the ambiguity of the term enrolhnent ; there
are four sets of figures. Net enrollment reduced to average daily basis is
called average daily membership ; see Table I and Table IIL
Items
Enrollment by Schools (codes a c ^ d+e)
Elementary Schools . -
High Schools _ _
WTiite
Elementaiy.
High
Negro ---
Elementary.
100 Counties
659,044
545,663
11.3,.3R1
466,846
377,041
89,805
192,198
168,622
23,576
72 Cities
251,042
191,519
59,523
170,935
128,629
42,306
80,107
62,890
17,217
North Carolina
910.086
7.37,182
172,904
637.781
505,670
132,111
272,305
231,512
40,793
Duplicates Within Units (pupils coded c)..
Elementary Schools
High Schools
White
Elementary
-
High
Negro
Elementary.
High
Duplicates Among Units (pupils coded d).
Elemen t ary Schools
High Schools
White
Elementary.
High
Negro
Elementary.
High
21,510
20,500
1,010
15,139
14,248
891
6,371
6,252
119
15,262
14,140
1,122
12,532
11,520
1,012
2,730
2,620
110
4,196
4,048
148
3,161
3,042
119
1,035
1,006
29
25,706
24,548
1,158
18,300
17,290
1,010
7,406
7,258
148
4,964
4,491
473
4,330
3,927
403
634
564
70
20,226
18,631
1,595
16,862
15,447
1,415
3,364
3,184
180
Net State Enrollment (codes a+e).
Elementary Schools
High Schools
White
Elementary.
High
Negro ^...
Elementary.
High
622,272
511,023
111,249
439,175
351,273
87,902
183,097
159,750
23,347
241,882
182,980
58,902
163,444
121,660
41,784
78,438
61,320
17,118
864,154
694,003
170,151
602,619
472,933
129,686
261,535
221,070
40,465
From Other States (pupils coded e).
Elementary Schools
High Schools
White
Elementary.
High
Negro
Elementary.
High
4,178
3,828
350
3,583
3,279
304
595
549
2,971
2,617
354
2,267
2,003
264
704
614
90
7,149
6,445
704
5,850
5,282
568
1,299
1,163
136
19
TABLE V. COMPOSITION OF STATE ENROLLMENT
This tabulation puts togetlier a series of data in an effort to determine
the composition of net enrollment (a+e) during 1948-1949 and to show as
probable losses former pupils not entering school this year. The losses of
Table VIII represent children who enrolled and quit school during 1948-1949;
the asterisks of this table indicate known children who probably quit between
two school years.
The sum of the four columns of this table will equal enrollment (a-fe),
as presented elsewhere.
20 General Statistics
n^-H
General Statistics 21
n!
CD -rt
0)
K!
o H <i>
!- d
O tH
PI tJC
^ c-Sto
.
O^ S C^
Coo
^ ^ 00
<D dj .
-O X2 t~
^ CD
> a>
O ra S-i
01
t-5 ^
.2 o
-4-> ^^
tn t.
<D O
be G
CS O
Pi ft
<c •"
en
m O)
•3 ^
a cs a.
(M ,^ O)
22
TABLE VIII. ENROLLMENT, LOSSES, MEMBERSHIP BY GRADES
This tabulation—a summary of several tables—shows by grades during
1948-1949: the number of different pupils enrolled (a-|-e), the number drop-ping
out of school or losses, membership on last day and the percentage of
enrollment which quit school during the year.
See Table V for probable losses between two school years.
23
TABLE IX. PROPORTION OF ENROLLMENT, LOSSES,
MEMBERSHIP IN EACH GRADE
With the figures of Table VIII as a basis for calculations, this tabulation
presents in percentage for each grade its proportion of the total for: enroll-ment
(a+e), losses and membership (last day of school).
24
TABLE X. MEMBERSHIP AND PROMOTIONS BY GRADES
This tabulation shows by grades and race for 1948-1949: the membership
on last day of school, the number of pupils promoted—permitting the number
not promoted to be obtained by subtraction—and the percentage of member-ship
which was promoted.
The losses of Table VIII are eliminated in this percentage calculation.
A tabulation giving percentages based upon enrollment (a-fe) follows.
25
TABLE XI. RELATIVE ACCOMPLISHMENT OP PUPILS BY GRADES
In an effort to measure the holding and promoting achievements of
county and city school systems, this presentation divides the net State en-rollment
(a-l-e) into percentages, showing by race for each grade during
1948-1949: (1) the percentage dropping out of school, (2) the proportion pro-moted
and (3) the percentage not promoted.
26
TABLE XII. EXPERIENCE RATINGS OF TEACHERS
This summary gives the experience ratings for 1948-1949 of those teach-ers
paid from the State Nine Months' School Fund; vocational teachers and
those paid from local funds are excluded. Since only 12 increments were
allowed on Graduate certificates, 11 on Class A, 6 on Class B, etc., the experi-ence
as shown is not the actual number of years taught but the number for
which compensation was paid.
Classified principals are not included; see the following table.
General Statistics 27
Table XII. Experience Ratings of Teachers—Continued
28 General Statistics
TABLE XIII. EXPERIENCE RATINGS OF PRINCIPALS
This summary gives the experience ratings for 1948-1949 of classified
principals. A Master's degree is one of the requirements for rating above P-5.
29
TABLE XIV. TRAINING OF TEACHERS AND PRINCIPALS
Based upon certificates shown in budgets, this summary gives for 1948-
1949 the number of State-paid teachers and principals—divided according to
types of certificates—the proportion at each level of training and an index
number.
Classified principals are shown separately but are included in the index.
Amount of Training
Three years or less of high school
White --
Negro
Four years of high school
White
Negro
One year of college
White
.Negro
Two vears of college
White
Negro
Three years of college
White
Negro
Four years of college—Teachers
-
White
Negro
Four vears of college—Principals.
White
Negro
Five years of college—Teachers.
.
White
Negro
Five years of college—Principals.
White
Negro -
Total
White
Negro
Les.'j than A
White
Negro
Index of Training*
White
Negro
Type of
Certificate
Non-Standard
Non-Standard
Nonstandard
Elementary B
Elementary B
Elementary B
Elemental y A
Elementary A
Elementary A
Class C
Class C
Class C
Class B
Class B
Class B
Class A
Class A
Class A
Class A
Class A
Class A
Graduate
Graduate
Graduate
Graduate
Graduate
Graduate
All
All
All
5 Groups
5 Groups
5 Groups
All
All
All
100 Counties
Number
314
295
19
185
4
303
294
9
629
598
31
1,537
1,378
159
14,206
9,700
4,506
653
144
337
225
112
174
130
44
18,486
13,458
5,028
2,972
2,750
222
770.1
760.5
795.9
Percent
1.7
2.2
.4
1.0
1.4
.1
1.6
2.2
.2
3.5
4.4
8.3
10.2
3.1
76.9
72.1
4.3
4.8
2.9
1.8
1.7
2.2
.9
1.0
100.0
100.0
100.0
16.1
20.4
4.4
72 Cities
Number
19
15
4
108
93
15
5,872
4,053
1,819
250
181
69
705
408
297
143
94
49
7,121
4,865
2,256
151
129
22
807.3
806.1
810.1
Percent
.3
.3
.2
1.5
1.9
82.5
83.3
80.6
3.5
3.7
3.0
8.4
13.2
2.0
1.9
2.2
100.0
100.0
100.0
2.1
2.7
1.0
North Carolina
Number
324
303
21
195
190
5
311
302
648
613
35
1,645
1,471
174
20,078
13,753
6,325
1,047
834
213
1,042
633
409
317
224
93
25,607
18,323
7,284
3,123
2,879
244
780.5
772.6
800.3
Pel cent
1.3
1.7
.3
.7
1.0
.07
1.2
1.6
.13
2.5
3.3
.5
6.4
8.0
2.4
78.4
75.1
4.1
4.6
2.9
4.1
3.5
5.6
1.3
1.2
1.3
100.0
100.0
100.0
12.1
15.6
3.4
In this index, 900 is the maximum: if all teachers held the Graduate certificate, th