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Publication No. 241 BIENNIAL REPORT of the SUPERINTENDENT OF PUBLIC INSTRUCTION of NORTH CAROLINA 1940-41 AND 1941-42 Part I SUMMARY AND RECOMMENDATIONS Issued by the State Superintendent of Public Instruction Raleigh, North Carolina SUMMARY OF RECOMMENDATIONS (See p. 99 for full recommendations) 1. Increase in State Funds {Requested): 1943-44 1944-45 Vocational education $ 806,111 $ 860,111 Rehabilitation maintenance 12,000 12,000 Industrial Arts 50,000 50,000 Vocational camps 5,000 5,000 Adult education 48,000 50,000 Textbooks 400,000 400,000 Public School support — (a) Present program 30,326,177 31,186,915 (b) Plus ninth month 33,781,022 34,746,378 (c) Plus 15 per cent for salaries 34,380,608 35,325,292 (d) Both (b) and (c) 38,326,271 39,386,065 2. A State-supported Nine Months School Term. The sum of $3,454,845 is requested for the support of the ninth month of the school term. 3. Salary increase. "That a 15 per cent increase in salaries effective with the school year 1943-44 be granted to all school employees." 4. Vocational Education. See requests under 1 above for expansion of the vocational education program. 5. Compulsory Attendance. The present maximum age of enforcement should be raised from 14 to 16 years, and machinery for the enforce-ment of the law should be provided. 6. Health and Physical Education. The program of health and physical education should be expanded to cover the entire student enrollment. 7. Adult Education. An additional annual appropriation of $18,000 is re-quested. The work should be expanded. 8. Exceptional Children. A small appropriation should be made for carry-ing on an experimental program in one or two selected areas of the State. 9. Supervision of Instruction. The qualification of newly-elected superin-tendents should be raised to include professional training, and serious consideration should be given to the question of supervision of in-struction in the various administrative units. State of ISTorth Carolina Superintendent of Public Instruction E.ALEIGH Clyde A. Erwin Swperintendent :N'ovember 1, 1942. To His Excellency, Governor J. M, Broughton and Members of the General Assembly 19J^3: Honorable Sirs : Pursuant to law, I am submitting this Report of the Superintendent of Public Instruction for the biennium ending June 30, 1942. In this Eeport an effort has been made to give an overall picture of the public school situation as it obtained at the end of this biennium. The Report also indicates the progress made in improving the educa-tional opportunity afforded the boys and girls of this State during recent years. I believe that you will be pleased with what has been done during the past several years toward the improvement of our educational facilities. There are still other points in this great State activity that need strength-ening, however ; and to these needs, as they have been outlined under the section ''What the Schools Need," I wish to call your special attention. Very respectfully yours. State Superintendent of Public Instruction. duozi CONTENTS Page I. What the Schools Do. Introductory Statement 5 Social Studies - -. 6 Language Arts - 9 Science 11 Health, Safety and Physical Education 13 Art .- - - 20 Music - - - - - 22 Mathematics 24 Business Education - 25 Industrial Arts .- 25 Vocational Education 27 Agriculture .-- - -- -- 29 The N'ational Defense Training Program for Out-of-School Youth _...._ -..- 32 Home Economics Education 35 Trades and Industrial Education. .-. 37 Vocational Training for War Production Workers 38 Education for NYA Youth 39 Distributive Education 41 Rehabilitation 43 Occupational Information and Guidance..-. 45 School Libraries 47 Adult Education 54 II. How the Schools Operate. Administrative Agencies — 67 Sources of Funds- 63 The Physical Equipment 70 School Transportation 73 Textbooks 74 The Size of the System 78 Administrative Services 84 The Teaching Personnel 89 III. What the Schools N"eed. Historical Background 95 Achievement During the Broughton Administration 97 Hecommendations 99 Increase in State Funds 100 A State-supported Nine Months' School Term 101 Salary Increase 102 Vocational Education 103 Compulsory Attendance 103 Health and Physical Education 106 Adult Education 107 Exceptional ( Uiildren 107 Supervision of Instruction 108 WHAT THE SCHOOLS DO INTRODUCTORY STATEMENT The biennium (1940-42) which this Report covers marks the end of that period in the history of public education in this State characterized as the eleven-grade program. True, some administrative units, largely city, have from funds realized from local sources supported a twelve-year program of instruction ; but the State school system as a whole has been defined by law as consisting of "eleven years or grades," with the first seven years or grades styled the elementary school and the last four years or grades, the high school. The General Assembly of 1941 enacted a law, chapter 158, which pro-vided for the extension of the public school system to embrace twelve grades, the cost of the same to "be paid from the appropriation made for the operation of the State eight months' school term in the same manner and on the same standards." The act reads in part as follows : "That upon the request of the county board of education or the board of trustees of a city administrative unit, the State School Commission shall provide for the operation of a school system to embrace twelve grades in accordance with such plans as may be promulgated by the State Superintendent of Public Instruction in any high school district for which such request is made at the time the oi'ganization statement is submitted." Going from an eleven- to a twelve-year system is a matter of first-rate significance from the standpoint of instruction. The fact that pupils have an added year of maturity is significant in their development. The twelve-year program makes it possible for children to have more time in the elementary school to complete what has heretofore been undertaken. This added year of work and maturity will mean much in the achieve-ments of students on the high school level. They will have an oppor-tunity to complete the public school program in a manner which will make it possible for our schools to compare more favorably with schools in other states, most of which have twelve-year programs. A bulletin. Publication ISTo. 235, suggesting a twelve-year program for the schools in the State, has been issued. This publication was prepared by committees on language arts, mathematics, social studies, science and health and physical education, art, music, vocational education, indus-trial arts, and guidance. After setting up the objectives of the twelve-year program and stating some problems relating to the organization and administration of schools, the various committees outlined a course to be followed from grade one through grade twelve. Space does not permit 6 Biennial Repokt of State Supekinte.ndent a detailed statement of what Avas undertaken in each subject or at each grade level. It may be stated, however, that the additional year or grade was put in the elementary school as an eighth grade. It may be stated also that the committees made their plans and suggestions for the ele-mentary school in terms of grades one through eight, spreading the work to be accomplished over a period of eight years rather than seven years, as under the old program. Significant changes were made in most of the subjects in the elementary school. The high school course of study was not changed substantially, the subjects remaining about the same for the four years of instruction fol-lowing the eight-year elementary school. However, it was decided that only one year of mathematics in the high school should be required for graduation ; that no foreign language should be required for graduation after 1942-43; and that physical and health education should be a required subject in the ninth grade, or first year of high school under the twelve-year program. The new high school program provides for vocational education, including home economics and agriculture ; busi-ness education ; industrial arts ; music ; art ; physical and health educa-tion in addition to those subjects which have been spoken of heretofore as the fundamental subjects. The program of instruction under the new twelve-year plan will enable students in North Carolina to graduate from a high school offering an opportunity more nearly equal to that which students in many other states have enjoyed for many years. The enlarged program will unques-tionably contribute greater knowledge and efficiency in developing better prepared citizens of the State. SOCIAL STUDIES ]^o subject of the public school program today offers more opportuni-ties for developing an understanding of the interrelationships of people and the use of democratic techniques than the social studies. In social studies courses students draw upon many subjects in the curriculum — mainly history, geography, science, civics, sociology, and economics—in finding facts which are needed for the solution of a problem. The public schools have felt their responsibility in making democracy a real experience in the classroom. The need for each individual to be a participant in democratic living has been recognized. However, recent and present international developments have impressed this responsi-bility even more deeply upon teachers and administrators. The schools' obligation to give pupils information and experiences needed for eifec-tive democratic living is being met in two ways : First, in the organiza-tion and operation of the school; and second, in the regular classroom Cotton plantation scene by a seventh grade group. instruction in the elementary school and in special social studies courses in the high school. The twelve-year curriculum accentuates the necessity for the develop-ment of understandings concerning our economic, social and cultural life. Emphasis is placed on factual information, with pupil participation in the cooperative planning and executing of school work of all kinds. The program also emphasizes the need for studying the immediate environ-ment and the State in general. The social studies program is designed not only to provide information about man and his environment, but most important of all to train boys and girls for critical thinking and cooperative living. Activities that train individuals to use all available facts in solving a problem; to practice tolerance; to recognize the sense of inter-dependence of man and his environment ; to suspend judgment until sufficient evidence has been obtained ; and to take a reasonable stand on local, State and national policies are becoming more and more characteristic of the social studies program. In the revised course of study geography and history in the elementary grades are closely correlated and in some cases fused. Separate subjects are given in the high school. The general topics for each year are : First, Living Together in School and Home; Second, Living Together in Our Community; Third, Community Living Now and Long Ago; Fourth, Selected Peoples of Other Lands ; Fifth, The Story of the United States ; Sixth, How the Present Grew Out of the Past; Seventh, L^nited States 8 Biennial Report of State Supeeintendent History and Eelationships with Neighboring Lands ; Eighth, The Story of ^ISTorth Carolina ; Ninth, Living Together in Our Democracy ; Tenth, World History; Eleventh, American History; Twelfth, Modern Problems. In 1941 a curriculum bulletin, Teaching Democracy in the North Car-olina Public Schools, was furnished to each school in the State. This publication was the result of the cooperative endeavor of the Division of Instructional Service and the 171 school administrative units of the State. It is designed to assist local schools in developing democratic pro-cedures in all of our educational endeavors. Some of the topics discussed in this bulletin are: Planning to Preserve a Democratic Society; The Role of the Public School in Advancing Democracy; Education for Democracy in the Public Schools with Materials for Programs for Years 1-12 ; Symbolism and its Place in the Program ; Activities Productive of Democratic Traits and Skills; Analyzing Propaganda; Handling Con-troversial Issues ; and Developing Leadership. Through bulletins, administrative unit group meetings, and profes-sional study groups, the public schools are striving to make the social studies work functional and meaningful in the life of the individual, vital in community understandings and developments, and effective in better understanding national and international relationships. To this end instruction has been cognizant of current happenings, but not absorbed in them to the extent of losing a perspective of the struggles Much youthful thinking, planning and doing went into the preparations of this circus. Ingenuity, resourcefulness and cooperation made it a successful, enjoyable adventure. North Carolina Public Schools 9 of the past in our country's development. Literary readings, a wide use of the newspaper, magazines and radio forums are encouraged, particularly on the high school level. LANGUAGE ARTS Reading, speaking, and writing are rated among the chief attainments of pupils of any school age. Today, more than ever before, the need to speak, to write and to read well is recognized by people in all industries and professions. Educators have been giving increased attention to these needs and have developed scientific means of determining reading diffi-culties to the end that they may be eliminated. Many children in our State need special help in developing skills in the language arts that they may measure up to standards for the country and have equal facility as they compete with other citizens in an economic world. Our need in the field of language arts has served as a theme for many of the investigations, research studies, and discussion groups held throughout the State during the past two years. As a partial result of the use of more scientific methods in studying the individual child and his readiness for speaking and reading at any grade or growth level, more is known about the beginning point in the child's progress in speak-ing and reading; and there is a more accurate knowledge of the child's abilities, capacities, deficiencies and handicaps as related to his daily progress in the language arts. During the past year special committees and groups representative of every phase of the language arts work in the public schools as well as of the several divisions in school organization—primary, grammar grade and high school—have been at work on the detailed problems involved in pupil instruction in the subject areas included in the language arts program. Studies of records, reports of testing programs, and actual observations of children at work have revealed deficiencies and difficul-ties in the way of pupil progress. Intensive work by these committees has been centered largely on developing a teacher's guide for diagnosing the situation as it concerns the individual pupil and in providing the every-day experiences the pupil needs in his efforts to master the techniques, skills and practices of the language arts curriculum. Eecords of progress and achievement in some schools and recommendations for all schools are included in publications issued by the State Superintendent of Public Instruction. With this basis of procedure—a thorough-going and scientific study of the situation regarding the language arts and improved methods of in-struction and evaluation—progress is being made in raising the level of Even first graders work in committees when the job is as attractive as building a play house for a family of dolls. Much discussion, evaluation, and "research" were necessary before this job was completed. the speaking, reading, and writing achievements of the pupils in both the elementary and high schools of the State. In the twelve-year program emphasis is given to the importance of a continuous, progressive development of a language arts curriculum adapted to the needs of the individual pupil. Instruction in language arts is not assigned to special teachers except in the high school grades. In a sense every teacher is an English teacher, and only on this theory can the school program be effective in meeting the needs of pupils in their efforts to become efficient in the use of language—in acquiring and in making practical uses of adequate speaking, reading and Avriting vocabularies. The proposed eight-year course for elementary schools and the four-year course in language arts for high schools suggests suitable and effec-tive experiences which may be adapted to the growing needs of the pupil. Realizing that growth comes through experience, the school programs now provide a great variety of activities in tbe fields of dramatics, public speaking, journalism, visual education, the radio, research (library reading), and experimentation. Also, in an integrated program with the fine arts and with the social and natural sciences, there must be guidance which leads to success in acquiring the skills involved in speaking, read-ing and writing. Guidance and encouragement, as well as appreciation, are necessary in the accomplishment of worthy goals in creative work in the language arts. Sympathetic evaluation of attempts to do creative work is a great stimulation to success on the part of the pupil. North Carolina Public Schools ll The study of foreign languages is limited to the high school years, grades 9-12. Foreign language is no longer required of every pupil for graduation from the high school. However, provision is made in every high school for offering one or more foreign languages. A committee from the foreign language section of the North Carolina Education Asso-ciation prepared, during the summer of 1942, a report setting forth the reasons for offering foreign languages in the high school. This report is included in Publication ISTo. 235. The report should be helpful to principals and teachers in guiding pupils in the selection of their courses in high school. French and Latin have been the two languages usually taught. Within the last two years, however, there has been a very rapid increase in the number of schools offering Spanish. German is offered in only two or three public high schools. In summarizing, it should be recorded that the work in the language arts field during the past two years has been increasingly successful. A larger number of pupils have achieved success in this field. However, the actual results for the total school population are not wholly satisfactory. Therefore, the emphasis should be placed on discovering the beginning point for each pupil and measuring success by the progress of the indi-vidual according to his own needs and capacities. Mastery of skills in language arts and a growing interest in the use of these skills should serve to raise to a higher level the present standards in speaking, reading and writing. SCIENCE The need for science information as a part of each individual's equip-ment is being met in the public schools by renewed emphasis on the teaching of science. A new science course of study for years I-YII was distributed in 1941 to every administrative unit. This guide in science, with the addition of the eighth-year outline under the twelve-year program, gives each ele-mentary teacher, years 1-8, suggested topics or units for the year's work, specific page references to a selected list of source readings of both text-book and library type, and a summary of essential understandings on each of the topics. This material, which many teachers in ISTorth Carolina assisted in preparing, recognizes that the individual today is living in an ever greater world of science, with prospects for more demand upon him to use, understand and appreciate its applications as a part of daily living. Therefore, provision is made for natural science to take its right-ful place as a regular subject in the child's program, year by year. The topics suggested for each year help the teachers to maintain a balance in the several major fields from which science is drawn. In each 12 Biennial Repoet of State Supekintendent year's program the child has experiences and study relating to the uni-verse, in which he learns in simplified forms facts concerning astronomy and geology which deal with the earth in relation to the sun, moon, stars, and planets; and the earth and its rocks, its soils, its contours, and its physical structure. Another group of topics, dealing with the '^Behavior of Living Things," draws principally upon biology and nature study in relation to adaptation of animals and plants to their environment and to their interrelation and interdependence. A third subject pertains to chem-ical and physical processes in which are included elementary under-standings from chemistry and physics, particularly those which deal with the great laws underlying the conservation and changes of matter and energy, and the sources and uses of power. Provision is made for expanding and enlarging science ideas, facts or concepts from year to year, avoiding repetition or omissions, and for the functional or useful approach of the subject being studied. Typical of the ten to twelve units for each year are the following : Year I—Animals that we know and hear about get ready for winter in different ways, as the squirrel, birds, bears, snakes, woodchuck. Year II—Some way the sun, moon, and stars help us. Year III—Seeds and how they are scat-tered, as the maple, dandelion, oak, ash, burdock, milkweed. Year IV — Plants with and without green color. Year V—Migration of birds and other animals. Year VI—Our body needs. Year VII—The solar system. Year VIII—The use of electricity in the home. The use of experiments for the proof of scientific facts extends from The science corner in the classroom furnishes inspiration at small cost. North Carolina Public Schools 13 the first through the twelfth years. Those for years 1 to 8 are simple in nature. Textbooks on the State approved list, and other books of experi-ments only, give a great many experiments covering the topics indicated in the course of study. Each science teacher in the secondary school has the outline which the teachers use in the elementary school. This provides a continuous pro-gram and close articulation between the elementary and secondary school. Where high school students wish to review a topic or to study one omitted in the preceding years, the elementary outline provides source material for them. A study of separate science subjects does not begin until the second year of high school. Two years of science are required for graduation from the secondary schools, one of which must be in biology. General science is offered in the ninth year, biology in the tenth, with chemistry and physics in the elev-enth and twelfth years, respectively. Each accredited high school is equipped to offer three or more sciences. Schools are attempting to build up equipment for science and to provide rooms which are equipped for doing a better type of science teaching. Supplying this equipment is an obligation of the administrative imit, and more and more it will be nec-essary to provide for this in the capital outlay budget where a school wishes its students to have access to the needed materials and equipment. The War Emergency In keeping with suggestions made by military authorities, special emphasis will be placed upon physics in order to equip high school stu-dents for service in the armed forces. HEALTH, PHYSICAL EDUCATION AND SAFETY There is ample evidence that school programs of health, physical edu-cation and safety are improving. This improvement can be seen qualita-tively and quantitatively with regard to the following : Sanitation—While many schools are not satisfactory with regard to toilet facilities, drinking fountains, sewage disposal and lavatories, much improvement has been made. Health Services—Due to the load already carried by county and city health departments, no appreciable increase can be noted in the health services to school children except as noted under the title of "The War Emergency" below. The dental services provided by the Division of Oral Hygiene of the State Board of Health have been especially worthwhile and deserve special mention. 14 Biennial Repokt of State Supekintendent Health and Safety Instruction—The new adoption of health textbooks, a 'better understanding on the part of teachers brought about through in-service training of teachers and through better teacher-training pro-grams, more interest on the part of administrators, and an increase in the amount of time allotted, all contributed to an improvement in health instruction. In the high schools more special teachers of health and physical education have been employed than ever before. Physical Education—Each year there is evidence that more school-teachers are becoming concerned about the physical education program. The thirty-minute per day time allotment required for elementary schools is complied with by most schools, and teachers are more and more accept-ing responsibility for guiding and directing the physical education activi-ties. The State course of study in health and physical education has provided materials for teachers' use in planning and conducting the j)hysical education program. A large percentage of the high schools of the State, prior to the declara-tion of war, had employed special teachers of health and physical educa-tion for the required work in the eighth and ninth grades. As a rule, the city schools which employed additional teachers out of local funds have been more successful in providing adequate health and physical educa-tion than the rural schools. However, many of the small schools, even without adequate personnel, have provided some opportunities for health instruction and physical education activities for all the boys and girls. All work and no play would make a dull school day. North Cakolina Public Schools 15 Safety—Safety education, by legislative enactment, is required in the public schools of North Carolina. The State Department of Public Instruction, in carrying out the provisions of the law, provides a special bulletin. Publication ISTo. 174, Health and Citizenship Education, A Suggested Procedure for Teaching Safety and First Aid. This bulletin is available to every teacher in North Carolina. In addition to this, safety supplementary readers are available for use in the elementary grades and in the high school. In the elementary gi'ades, in addition to the formal teaching that may be carried on, safety is correlated with other school subjects and is made a part of the daily experiences of the children. The routine school experiences are so planned that children are not only protected from hazards, but also are made conscious of safety to the extent that the habit carries over into life outside of school. In the high schools safety is sometimes taught as a part of the civics course. Sometimes it is correlated with health and physical education, and occasionally it is included in the sociology course. In other schools a special course in safety and driver-training has been set up. Most of the small schools have been unable to set up special courses in safety without omitting some other subject generally included in the curriculum. There is a need for more teachers who have had special training in safety education. At present few of our colleges give adequate courses in this field. The War Emergency In response to a request from Governor J. Melville Broughton and in compliance with suggestions drawn up by a special committee appointed by the Governor, an Emergency Program of Health and Physical Edu-cation was initiated by the State Department of Public Instruction after the United States entered the War. In addition to the regular program carried on by the schools, it was proposed that health and physi-cal education be set up as a required part of the curriculum for all boys in grades ten and eleven in eleven-year systems and grades eleven and twelve in twelve-year systems. It was rcommended that the courses include the following: 1. A complete physical examination of all the boys, the examination to be one comparable to that given by the Army. 2. A follow-up program to correct remedial defects revealed by the examination. The health service, it was stated, should be financed by parents when financially able; and when not, this service should be taken over as a community responsibility by health departments, welfare ,«» «aj>5fat-^»i. t^W^'SAW^j s^'^" AL* agencies, civic organizations, or by voluntary services of the medical pro-fession. 3. A program of health instruction, in-cluding a study of nutrition, care of the body, sanitation, first aid and prevention of communicable diseases. It was sug-gested that health instruction, including first aid, safety, home nursing, and nutri-tion be provided for all girls. 4. Physical education—games, athletics and sjiorts; rhythmics; swimming and life saving, wherever possible ; out-of door activities, such as camping and hiking; informal activities and everyday skills, such as walking, cycling, etc. ; and condi-tioning activities such as calisthenics or setting-up exercises. 5. Courses in safety, including fire pre-vention, safety against air raids, incendi-ary bombs, home and school safety, safety in recreation, industrial safety, traffic safety and driver education were recom-mended whenever facilities and personnel made it possible. The extent to which schools responded to the emergency recommendations is shown by the tabulated results as indicated in the Principals' Annual Reports, all of which are not in at the time this report is being prepared. It should be remem-bered that the success of the program Avas achieved in spite of the fact that over half of all the men teachers of physical educa-ff Ja<,s>KCS>b»Ul«ib -^HWSVttBn The physical fitness pro-gram not only im-proves bodily activities during the growing period; it also prepares youth for war-time ac-tivities. Physical examinations and health check-ups constitute an important phase of the child health study. tion resigned their jobs before the close of the scliool year and over ninety per cent at the end of the year. No. Students Given medical examinations 18 Biennial Report of State Supeijintendent classes of high schools, as shown on Principals' Annual Reports, indicate that a large percentage of those examined have some physical defects. The table below shows some of the results in percentages. Percentage of High School Boys and Girls Found with Physical Defects Among 13,814 Examinations Per Ct. Dental defects 85 Defective vision 16 Hernia (not all serious) 2 Diseased tonsils 14 Ten per cent underweight 16 Ten per cent overweight 7 Heart abnormalities 1.5 Other facts revealed in the examinations : Tuberculosis—17 clinical cases of tuberculosis were found from an X-ray examination of 1,408 boys. Wasserman test—6,757 Wasserman tests revealed 41 positives. Dental Examinations—The ISTorth Carolina Dental Society made a spe-cial dental survey in sixty counties of l^orth Carolina. Fifteen thousand, seven hundred and eighty-six boys of the junior and senior classes were examined. Of this number approximately 85 per cent needed dental attention. The survey revealed that 46,991 fillings were needed, 14,028 permanent teeth had already been lost, and that 3,196 teeth needed to be extracted. It was also revealed that over 25 per cent of all those examined had diseased gums. Follow-up Work for Correction of Defects—It is early to determine the amount of corrective work that folloAvs the medical and dental examina-tions, due to the fact that many of the schools closed soon after the com-pletion of the examinations. Incomplete reports, however, show that con-siderable amount of corrective work has been done, both before and after schools closed. One school, for example, reported three hernia operations. One of the boys needing treatment for tuberculosis has been sent to a sanatorium. School-Health Coordinating Service As was stated in the preceding Biennial Report, the Division of School- Health Coordinating Service was organized during the early months of the fiscal year 1939-40. This Service is jointly operated by the State tin M^M^ Teachers make use of microscope in study of communicable diseases. Board of Health and the State Department of Public Instruction with financial assistance from the Rockefeller Foundation. The staff includes a coordinator (director), a nutritionist, five experienced white nurses, a physical and health education adviser, an associate physical education adviser, a ISTegro physician, and a !N"egro health education worker. The program, as originally set up, was to cover a five-year period; continuation at the end of this period was to be determined in accordance with the success of the work and upon legislative appropriation. The aim of the Service is to coordinate the facilities of the State Board of Health and the State Department of Public Instruction to the end that better programs of health and physical education may be developed in the public schools of North Carolina. During the school year 1939-40 the School-Health Coordinating Service concentrated most of its activities in six counties—Hyde, Tyrrell, Halifax, Washington, Wayne and Craven. Additional work was carried on by some of the nurses in Northampton, Clay, Cherokee and Graham counties. During the school year 1941-42 follow-up activities were em-phasized in Halifax, Orange, Person, Chatham, and Stanly counties. Wayne County was the center of the main portion of the work during the latter part of the school year 1941-42. During the summer of 1941, with the assistance of a grant from the General Education Board, Child Health Conferences (summer teacher-training courses, six weeks in length) were held at three educational institutions—the University of North Carolina, Woman's College of the University of North Carolina and the North Carolina College for Ne-groes. During the summer of 1942 Child Health Conferences were con- 20 BiENNiAi, Report of State Superintendent ducted at the above-named institutions and at Bennett College, Greens-boro, N. C. Scholarships provided by the General Education Board cov-ered the tuition and a stipend for living expenses for those attending the conferences. Among the 110 persons who attended the white institu-tions and the 99 !N^egroes who attended the Negro institutions were teachers, public health nurses, State Department officials and school administrators. Thirty-five persons from Mississippi, Florida, Virginia, Tennessee, Louisiana, South Carolina, Georgia and Arkansas, who were given special fellowships by the General Education Board, also attended the summer conferences. In conjunction with the course of instruction provided, a demonstra-tion Child Health Camp, composed of twenty to thirty malnourished children, was conducted at each of the institutions. The Camp was used as a medium for child health study and as a demonstration of the effects of an adequate diet at a low cost. ART More and more, art is being recognized in the public schools as one of the fundamental subjects in the child's total school program, years one through twelve. The day of "studio art," in which a few talented pupils were thought to be artists and taught to paint and draw, has passed away and in its stead art in a broad interpretation is seen func-tioning in every phase of living. Each individual uses art as a consumer in his personal choices, in home decorations, in architectural design, and in selections and combina-tions of colors. Therefore, each person enrolled in the public schools, years I-XII, should have guidance in art principles, in order that he may have more discriminating taste, an outlet for creative desires, and a worthy recreational activity. A new course of study, Art in the Public Schools, which emphasizes the importance of art instruction, outlines suggestions, and the kinds and amounts of materials needed, was prepared during the summer of 1942 and distributed to the schools during the fall. The contents of this bulletin include : Major Purposes of the Art Program in Relation to the Child; A Working Plan for the School; Procedures in Teaching Art; Sources of Themes for Art Expression; and Directions for Doing a Large Number of Crafts, typical among these being: making flower blueprints, wood carving, carving in plaster of Paris molds, charcoal drawing, finger painting, homemade lantern slides, marionettes, clay modeling, papier-mache work, painting on glass, block printing, and weaving rugs and fabrics. n n Soap sculpture and other art by fourth grade pupils. Art in years I-VIII is taught by classroom teacliers. In the secondary schools, where teaching is by subjects, it is more difficult to bring in art activities as a part of other subject courses. There were 32 high schools in 1941-42 with regularly trained art teachers devoting full time to that subject. It is believed that the new art course of study will promote more art work in the school through its suggestions for the regular teachers. The same types of art experiences are included in the secondary school program as in the earlier years, with additions and special atten- 22 Biennial Report of State Supe2jintendent tion given to interior liome design, textiles, costume design, meclianical drawing, arcliitecture, landscaping, advertising and display, photography, cartooning and caricature, and painting. The high school course has art work outlined for each year IX-XII in twenty-four different activities, such as interior design and drawing and painting, with each year's work planned on an advanced level. An encouraging feature of the art work in the schools is the great variety of materials from which art products are made and the use of local resources in art projects This great variety was exemplified in a recent exhibit of art products made by public school students out of local materials displayed at the National Convention of Governors in North Carolina. Students chose their own media of expression. Some of the items were products of brass and copper, book-ends of wood, wooden buttons, plates, large novelty pins symbolizing the tobacco leaf, bracelets carved of wood with the State dogwood flower design, hand loom made rugs of usable sizes, hand hooked rugs and mats, hand woven cloth for scarfs and purse bags, hand woven cloth designed and made into luncheon sets and towels, papier-mache objects in toys, pieces of hand-turned and wheel-turned pottery, leather tooled bookmarks, metal plaques and trays, paintings, block printing, sketching and lithograph work. While schools have been resourceful in using local products, some materials must be purchased for an art program. Where the administra-tive unit's budget provides at least a minimum basic supply of art mate-rials to be provided for each school, opportunities for students are more equal and advancement of j)upils is faster. MUSIC Evidence of rapid growth in music achievements in the schools is shown by the activities all through the year and by the annual reports at the close of the term. This is in a measure due to the fact that schools are now provided with materials of instruction (free textbooks and sup-plementary materials in music) which are in daily use in the schools; that the number of public school music teachers has increased; that a well-organized and definite course of study is available to every teacher; and that allied institutions and organizations are joining hands with other education forces in an effort to provide every child with definitely organized and sequential music experiences throughout his twelve years of public school. While it is the obligation of organized education to provide experiences in music for every school child, it has also become the responsibility of the home and the community to foster and promote the development of the innate musical interests and abilities of the children. North Carolina Public Schools 23 With the opening of schools in 1942-43 there will be available a new curriculum bulletin in music education. This bulletin is designed to aid or guide teachers in their efforts to improve the instruction in our schools and offers manv illustrations of succesful practices and procedures in meeting the needs of the individual child. While the main purpose of the music education program in the public schools is to develop the child's innate musical interests and abilities, consideration is given to the basic thesis that the child is being taught through music. Therefore, the abilities and needs of the individual child are paramount rather than the forcing of the child into a specific musical mold. A second consideration in the practical working out of the program has been the advancement toward the attainment of the primary objec-tive of all music education in the public school ; that is, the awakening and the development of every child's interest in and enjoyment of worth-while music. This explains the wide range as well as the diversity of music experiences planned for—the singing of songs, the reading of songs, rhythmic activities, listening to music, learning how music is written, creating music, and interpreting and integrating music in con-nection with other life activities. Many varied situations are provided in whicli children may use their learnings in music. During the biennium there has been great progress in the several types of musical activities outlined in the curriculum, with special emphasis on festivals and other group endeavors. Likewise, there This simulated orchestra played with piano during scene before the temple entrance in Egyptian Harvest Festival. 24 Biennial Re^>oet of State Supekintendent has been an increase in the number of schools providing adequate equip-ment, such as the phonograph, radio, piano, and the instruments of the orchestra or band. Music education is attaining its rightful place in the school curriculum, and as a result of plans for a more adequate series of definite and inte-grated experiences in music, the number of children achieving success in this area of learning is increasing each year. To be able to sing well, to particij)ate in instrumental music, and to understand and enjoy good music rendered by others is the right of every child, and success in con-tributing or in listening never fails to bring joy and satisfaction to the learner. MATHEMATICS The instructional program in mathematics will undergo changes in both the elementary school and the high school as a result of the twelve-year public school. The twelve-year program makes it possible to give a broader program in mathematics and at the same time to place in-creased emjihasis upon those skills which all students need in order to adjust themselves properly to the quantitative side of life. Arithmetic will be emphasized in the eight years of the elementary school. The type of work formerly included in the seven-year elementary school will be given during the eight years of elementary school work under the new program, thus allowing more time for the acquisition of knowledge, skills and habits which should characterize pupils who have completed the work of the elementary school. In the high school general mathematics will be offered in the ninth grade (a required subject), followed by algebra or general mathematics in the tenth grade, geometry in the eleventh grade or a coordinated course in plane and solid geometry, and advanced algebra, trigonometry and solid geometry in the twelfth grade. War Implications Since the United States entered the World War last December, repre-sentatives of the armed forces of the nation have called attention to the fact that young men drafted for military service were lacking in a knowledge of the fundamentals of arithmetic and other mathematical subjects. Accordingly, added emphasis will be given to arithmetic and also to algebra, geometry and trigonometry, especially for students in the tenth, eleventh and twelfth grades, as a part of their preparation for military service or work in war industries. The attention of mathematics teachers has been called to a ^'War-time Program in Mathematics and Physics" and to other publications giving the essential elements in mathematics needed by young men Avho The course in typewriting is the most popular business subject. will enter the armed forces of the nation. Also, instructional materials showing the use of mathematics in military and industrial activities have been sent to all high schools. BUSINESS EDUCATION Interest in business education continues to grow. During the last biennium, courses in business education were introduced into a large number of schools. According to the preliminary reports submitted for the session 1941-42 there were 456 teachers of business education in the various high schools of the State. The courses taught by these teachers included stenography, typing, general business, commercial arithmetic, commercial geography, business law, salesmanship, business corre-spondence, and a few other minor topics. No commercial teachers were reported in five counties. The most of the teachers were employed in the larger city administrative units, though many rural schools also provide for business education. The largest number of teachers employed in any one school was eight in ISTew Hanover High School. At the other extreme was one rural school which employed a teacher who taught a course in commercial geography. In most schools the courses in business education usually include stenography, typewriting, and perhaps a year of general bookkeeping. A plan is now under way to revise the State Course of Study in Busi-ness Education, Bulletin No. 187, to make it more helpful to the teachers of business education in the high schools. INDUSTRIAL ARTS Democratic citizenship involves active participation in the work and industrial pursuits of the community. Industrial Arts experiences can assist in the basic education of all school pupils by affording them oppor-tunities to develop insights and skills necessary for intelligent under-standing and appreciation of industrial forces. The development of this 26 Biennial Report of State Superintendent area of education is essential for boys and girls irrespective of later vocational choice, because it provides opportunities for realistic studies and experiences involving common industrial materials, processes, prod-ucts, occupations and interrelated socio-economic problems wliicli so vitally influence individual and group well-being. As a phase of general education it is a necessary foundation and back-ground upon which later more specific vocational-industrial education can be built. Studies indicate that the exploratory and try-out oppor-tunities provided by a functional Industrial Arts program vitally influ-ence the efficiency and effectiveness of trade and industrial education courses on the vocational level. The objectives of Industrial Arts are best achieved through shop and laboratory experiences involving a breadth of contacts with a wide variety of tools, materials, machines, films, books, trips and individual and group studies centered upon many aspects of modern life and indus-try. Because of the range of materials used, Industrial Arts offers splendid opportunities for creative expression and problem solving characteristic of the skilled craftsman, inventor, and technician. Indus-trial Arts experiences have important functions to perform in the development of an adequate program of public elementary, secondary, and adult education in North Carolina. Industrial art experiences develop insights and skills and provides opportunities for creative expression. VOCATIONAL EDUCATION The World War has greatly accelerated the active interest of the people of North Carolina in the program of vocational education. The demands for persons with special training for definite contributions to the war effort have placed upon the Department of Agricultural Educa-tion, in addition to preparing boys and adults to become more efficient producers and rural dwellers, the responsibility for training out-of-school youth in several shop activities which will enable them to make a direct contribution to the war effort. The Department of Trade and Industrial Education was given the added obligation to organize and direct a special program for training workers for the essential war industries. The Department of Home Economics Education has been called upon to take the leadership in giving courses in the improvement of food habits, nutrition, conservation of foods and the better utilization of all materials of food and clothing in connection with the national emergency. In the Department of Distributive Education emphasis has been radi-cally shifted from teaching techniques of salesmanship so as to increase sales volume to teaching store workers how to meet situations which have arisen because of price ceilings and shortages, such as suggesting substi-tutes and keeping the customer in a good humor even when their requests are denied. This department has cooperated closely with the Office of Price Administration in an educational program relative to price controls, etc. students of vocational agriculture are a vital force in the war food production program. Members of the vocational agriculture class repairing farm machinery. The desire of youth to adjust their educational careers to the demands of the war, both on induction and in their civil life contributions, has greatly accentuated the interest of the public in the activities of the Department of Occupational Information and Guidance. The widespread utilization of the services of this department by the school people of the State has been very gratifying. The greatly accelerated industrial activity within the State in the war industries has necessarily increased the number of industrial accidents, and has stepped up the demands for the vocational rehabilitation of handicapped persons. The growing shortage of labor has placed a great burden upon this department to train handicapped persons for efficient performance in industry. The above factors have resulted in more than doubling the number of handicapped persons rehabilitated in 1941-42, over the number rehabilitated during the first year of the biennium. In addition to the regular programs of the Division of Vocational Education referred to above, the war training programs provided for by Federal appropriations have been made the responsibility of the Division. The reports of the several departments give more specific information. Also is included a report on the training program for out-of- school youth, the program of vocational training for war production workers, and the training program for NYA youth. North Carolina Public Schools 29 AGRICULTURE Yocational Agriculture was formally introduced in the liigli schools of Worth Carolina under the Smith-Hughes Vocational Educational Act in 1917. Today there are 489 departments of vocational agriculture; 405 of these are located in white schools and 84 in N'egro schools, with an enrollment of approximately 33,000 pupils for the school year 1941-42. The program for vocational education in agriculture helps to round out more nearly our educational program, particularly in the rural schools where farmers constitute the major group. The ultimate objective is to train persons who have entered upon or who are preparing to enter upon the work of the farm for proficiency in specific farming occupations. More specifically, vocational agriculture is designed to prepare boys for the business of farming and for a happier and more useful life on the farm, to give farmers and farm boys training that will make them more efficient in their life work, and to make the country a better place in which to live. Systematic class instruction is available to four groups of students : 1. Farm boys, fourteen years of age and above, who are regularly enrolled in high school. These are called all-day students. 2. Farm boys, who have stopped school and who feel the need of in-struction and information on farming, may attend short courses of 20 or more lessons. This group is called part-time students. 3. Farmers and farm women, who want specific instruction on certain problems concerning the management of the farm and home, may attend short courses. The length of the course, the date and time of meetings can be arranged to suit the convenience of those attending. These classes are usually taught at night. This is the evening class group. 4. Farm boys who are enrolled in schools in the immediate vicinity of the school with a teacher of agriculture. The teacher of agriculture can arrange to meet groups of boys at these schools for one or more lessons a week where there is a demand for this type of work. This is the day-unit group. Records show that approximately 65 per cent of the boys who have had one or more years instruction stay on the farm. Teachers of agriculture cooperate from an educational standpoint with the program of the AAA, Land-Use Planning, Extension Service, State Department of Agriculture, Rural Electrification Authority, Farmers Cooperative Exchange, Food and Feed Program, and the Agri-cultural "Workers Councils. 30 Biennial Report of State Supeibintendent The work of a teacher of agriculture may be divide into three phases: 1. Classroom instruction for high school, evening class and out-of shool boys. 2. Community work. 3. Supervising the practical work of the students. The Department of Agricultural Education has cooperated in the N^ational Defense Program by offering courses in mechanical operations to out-of-school rural youth throughout the State. Instruction in the defense training classes is designed to prepare rural boys for vital posi-tions in industry which will need millions of workers and for mechanical jobs on the farm. These training classes have put the teachers of agri-culture on a 16-hour per day schedule. Future Farmers of America The Future Farmers of America organization is an integral part of the program of vocational agriculture. This is a IN^ational organization for students of vocational agriculture with active state associations located in 47 states, Hawaii and Puerto Rico. !N"orth Carolina has the second largest membership in the !N"ational organization. Approximately 15,000 farm boys are members of the '^t Early Morning exercises—White Lake F.F.A. Camp. North Cabolina Public Schools 31 EXPANSION OF VOCATIONAL AGRICULTURAL PROGRAM 32 Biennial Report of State Supeeintendent Seven JSTorth Carolina boys were awarded tlie American Farmer Degree in 1941 and thirteen applications have been submitted for 1942, Sixty-five boys were awarded the Carolina Farmer Degree for 1942. The following contests were sponsored : Supervised Practice, Star Farmer, Public Speaking, Livestock and Crops Judging, Food for Free-dom, and Chapter Contest. These contests were conducted on local, Federation, district and State bases. Fifteen thousand copies of Tar Heel TalJcs, the F.F.A. State publica-tion, were mailed out at regular intervals. The two State-wide F.F.A. camps operated for a period of nine weeks with a total attendance of more than 3,000 members for the 1942 season and approximately 350 boys at camp during each week of the season. The camp program consisted mainly of recreation and leadership train-ing activities. The motto of this organization consists of only four lines, but these lines are filled with practical philosophy reflecting a spirit and sincerity that shows the true viewpoint of farm youth, the '^backbone of a nation." The motto is as follows : LEARNING TO DO DOING TO LEARN EARNING TO LIVE LIVING TO SERVE THE NATIONAL DEFENSE TRAINING PROGRAM FOR OUT-OF-SCHOOL YOUTH The Out-of-School Youth Defense Training Program provided train-ing for out-of-school youth between the ages of 17 and 25 in order to create a reservoir of youth with preliminary training who might go into National Defense industrial employment as the occasion demanded, or who might be better qualified to serve agriculture as it becomes increasing-ly mechanized. These courses also were to function as devices of the selec-tion and guidance of individuals into advanced or specific training courses. The Division of Vocational Education was charged with the responsibility for the conduct of the program. The local teacher of voca-tional agriculture was responsible for the program in the local com-munity, in cooperation Avith the county superintendent, the principal, and the local advisory committee. General preemployment OSY courses which ofi"ered basic instruction in Education were : Courses in auto mechanics help train workers vitally needed for the war effort. 1. Auto Mechanics, consisting of the operation, care, and repair of tractors, trucks, and automobiles, including both gas and diesel engines. 2. Metal "Work, including welding, tempering, drilling, shaping, with emphasis on farm machinery repair. 3. Woodworking, consisting of rough carpentry work in the con-struction of farm buildings and equipment. 4. Elementary Electricity, including operation, care and repair of electrical equipment, and wiring for light and power. These courses operated for a total of 120 hours over a period of 8 weeks. The following number of schools having vocational agriculture de-partments conducted one or more classes in OSY defense training: Learning to care for children is important training today in homemaking courses. Per Ct. White scliools 311 out of a total of 405 departments, or 76.8 Negro schools 72 out of a total of 84 departments, or 85.7 Total 383 out of a total of 489 departments, or 78.5 Listed below is the total number of classes in each course, with the total enrollment : North Carolijja Public Schools 35 A large number of these boys have found employment in defense industries and others have found local employment, taking the place of those who have gone into the armed services. Examples of the results of this training are the following: Fifty-nine of the 63 boys who com-pleted the metal course in the Hillsboro school are now in defense industries along the Atlantic coast in shipbuilding and aeroplane con-struction; 75 boys out of 200 who attended classes held in the China Grove school are now in defense industries; 16 boys from the Franklin High School in Macon County are in the Glenn Martin aeroplane factory in Baltimore. A total of $501,546.28 has been spent in the State for equipment and instructional costs, $242,463.55 of this amount being spent in providing additional equipment in the school shops. Funds for this program were made available by an act of Congress passed in June 1941. HOME ECONOMICS EDUCATION Conditions today challenge us to put forth every effort to safeguard the family and the home. With family life disrupted by men in the armed services and women working outside of the home in defense plants or in activities for civilian defense, it is imperative that we guard against neglect of small children and maladjustment of youth. Likewise, in these days of advancing cost of living, it is more than ever necessary to plan and buy wisely, to produce and conserve food, clothing and equipment, to prepare foods that insure strong healthy bodies, and to be prepared to care for the sick in the home. Home economics includes training ii; all these aspects of homemaking. Girls are learning to do their share. Through home practice and home projects they are applying this training in their daily living. If we are to preserve our way of living in a democratic society more Right—Good food makes strong bodies. Bottom—Renovation adds beauty and gives joy to the creator. 36 Biennial Report of State Superintendent bojs and girls must receive instruction in family living, so tliat they will be good family members today and good parents tomorrow. Adults, also, asked for more training, and instruction was given in whatever area of homemaking the group felt a need. Nutrition and meal preparation, clothing construction, first aid and home care of the sick and child development classes were offered in many communities last year. GROWTH IN VOCATIONAL HOME ECONOMICS EDUCATION North Cabolina Public Schools 37 In 1941-42 there were approximately 820 home economics departments in high schools of this State offering instruction to about 57,400 students. Of this number 359 departments were reimbursed from State and Federal vocational funds. The table on page 36 shows the growth in voca-tional home economics over a period of years. TRADE AND INDUSTRIAL EDUCATION Trade and Industrial Education has continued its growth even though the ISTational Defense Program has been carried on at the same time in many of the same shops under the supervision of trade and industrial education local directors. This is shown by the table appearing below. Young people realize as never before that they must know how to do some particular job in order to secure the most advantageous employment ; and adults employed have found it necessary to continue their technical training in order to secure promotion in industry. Trade and industrial shop courses are offered in the high schools of fifty of the largest centers in the State. Training in diversified occupa-tions, where students get their shop experience in industry on practical jobs and receive their technical information related to the job in school, is provided in thirty-eight centers with an enrollment of 1,017. This j)lan gives the student a chance to use the equipment in industry under Learning to cut gear on a milling machine 38 Biennial Report of State Superintendent real working conditions. The school may offer opportunities in all the trades represented in the community, while industries get the best stu-dents selected for their particular use and these are given related training by the school, thus working to an advantage for all concerned. An enrollment of 11,215 employed workers were taught in 655 classes in technical subjects to become more efficient on their jobs and thus eligible for promotion. GROWTH OF TRADE AND INDUSTRIAL EDUCATION IN NORTH CAROLINA Year North Carolina Ptjblio Schools 39 industry. Training for suj)ervisory personnel provides job instructor training, upgrading of supervisors, and in-service training of instructors. Training for the military branches provides training for Signal Corps workers and for men in uniform vi^ho need industrial skills. There is being offered training in the following different skilled occupations : Aircraft "Woodworkers Machine Tool Operators Aircraft Metal Workers Patternmaking Aircraft Welders Radio and Communication Armature Winders Sheet Metal Workers Auto Mechanics Ship Builders (Wood) Blacksmith Ship Fitters' Helpers Blueprint Reading Ship Welders, Electric Garment and Textile Workers Supervisor's Training At the end of the present biennium there were 3,000 persons enrolled in 263 different sections. There is no definite starting or stopping time for classes ; students come into training every day and as they complete their training, they | are referred to jobs in war production industries. With a complete turn-over of students about every eight weeks, 15,000 workers are being trained yearly. The 250 instructors were recruited from industry. The main factor considered in their selection was that of work experience and standing in their trade. Each instructor ranks as a skilled worker in the subject which he teaches. The major industries to which workers have been referred for place-ment are : IST. C. Ship Building Co., Wilmington ; Barlour Boot Works, ISTew Bern; Elizabeth City Ship Yards, Elizabeth City; the Wright Automatic Machine Co., Durham; The Edwards Co., Sanford; The Glenn L. Martin Co., Baltimore; the Norfolk Navy Yard, Norfolk; and the Newport News Drydock and Ship Building Corp., Newport News. EDUCATION FOR NYA YOUTH Under a cooj^erative agreement between the National Youth Adminis-tration and the U. S. Office of Education, educational facilities for NYA youth are provided by the public schools. The Division of Vocational Education is responsible for the administration and supervision of the NYA Educational Program. Contributing to NYA youth educational needs is the supervisory staff of the several departments of vocational education : Trades and Industries, Home Economics, Agriculture, Occu-pational Information and Guidance, and Distributive Education. 40 Biennial Report of State Supeeintendent As this cooperative plan operates, the State Director of Vocational Education and NYA representatives confer on (1) the program of work projects, (2) the nature of the instruction to be given and (3) conditions under which instruction will be offered. As a result, the total resources of the ]^ational Youth Administration and the State Department of Public Instruction are available for work exi:)erience and training for I^YA youth. Training is provided in two types of work projects : resident and non-resident. Full-time instructors are provided by the schools in resident centers and for nonresident projects. NYA youth are paid for work production on NYA projects but attend classes on their own time. Three types of training are provided in this program: (1) Extension Trainingi Supplementary to Work Experience, (2) Preparatory Training for Occupational Adjustment, and (3) Instruction for Civic and Vocational Intelligence. Under Federal legislation the program of NYA Education, supported by appropriations included under Public Law 146, was discontinued. Beginning with the fiscal year July 1, 1942, the training programs for j^YA youth will be included in Vocational Training for War Production Workers, Program No. 1, provided for in Public Law 647. (See p. 38.) Therefore, specific vocational courses intended to prepare ISTYA youth NTA out-of-school youth learning radio. i^-~ North Carolina Public Schools 41 in the shortest time possible for filling war-time jobs are now offered by the public schools. TOTAL NYA OUT-OF-SCHOOL YOUTH ENROLLMENT IN CLASSES—AGES 17-25 42 Biennial Report of State Si!pb3?intendent Program A. War-time Emergency Training for New Store Worhers, which is part-time preemployment replacement training to provide trained workers to replace those who have entered military service or who have gone into defense industries. Program B. Special War-time Training for Experienced Salespersons to familiarize them with the war regulations and adjustments affecting the sale of merchandise and the service of stores. Program C. War-time Training Program for Owners and Managers of Distributive Businesses to give an understanding of the laws, regula-tions, orders, and control under which retail businesses must operate during the war emergency. Program D. A Training Program for Store Supervisors and Depart-ment Heads to assist them in the induction and in-service training of the large number of new persons who will enter retailing as replace- IN-SERVICE TRAINING FOR ADULT WORKERS Year A training class in furniture merchandising. merits and to train experienced salespersons to serve customers in a war-time period. REHABILITATION The Rehabilitation Program provides or secures vocational guidance, appliances, treatment, training and placement for physically impaired individuals 16 years old and over who are vocationally handicapped. Wlien a person has been given part or all of the above services to the extent that it has resulted in his having a permanent job with a self-supporting wage, he is considered rehabilitated. This Program has advanced from a low of 18 rehabilitations in 1912 at an average cost of $647.08 per person to a total of 844 in 1942 at an average cost of $208.32 per person. It is therefore evident that it costs less to rehabilitate a person for life than it does to maintain him at public expense for twelve months. This Department is now engaged in getting as many physically impaired persons as possible into defense training classes and in training them in essential war industries. This machine age and the ever increasing toll of injured in employ-ment, because of the unprecedented demands of industry in the war effort, provide a steady stream of persons needing this service. Under the Social Security Act, Vocational Rehabilitatiou is permanent and continuing. Eecent amendments to this Act make available $3,500,000 annually in Federal funds to the states for this work. There is every reason to believe that this amount will be increased substantially because of the tremendously increasing need for these services. Left: W. T. has to walk on his knees, since he came to the Department too late in life for corrective treatment. He was trained as a watchmaker by the Rehabilitation Depart-ment, and now operates his own watch repair shop and jewelry store from which he makes a comfortable living for his family. Right: Billy was for years a wheel chair case. After a series of orthopaedic operative procedures, he was able to walk and was trained as a radio mechanic by the Rehabilitation Department of the Division of Vocational Education. He now owns his own rado repair business in which he has trained several handicapped persons. * Decrease. PROGRESS IN VOCATIONAL REHABILITATION Year North Carolina Public Schools 45 OCCUPATIONAL INFORMATION AND GUIDANCE An Occupational Information and Guidance Service was set up in the State Department of Public Instruction July 1, 1939. The primary-purpose of this service is to assist schools in the development of better guidance programs. During the past three years field work has been carried on in all but two or three of the 100 counties. County-wide con-ferences on guidance have been held in 84 counties and some services have been extended to most of the city units. Some of the more specific functions and purposes of the guidance service are : 1. To prepare and distribute special bulletins dealing with plans, courses of study, and literature on studies, investigations, 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 con-siderable guidance work, and to offer suggestions for expansion. 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 The guidance program assists the individual in securing and interpreting occupational in-formation which is essential in making sound vocational choices. 46 Biennial Report of State Superintendent of various youth problems such as the State and l^ational Voca-tional Guidance Associations, civic clubs, employer and labor groups, the Occupational Information and Guidance Service in the U. S. Office of Education, and The ISTorth Carolina Edu-cation Association. 6. To promote the training of teacher-counselors in occupational 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 confer-ences for the purpose of improving local programs of guidance. 8. To answer by correspondence requests from schools and other interested agencies for sources of occupational and guidance information. A functional guidance program includes certain definite services which should be available for each pupil in all schools regardless of size. The important areas of a guidance program are: (1) an individual 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 (6) follow-up of all school-leavers. A guidance program should also reveal facts which point to needed changes in the curriculum. What kind of guidance programs are to be found in North Carolina high schools ? The 1942 final report submitted by each high school prin-cipal includes, for the first time, a section pertaining to guidance. A summary of 927 of these reports reveals evidences of guidance programs as indicated by the per cent of schools having or engaging in the follow-ing: Individual cumulative record folders 58.8 per cent; standard achievement tests at regular intervals 27.8 per cent ; file for occupational information 38.1 per cent; file on further training opportunities 25.4 per cent ; regular course in occupations 15.3 per cent ; individual counsel-ing about educational and vocational plans 55.3 per cent; assistance in placing all pupils in next steps 43.5 per cent; and follow-up of all graduates and dropouts 38.4 per cent. In addition 552, or 56.3 per cent, of the 927 high schools reported that someone had definitely been placed in charge of the guidance program. Three hundred and six schools, or 37.2 per cent, indicated that one or more staff members were assigned to do individual counseling. For these schools 3.8 hours per week had been included in the regular schedule for individual counseling. North Carolina Public Schools 47 SCHOOL LIBRARIES The realization that school libraries are essential in a good program of instruction is demonstrated by their growth in this State during the past decade. The growth in the elementary schools has been especially significant. From a program of purely recreational reading of more or less unscientifically selected books to a program of directed recreational and informational reading of carefully selected and graded books related to individual and class interests shows the growing philosophy which makes elementary school libraries actively used every day. The emphasis in the high school has likewise changed from the library used primarily by the English department to the library used by every subject group in the school. This growth cannot be shown by any statistical table, but visits to school libraries and an examination of book orders would readily make it apparent. Statistics can show, however, that marked growth has taken place. An over-all view of school libraries can be obtained by a study of the table, ^'General Statistics on Public School Libraries." The information in this table is based on reports received from schools which operate school libraries and does not include small schools or others which do not have library book collections. In 1930-31 only 36 per cent of the children enrolled attended schools operating school libraries. Ten years later in 1940-41, 81 per cent of the children were enrolled in schools providing library service. High school students seek information on current problems and find satisfaction through library materials. 48 BiENNiAi, Report of State Supebintendent GENERAL STATISTICS ON PUBLIC SCHOOL LIBR.ARIES North Carolina Public Schools 49 GENERAL STATISTICS ON PUBLIC SCHOOL LIBRARIES—Conftnued 50 Biennial Report of State Superintendent by trained librarians to them. The library assistance from WPA termi-nated with the closing of schools in 1942. Students on INTYA projects numbering more than 400 assisted in the library program under the direction of the librarian, as did fully 3,000 pupils who gave their services because of their interest in the library. Student assistants in many schools have organized as clubs and are promoting the formation of a State organization of student library assistants. The trained librarians have been handicapped in the promotion of the library by numerous other activities assigned to them and by the limited time that many of them have assigned for library work with the boys and girls and for technical library organization. The number of teacher-librarians with some library training as shown in the table below includes those nomi-nally responsible for the library but not assigned any school time for carrying on the work. The remarkable increase in trained personnel in ISTegro schools has largely been made possible through the cooperation of the North Carolina College for Negroes in establishing a school of library science there. Training to meet certification requirements for teacher-librarians in white schools is provided at Appalachian State Teachers College, East Carolina Teachers College, "Woman's College, and the University of ISTorth Carolina. The University also offers a full year of library training to meet certification requirements for full-time librarians. At the beginning of the session 1942-43 Appalachian State Teachers College institutes a program of twenty-four semester hours in library science for the training of full-time school librarians. North Cakolixa Public Schools 51 superintendent's general report. The number of volumes per pupil is based on average daily membership. The figures in the table on "Circula-tion of School Library Books" were taken from the annual library reports submitted by individual schools reporting school libraries. NUMBER OF LIBRARY BOOKS OWNED 52 Biennial Report of State Superintendent The increased expenditures also reflect tlie interest in the library and the need for books in good teaching situations. These figures are tabu-lated from the annual library reports of individual schools. As books are used they tend to wear out ; other materials become out-of-date and need to be discarded. These two reasons explain the present annual figure of approximately 75,000 books lost and discarded each year. The average replacement cost for elementary school library books is 90c per book; the average replacement cost for high school library books is $1.40 per book. It takes approximately $90,000 a year to maintain the libraries at their present standard without increasing the number of books avail-able. The cost of library supplies for organization, cataloguing, mending, and circulation amounts to about $45,000 a year, or an average of about 20c per book added to the library collection. During the past biennium approximately $50,000 each year was available from State funds for school library maintenance purposes, including book replacements, maga-zines, mending and binding, and consumable supplies. North CAsoiLiNA Public Schools 53 There is no level in the school program from the first year through the twelfth year where libraries are not needed and used. There is no subject from the A of art through the M of music and mathematics on through the Z of zoology where books and libraries are not needed and used. Libraries hold inherently knowledge for today and continuing education for tomorrow. School Libraries in the War Effort School libraries have participated actively in the war program by making currently significant material readily available; by stimulating interest in war information through displays ; and by engaging in salvage campaigns, first aid classes, the Victory Book Campaign, and other programs. The librarians themselves have in many instances headed the school campaign program and the libraries have served as clearing places. A well informed community is an intelligent community. The library's chief contribution is through making significant material available and through stimulating its use. The State Department of Public Instruc-tion sent to more than 500 school librarians suggestions for materials and displays on war participation topics, including Civilian Protection, Con-sumer Education, I^utrition and Health, Safety and First Aid, Defense Bonds and Stamps, Industrial Training with emphasis on defense job training, Latin America, Countries Engaged in War, Social and Economic Planning, Armed Services, and Democracy. Reports from the school librarians indicate that practically all of them had displays on three or more of these topics. Some emphasized each topic with gratify-ing circulation of the books and pamphlets displayed. The displays usually consisted of bulletin board material and books related to the Our world neighbors are brought nearer by library book displays. 54 BrENNiAL Report of State Superintendent topics. In some schools a table was reserved for the display of books and pamphlets on the topic promoted during the week. Marked interest was shown by pupils, and many teachers featured the information in their classes. Bibliographies of material available locally on the topics above and on related topics were prepared by librarians for use in class discussions and school club work. Printed bibliographies from the United States Office of Education, from the American Library Association, and other national agencies on Industrial Training, Shop Work, Aeronautics Education, Latin America, China, Canada, and other similar topics have been made available to schools. Similar bibliographies to meet needs of a specific school or reading level have been prepared by the State School Library Adviser in the State Department of Public Instruction. The school libraries were particularly active in the Victory Book Campaign to supply additional books for USO Clubs, Camp Day Rooms, and to armed forces being transported by trains and ships. The libraries served as receiving centers and the librarians assisted in sorting the books preparatory for shipment to designated dispensing points. In many localities the school library room has been used for first aid classes, for ration centers, and for paper salvage centers. The librarians have participated in the campaigns and in some instances have directed certain of them. Certainly the boys and girls have been more conscious of the significance of the programs as a result of the school library participation. ADULT EDUCATION In 1937 the Legislature authorized the State Board of Education "to provide rules and regulations for establishing and conducting schools to teach adults." The Act further provided that said schools should "become a part of the public school system of the State and ... be conducted under the supervision of the State Superintendent of Public Instruction." In accordance with this Act a State program of adult education was set up with the following governing principles as basic regulations : 1. Teachers shall be elected by the board of education in each administrative unit on recommendation of the superintendent. 2. Teachers must hold regular North Carolina teachers' certificates, exceptions to these qualifications to be made only in cases of demonstrated ability in the field of adult education. 3. Adult education teachers shall be paid according to the State standard salary schedule in accordance with the certificate held. North Cakolina Public Schools 55 The State will pay 50 per cent of the salary; the other half must be paid from local fimds set up in the school budget. 4. No uniform curriculum is to be prescribed. The program shall be democratic in its attempt to meet the varying needs of individuals and communities. The type of instruction to be offered in any community can best be determined by the school superintendent with the aid of local community school councils. 5. The administration of the program shall be left almost entirely with superintendents. Assistance in organizing and directing the work of the teachers will be provided from the State office. During the last two years the following 31 school administrative units have conducted adult education programs : Asheville, Buneombe County, Burke County, Catawba County, Cleveland County, Char-lotte, Dare County, Durham, Durham County, Forsyth County, Gastonia, Gaston County, Graham County, Greensboro, Guilford County, High Point, Kannapolis, Kinston, Leaks-ville, Mecklenburg County, Mitchell County, Moore County, Richmond County, Robeson County, Rowan County, Salisbury, Rutherford County, Surry County, Swain County, Winston-Salem, Wilmington. While Adult Education in l^orth Carolina is basically a literacy movement, the war naturally had its effect on courses and subjects taught. In addition to the regular literacy program, courses in first aid, practical and home nursing, and nutrition were offered to hundreds of adults anxious to meet war-time requirements for civilians. Homemak-ing and parent education were very popular. Some school units supple-mented the program further by offering work in crafts, citizenship and public affairs, dramatics, gardening, music, public speaking, parlia- Craftsmanship in industrial occupation brings personal satisfaction and material gain to many adults. 56 Biennial Rb:port of State Superintendent mentarj procedure, and business education. Througli short courses many persons were given the training necessary for employment created by the emergency. In some instances young men eligible for the Service asked for refresher courses in science and mathematics prior to their induction. Three units are now, 1941-42, offering high school subjects to adults who desire to graduate and thus better qualify for military service or for employment. As a means of noting the rapid growth of the program, the accompanying table is presented. NOKTH CaBOLINA PUBLIC SCHOOLS 57 representative of tlie i^orth Carolina Public Forum Office which is a branch of the University Extension Division. A plan has been Avorked out whereby the Forum Office sends trained and competent discussion leaders, together with materials, anywhere in the State at the standard charge of twelve dollars per visit. Under this plan units having a hundred dollar budget may put on eight forum sessions and spend four dollars for supplies, or a program half this size could be conducted on a fifty-dollar budget. The entrance of the United States in the war stimulated interest in public discussion. Topics, such as Emergency Powers and Private Rights, American and British Relations, Consumer Purchasing and Problems of Family Finance, Maintaining Civilian Morale, Is Isolation Possible ?, and many others related to the emergency, were discussed by over a hun-dred organized forum groups. Interest in this particular phase of adult education is growing very rapidly. During the 1941-42 year Union County conducted a unique experiment in forum organization. The principals in the school system, with the aid of a representative from the State Forum Office, first studied the art of conducting a public forum. Having acquired the method, each principal then agreed to study and become well-informed on one current topic and to lead a discussion on that topic in each of the other school communities in the county. As a result of the project, three thousand adults had the experience of learning cooperatively, lay leadership was recognized and developed in communities, and community interest in public affairs was strengthened. Adult education classes encourage interest in world affairs and help develop ability for intelligent participation. 58 Biennial Report of State Superintendent NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS. 1941-42 (From High School Principal's Annual Reports) SUBJECTS (Grades 8-12) Language Arts English I. English II English III English IV English V Dramatics Speech Journalism Other courses, including Spelling, Writing, Reading, Creative Writing Mathematics General Mathematics and Algebra I General Math, and Algebra II Plane Geometry Advanced Algebra Trigonometry _ Solid Geometry Other courses, including Arithmetic, Mod-ern Math., Practical Math., Social Math., Review Math., Textile Math., and College .-Algebra (See Bus. Courses) Social Studies Citizenship ._ World History American History Economics Sociology Problems of Democracy Geography Ancient History Modern History Negro History Other courses, including N. C. History, Current History, Government, Social Culture, and International Relations.. Occupational Information and Guidance. Bible Recreational Leadership White No. Schools 741 742 725 724 23 73 44 46 107 728 741 619 187 20 18 10 721 486 699 606 607 28 432 32 20 5.5 31 55 No. Students 48.717 41,032 35,479 29,875 2,440 2,043 1,212 1.080 12,078 46.986 35.569 15,345 5,908 634 535 330 41.080 15.625 34.255 16.314 16,341 703 12,106 1.551 856 3.353 1,774 3.578 23 Negro Total No. Schools 250 223 214 206 4 15 2 6 48 218 214 182 62 3 215 180 202 167 172 28 103 12 8 20 No. Students 15,345 11.242 8,838 6,323 220 395 85 170 2.976 12.965 10,312 5.739 2.527 72 111 14.025 7.125 7.544 4,064 4,639 805 2,586 1,017 401 859 278 91 169 No. Schools 991 965 939 930 27 88 46 52 155 946 955 801 249 23 18 16 936 666 901 773 779 56 535 44 28 20 60 34 59 1 No. Students 64,062 52,274 44,317 36,198 2,660 2,438 1,297 1,250 15,054 59,951 45,881 21,084 8,435 706 535 441 55,105 22,750 41,799 20,378 20,980 1,508 14,692 2,568 1,257 859 3,631 1,865 3,747 23 North Caeolina Public Schools 59 NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS, lMl-42-~Continued (From High School Principal's Annual Reports) SUBJECTS (Grades 8-12) Sciences General and Elementary Science Biology -_ Chemistry Physics Other courses, including Senior Science, Museum, and Nature Study. , •Health, including courses in Personal Hy-giene, Home Hygiene, Home Nursing, Nutrition, First Aid, Safety, and Driver Ed Physical Education Art Music Band Glee Club and Chorus Orchestra Vocal and Instrumental Vocational Agriculture I Agriculture II Agriculture III and IV Home Economics I Home Economics II Home Economics III and IV Industrial Arts, including Drawing, Gen-eral Shop, Metal Work, Woodwork, Photography, Printing, Household Me-chanics, and Electricity Vocational, including Trades, Vocational Shop, Weaving, Sheet Metal, Welding, Drafting, Machine Shop, Auto Mechan-ics, and Radio Diversified and Distributive Education . . . Business Education General Business Typing I Typing II Business Arithmetic Elementary Bookkeeping Advanced Bookkeeping White No. Schools 611 730 315 354 12 147 318 35 43 36 6 69 392 364 356 615 603 311 107 No. Students 27,338 35,078 8,165 7,008 431 13,073 36,500 3,996 2,276 2,201 250 7,185 7,474 5,420 7,083 20,207 15,104 5,095 ,397 33 60 BtENNiAi, Report of State SuPE:BiNTETfDENT NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS, 1941-42- (From High School Principal's Annual Reports) -Continued HOW THE SCHOOLS OPERATE ADMINISTRATIVE AGENCIES State Agencies. The public schools of North Carolina operate in the main under the direction of five State agencies : The State Board of Education The State Board for Vocational Education The State Textbook Commission The State School Commission The State Board of Health The first four agencies listed devote their time and energies to the public schools exclusively. They are each independent, with special defined duties outlined by legislative enactment under constitutional authority. In addition to these agencies, the State Board of Commercial Education has been established and empowered to regulate the business schools and colleges of the State. The latter agency is concerned largely with health in general, but under an arrangement with the Rockefeller Eoundation a Division of School-Health Coordinating Service has been established jointly by the State Board of Health and the S'tate Superintendent of Public Instruc-tion with a view to further improving health teaching in the public schools. Then, too, the State Board of Health, through its Divisions of Oral Hygiene and Sanitary Engineering, has been working with and through the schools with the aim of improving the general health and sanitary conditions of the public schools. Each of the above-named agencies maintains an office staff with offices in Raleigh. The administration of the rules and regulations of the State Board of Education, however, together with necessary duties devolving upon the State Superintendent by virtue of his office as an elected State official, is carried on through the Department of Public Instruction. The State Board of Education is composed of the following seven elected offi-cials : the Governor, the Lieutenant Governor, the Secretary of State, the Treasurer, the Auditor, the Attorney General, and the Superin-tendent of Public Instruction as secretary. The State Superintendent of Public Instruction, in accordance with law, is authorized to "direct the operations of the public schools and enforce the laws and regulations in relation thereto." (Sec. 5392, Con-solidated Statutes.) Subsequent legislation, however, has transferred certain specific duties formerly performed by the Superintendent to other 62 Biennial Report of State Superintendent State school agencies. The Superintendent is represented on these other agencies, as vice chairman of the State School Commission and as chairman of both the State Board for Vocational Education and the State Textbook Commission. These two latter organizations plus the staff employed by the Superintendent operate as the Department of Public Instruction, Local agencies. The local administration of the public schools is through county and city administrative units. The governing authority in each of the 100 county units is known as the county board of education. These boards usually consist of three or five members, but in certain cases, according to special legislation, there are more than five members on the board. Board members are nominated biennially in the party pri-maries or conventions and are appointed for terms of two, four, and six years by the General Assembly. The executive officer of the county board is the county superintendent, who is appointed by the board for a term of two years, subject to the approval of the State School Com-mission and the State Superintendent of Public Instruction. The county FINANCIAL SUPPORT OF PUBLIC SCHOOLS CURRENT EXPENCE North Carolina Public Schools 63 board, with the advice of the county superintendent, appoints the local committees for the school districts. The governing authority of each of the 70 city units is styled "board of trustees." Membership on these boards is governed by the laws creat-ing the charter districts, the name by which these units were formerly known. The administration of the schools in these districts is similar to that in county units. In both county and city units there is a tax levying body which is responsible for the provision of all funds other than those which are obtained from the State. The county commissioners have this responsi-bility in county units, whereas in city units the city commissioners pro-vide the funds by taxation or otherwise for any school support beyond that provided by the State and county. SOURCES OF FUNDS The State, through its law-making body, assumes the cost of operating the eight months school term on certain standards of cost. The local units as a whole or certain districts within local units are responsible for financing any school costs for the eight months' term not included in the State budget and in addition the total cost of any school facilities pro-vided beyond an eight months' term. The State funds are administered by the State School Commission and are appropriated for certain specified objects of expenditure classified as current expense. Local funds—county, city and district—may be used for supplementing State funds as well as for capital outlay and debt service obligations. The Report of the State School Commission gives the basis for the allotment of State funds to the county and city units. The accompanying table gives the expenditure for certain selected years for current expense objects. Other tables present figures showing expenditures by items from State funds for the two years of the biennium ending June 30, 1942, and the total expenditures from all funds for each of the past four years. Current Expense. As the folloiwing table shows, the recent trend in expenditures for the current operation of the public schools has been improved. The total current expense, estimated for 1941-42, was $36,- 117,127.23, an average estimated expenditure of $46.27 per pupil in average daily attendance. 64 BlENNIAI, RePOKT of StATE SUPERINTENDENT North Caeolina Public Schools 65 66 Biennial Report of State Supe:eintendent TOTAL SCHOOL EXPENDITURES. ALL FUNDS—FOUR YEAR COMPARISON BY North Cakolina Ptblio Schools 67 TOTAL SCHOOL EXPENDITURES, ALL FUNDS-FOUR ^i^EAR COMPARISON BY 68 Biennial Report of State Superintendent SUMMARY OF EXPENDITURES STATE EIGHT MONTHS SCHOOL FUND 1940-1941 Classification by Objects and Items White Negro Total A. State Aid Paid Odt by Unitb: 61. General Conbtol: 612. Salary: Superintendents 612. Travel: Superintendents 613. Salaries: Clerical Assistants 614. OflSce Expenses 615. County Board of Education Total General Control 62. Insthuctional Service: 621. Salaries: Elementary Teachers 622. Salaries: High School Teachers 623. Salaries 1. Elementary Principals 2. High School Principals Sub-Total Salaries 624. Instructional Supplies Total Instructional Service 63. Operation of Plant: 631. Wages, Janitors 632. Fuel (coal and wood) 633. Water, Light and Power 634. Janitor's Supplies 635. Telephones Total Operation of Plant 65. Fixed Charges (Compensation): 653. School Employees 654. School ChUdren Total Compensation 66. Auxiliary Agencies: 661. Transportation: $ 475,982.88 $ $ 475,982.88 39,854.25 39,854.25 124,999.95 124,999.95 42,816.64 42,816.64 9,958.62 9,958.62 % 693,612.34 $ $ 693,612.34 $11,189,481.12 $4,231,862.55 $15,421,343.67 4,048,052.32 813,933.45 4,861,985.77 477,240.35 103,783.29 581.023.64 1,190,998.25 220,170.30 1,411,168.55 $16,905,772.04 $ 5,369,749.59 $22,275,521.63 60,301.12 11.927.69 72,228.81 $16,966,073.16 $5,381,677.28 $22,347,750.44 $ 435,425.79 $ 58,482.36 $ 493,908.15 488,247.24 123,168.34 611,415.58 117,000.85 18,576.63 135,577.48 43,195.68 10,485.40 53,681.08 12,550.83 1,201.61 13,752.44 $ 1,096,420.39 $ 211,914.34 $ 1,308,334.73 $ 7,959.08 $ 931.84 $ 8,890.92 4.549.94 574.55 5,124.49 $ 12.509.02 $ 1,506.39 $ 14,015.41 1-5. Operation 6. Major Replacements 7. Principal's Bus Travel Sub-Total 662. School Libraries Total Auxiliary Agencies Total State Aid Paid Out by Administrative Units B. State Aid Paid Direct: Workmen's Compensation Tax Surety Bond Premium Grand Total—State Aid C. State School Commission Total Expense North Carolina Public Schools 69 SUMMARY OF EXPENDITURES STATE EIGHT MONTHS SCHOOL FUND 1941-1942 Classification by Objects and Items White Negro Total A. State Aid Paid Out by Units: 61. General Control: 611. Salary: Superintendents 612. Travel: Superintendents 613. Salaries: Clerical Assistants 614. Office Expense 615. County Board of Education Total General Control 62. Instructional Service: 621. Salaries: Elementary Teachers 622. Salaries: High School Teachers 623. Salaries: 1. Elementary Principals 2. High School Principals Total Auxiliary Agencies Total State Aid Paid Out by Administrative Units B. State Aid Paid Direct: Woriimen's Compensation Tax Surety Bond Premium Grand Total-State Aid C. Study of Twelve Year Program Total Expense $ 476,466.80 S S 476,466.80 42,769.21 42,769.21 140,479.02 -. 140,479.02 50,128.56 50,128.56 9,913.91 9,913.91 $ 719,757.50 S ..._ $ 719,757.50 $11,510,736.39 S 4,618,637.80 $16,129,374.19 4,214,854.62 924,403.70 5,139,258.32 477,399.30 107,908.00 585,307.30 1,237,834.80 247,798.00 1,485,632.80 Sub-Total—Salaries 624. Instructional Supplies 70 BiEXNiAi, Repokt of State Supb2untendent THE PHYSICAL EQUIPMENT School Plants Since it is no longer possible to secure Federal aid for school plant purposes, except in war activity areas, the State Literary Loan Fund has continued to increase in popularity as a source for borrowing funds for school buildings. Applications for loans exceed the amount of money available from this convenient source for financing school building con-struction. While it is also no longer possible to make loans from any of the Special Building Funds, money from prepayments on these funds was available during the first year of the biennium. Loans from the Rural Rehabilitation Corporation Fund also have been most helpful in the financing of vocational educational buildings. Funds for financing the larger buildings have been obtained from bond issues, the interest rate on Avhieh has been unprecedentedly low. In order that present school plants and those to be constructed in the future may be less subject to destruction by fires, which annually jeopard-ize the lives of many children and patrons and which are responsible for large property losses and much disruption of the educational programs, studies have been made in an attempt to discover the causes of the more serious school fires. An analysis w^as made of the fires that occurred dur-ing the five-year period from 1935 to 1940. Fires destroying property of considerable value occurred in 12 of the 70 city units during this period. Sixteen of iLe 100 county units had fires destru^ing valuable buildings. An attractive building well-located and properly landscaped is a community asset. North Carolina Public Schools 71 The other fires occurring in the State were minor in nature and many of the buildings involved were small, antiquated structures, some of which were not in use. While analysis fails to reveal any specific cause responsi-ble for school fires, the evidence seems to point toward defects in the original construction. Buildings planned and supervised by registered architects and constructed by registered engineers were the valuable ones destroyed. The appraised value of school property in North Carolina for certain selected years from 1919-20 to 1940-41 indicates something of the accom-plishments that have been made in the field of school plant construction during the past two decades. The average school property value per child enrolled indicates on a pupil-value basis the availability and type of school plant facilities in the State. The transportation problem for hundreds of students has been solved by the use of bicycles. North Carolina 134 Kentucky 124 South Carolina 110 Georgia 109 Alabama 84 Tennessee (lowest) 80 War Effects During the first 18 months of the biennium school plant construction proceeded satisfactorily and normally; a number of modern plants were under construction. The advent of the war, however, caused a virtual cessation in normal building activity. The construction of buildings in new centers is no longer encouraged, and much of the school building effort is directed toward replacements of burned or condemned struc-tures. Small auxiliary buildings and additional rooms are also being provided. Increased emphasis is being placed upon maintenance, beautifi-cation and repair programs. The maintenance of the status quo in school plant facilities is one of the prime objectives during the war period. The establishment of a number of military centers and other activities related to the wai' have caused a disruption of the educational programs in several school units of the State. The Federal Government has sought to relieve the affected communities of undue hardships caused by these emergency conditions by making substantial grants for new buildings, maintenance and operation, and transportation. Wilmington, the location of a large ship building enterprise, has received contributions in the amount of $614,000; grants totaling $167,000.00 have been made to Fayetteville to provide for children who have moved into this area because of the expansion of Fort Bragg ; and Onslow County, site of the Marine Barracks, will receive valuable aid, approximately $300,000.00. Craven County, New Bern, Carteret County and a few other units are being considered for assistance as a result of military activities. In anticipation of postwar building programs, surveys of needs are North Cakolina Public Schools 73 being conducted and information on important building needs is being assembled in order to avoid the necessity for hastily prepared plans once normal building operations are resumed. SCHOOL TRANSPORTATION The public transportation of school children is necessary for the estab-lishment of large school districts with large size buildings. The growth in this phase of public education in Worth Carolina, therefore, has paral-leled that of the increase of large modern school buildings in rural and small town areas. Prior to 1919-20 there was very little school transportation at public expense. Compared with the great network of transportation routes throughout the State today, even the record of 150 vehicles transporting fewer than 8,000 pupils during 1919-20 appears very small indeed. From that small beginning, as the table shows, the transportation system has expanded under local efforts and support to the year 1932-33 and after that year at State expense until in 1940-41 there were 4,727 buses engaged in hauling 341,135 pupils to and from school each day. The total annual cost of this program of public school transportation was $2,- 631,679.76. On the basis of the number of pupils transported the annual cost was $7.71 per pupil, or, based upon a school term of 160 days, 5 cents per pupil per day for the trip to school and return home. More girl drivers are being used now since boys are taken into the service. 74 Biennial Report of State Superintendent North Carolina Public Schools 75 76 Biennial Report of State Superintendent Boohs Rebound. All the books placed in circulation by tlie State Text-book Commission have been new books. After these books have been used three or four years, they begin to wear out and the Commission is faced with the necessity of discarding or rebinding the usable copies. Many books must be discarded, but a reasonable number can be rebound as indi-cated by the accompanying figures. North Carolina Public Schools 77 Boohs Owned. The number of books owned represents tbe usable books on band during each of tbe years indicated. All books sold, lost, and worn out are not included in tbese figures. 78 Biennial Report of State Superintendent increasing very rapidly. It is estimated that purchases during 1942-43 will amount to about $75,000. THE SIZE OF THE SYSTEM The size of the Xorth Carolina public school system may be measured by a number of yardsticks : amount of money expended, number of pupils enrolled, the value of school property, the number of teachers, the length of school term, and others. Since, however, some of these items are pre-sented under different heads elsewhere in this report, they are not repeated here. Number of Elementary Schools. The number and size of the schools actually taught serve to indicate both the instructional and administra-tive problems involved. It has been the experience in ITorth Carolina that small schools do not and cannot offer as broad a program of instruction as can be offered in the larger type school. For this reason the trend has been toward a smaller number of small schools and a larger number of large size schools. This trend has brought along with it an increase in public transportation facilities, a subject discussed elsewhere in this report. The accompanying table indicates this trend as it applies to the ele-mentary schools (grades I-VII). North Carolina Public Schools 79 and it will be noted that the trend in size as indicated by number of teachers is also toward the larger type. There were in 1940-41 a total of 982 public high schools in North Carolina. 80 Biennial Report of State Superintendent SCHOOL ATTENDANCE AND ABSENCE y E AR PER CENT IN ADA. PER CENT IN A.D.A.^ AND ABSENCCI PO 40 fin 80 I 00 than the census. The accompanying table indicates the enrolment by races and for elementary and high schools during the years specified. School Attendance. The extent to which pupils enrolled attend the public schools is indicated by average daily attendance figures; and by such figures in relation to enrollment the holding power of the schools North Carolina Public Schools 81 is measured and their size ascertained. Figures showing the percentage of enrollment in attendance indicate that North Carolina boys and girls attend school even better now than prior to 1933, when the eight months school term was established. Enrollment by Grade. Still another measure of the size of the public school system is the enrollment by grades. It is necessary to know the grade enrollment in providing the instructional services. As figures indicate, the greater portion of North Carolina pupils is in the lower grades. There is a tendency, however, for the enrollment in the lower grades to decrease, whereas the trend is upward in the higher grades. A comparison by number and per cent clearly indicates this trend for the races separately. 82 Biennial Repobt of State Supebintetndent North Carolina Public Schools 83 AVERAGE SCHOOL TERM TERM IN DAYS i?n 130 I4.Q l-'^O 160 ^Q the highest point prior to the financial depression, by 1931-32. Two years later, 1933-34, the State eight months school term became effective, thus increasing again the average term, to 159.3 days. Since that year this average has gradually increased as a result of special taxes voted for a nine months term in city units. It will be noted from the table that the average term for white and N'egro schools is approximately the same. Enrollment By Term. Contrary to the beliefs of many people, when the argument for a State-wide eight months school term was advanced, that the children would not attend school for the longer term, the figures on enrollment by term and per cent of enrollment in attendance show conclusively the opposite effect. As has been shown school attendance was decidedly better in 1939-40 and 1940-41 than prior to 1933-44, the year that the eight months school term became effective. The accompanying table shows that there are very few children —white and Xegro—enrolled in schools having terms of less than eight months. As a matter of fact, the number of children attending schools 84 Biennial Report of State Superintendent NoKTH Carolina Public Schools 85 Department. Furthermore, it should be stated that, in many instances, the services listed here indicate the initiation or beginning of that particular service to the schools, and that in the final analysis the local boards of education, superintendents, principals, teachers, and other school employees actually make them effective. The schools have been provided for the children of the State; and it is to their welfare and training that all our efforts are directed. The first section of this Report is in fact an expansion of the services outlined here. I. Addresses, Talks, Discussion Leaders. The Superintendent and some staff members are available for com-mencement exercises, P.-T.A. meetings, civic clubs, teachers' meet-ings and schoolmaster clubs, women's clubs and organizations, radio appearances, and discussion leaders. II. Administrative and Professional Services. A. To the public schools — 1. Assistance in making county-wide surveys of the school situa-tion— sites, buildings, school attendance, consolidation and transportation for the improvement of educational facilities. a. Cooperating in the selection of sites in the location of new buildings. b. Cooperating in the improvement of school grounds. c. Making suggestions concerning additions to buildings. d. Making available plans and specifications for small buildings. e. Measuring the utilization of school plants and suggesting ways by which a broader use of existing plants may be made. f. Assisting in securing equipment and supplies, including library and laboratory equipment and supplies. 2. Assistance in adjusting and settling disputes and misunder-standings. a. Interpreting school laws and regulations. b. Suggesting possible solutions of school problems. c. Securing rulings from the Attorney General. 3. Assistance in the better organization of schools. a. Setting up requirements for accreditment. b. Preparing teacher schedules and classroom work programs. c. Introducing new courses, including vocational education and war-time classes. d. Inspecting schools and giving suggestions for their im-provement. 86 Biennial Report of State Superintendent e. Furnishing assistance in the organization and use of school libraries. (1) Advice on the selection and purchase of desirable books and other library materials by preparing general and special lists : e.g., N'.C.E.A., Twenty-five Dollar Per Grade Elementary Library, Our Democratic American Heritage. (2) Advice regarding the library room and its equipment; e.g., Design and Equipment of Consolidated School Lihraries. (3) Advice regarding employment of school librarian, both to the superintendent and to the librarian. (4) Check of school library facilities in relation to require-ments for accredited school and recommendations for meeting requirements ; e.g., summary sheet. (5) Preparation of materials for promoting library usage; e.g.. North Carolina School Library Handbook (25c), Book Week Bulletin, program on school libraries for P.-T.A. program bulletin. (6) Visits to schools and talks to groups; such as P.-T.A., Rotary, teachers meetings, and the like. 4. Assistance in the improvement of the training of teachers and instructional service. a. Developing and directing definite programs of pre-servlce training in the colleges and normal schools. b. Sponsoring continuous yearly summer school programs for teachers. c. Assisting in the organization of extension classes. d. Conducting group and district teacher meetings. e. Assisting in the employment and placement of teachers. f. Issuing certificates to teachers on basis of credits earned. g. Determining the training of teachers and principals in the administrative units. h. Preparing courses of study and guide books for teachers and administrators. 5. School budget and accounting service. a. Giving salary ratings of teachers and principals in accord-ance with the State standard salary schedule. b. Determining salary costs of schools in accordance with allotment of teachers and on basis of State salary schedule. c. Furnishing statements showing amounts due State Literary and Special Building Funds. North Carolina Public Schools 87 d. Verifying amount of funds paid administrative units with public accountants. e. Assisting in the preparation of budgets and applications for loans. f. Assisting in the proper accounting of school funds. g. Furnishing forms for making reports, budgets and keeping records. 6. Financial Assistance. a. Eecommending loans from State Literary Fund for build-ing and equipping schoolhouses. b. Assisting in securing loans and grants from Federal agen-cies for repair and construction of school plants. c. Administering vocational funds for salaries of teachers of vocational subjects and of war-time workers. d. Aiding in the distribution and administration of private funds : (1) Jeanes Fund for employment of Negi'o supervising teachers. (2) Slater Fund for equipping N'egro high schools. (3) Rosenwald Fund for purchasing library books for Negro schools. (4) General Education Board funds for health teach-ing, and for purchasing equipment in Negro colleges. 7. Textbook Service. a. Assisting in the selection and adoption of textbooks. b. Purchasing and distributing free elementary textbooks. c. Furnishing through the State Textbook Commission nec-essary books for units having rental systems. d. Providing library books for sale. e. Furnishing necessary forms and instructions for all trans-actions under both free and rental plans. B. To institutions of higher education — 1. Assistance in matters pertaining to teacher training. 2. Assistance in the administration of regulations of the N. C. College Conference. 3. Assistance with any other problems in which college-department regulations exist. C. To P.-T.A.'s, parents and other citizens — 1. Assistance in the organization of parent-teacher associations. 2. Assistance in campaigns to raise money for equipment, libra-ries, beautification of grounds and other school needs. 88 BiEXAiAL Report oi' State Superintendent 3. Assistance in campaigns for holding local tax elections for the improvement of schools. 4. Participation in programs initiated by the organization. D. To Architects — 1. Help in developing plans and sketches of school plants. 2. Assistance by reviewing and approving plans for school plants. 3. Assistance by supplying information concerning current prac-tices in planning school plants. III. Informational Service. *1. Issues and distributes bulletins—reports, courses of study, direc-tory, laws, etc. 2. Issues Pnhlic School Bulletin and State School Facts. 3. Prepares material and information for the use of members of the General Assembly. 4. Issues statistical information and mimeographed material giv-ing facts about the schools. 5. Issues form letters and statements to school executives concerning the administration of the schools. 6. Writes letters in reply to specific inquiries relative to the public schools and higher institutions. lY. Special Services. 1. Develop and administer part-time commercial classes. 2. Organize and administer day-school and evening adult classes for industrial workers. 3. Promote a program for finding, training and placing civilian cripples. * During the current biennium the following publications were issued by the Department : a .H « -o a. Oh^^; ?^ 5- Title of Puhlication 226 4,100 Educational Directory of North Carolina, 1940-41 227 25,000 Science for the Elementary Schools, 1941 228 20,000 The Tar Heel State (1942 edition) 229 30,000 Teaching Democracy in the North Carolina Public Schools, 1941 230 3,500 Public School Laws, Session of 1941 and Prior Sessions NOETH Carolina Pxjblic Schools 89 231 1,400 Biennial Report of the Superintendent of Public Instruc-tion, Part II, 1938-1939 232 7,500 The Constitution of :N'orth Carolina, 1941 233 4,200 Educational Directory of North Carolina, 1941-42 234 3,000 A Eeport on Special Education, 1941 235 500 A Suggested Twelve-year Program for the ISTorth Caro-lina Public Schools, 1942 (Mimeographed) 236 27,500 The North Carolina Twelve-year Public School Program, 1942 197 5,000 North Carolina School Library Handbook, Third Edi-tion, 1942 THE TEACHING PERSONNEL North Carolina has always been conscious of the importance of the teacher in public education. Progressively and rapidly quantitative standards for the teacher have been raised until no state in the entire United States has higher standards for its elementary teachers than North Carolina. Only three states require more training for a beginning secondary school teacher than North Carolina. But the "War is making serious inroads into the teaching personnel. Men teachers have been selected for military services. Other men have gone into more lucrative civilian and war jobs. Many women teachers are enlisting in the WAVES and WAACS. Other women teachers are going into various types of civilian and war jobs. Undoubtedly 1942-43 will see a break in the upward trend in the scholarship of the teachers, a trend that has been constant and uninterrupted for the past two decades. This will be espe-cially true of the white teachers. Only a general reconsecration to the importance of the teacher will prevent a very serious lowering and breakdown of the high standards which have been reached in teacher education and in the present scholarship level of the teachers. The purpose of this section on "The Teaching Personnel" is not to discuss the work of the teachers, but to reveal the progress which has been made in the education of teachers during the past two decades. There is little need for discussion. The story is told mainly through statistics organized into certain tables. Number of Teachers Employed The table on the number of teachers, principals, and supervisors employed shows an increase of more than 50 per cent. According to present population trends, the saturation point has about been reached in elementary and secondary school enrollments. Any substantial increase in 90 Biennial Report of State Supeeintbndent personnel in the future will come througli a change in the present basis for teacher allotment. North Carolina Public Schools 91 TRAINING OF TEACHERS AND PRINCIPALS For more than twenty years the principal's certificate has required six semester hours of appropriate professional education heyond an under-graduate degree. Since 1931 a degree from a standard four-year college has been one requirement for certificates issued to beginning high school teachers. As of July 1, 1940, a degree from a four-year college became one of the requirements for a certificate issued to a beginning elementary teacher. These facts, together with the further fact that most of the teachers and principals have now had four years of college work, justified the State in projecting part of its teacher education on the graduate level. Accordingly a Graduate Certificate, requiring among other conditions a master's degree is now being issued teachers. That certificate was issued as of July 1, 1941 for the first time. About 350 teachers held the certifi- 92 Biennial Report of State Superintendent cate for the school year 1941-42. As of July 1, 1942 a Principal's Certifi-cate is being issued, one requirement for which is a master's degree. In-service Teacher Education One may summarize the history of teacher education requirements in North Carolina by saying the qualifications for entering the profession were very, very low at first, with additions and gradual increases in requirements until the present level had been reached. As late as 1917 the chief agency for training elementary teachers was the elementary school itself. Until that date most teachers in the rural elementary schools had been certified by passing an examination which itself was based upon the subjects of the elementary school. Even as late 1922 two years of high school education could be offered in lieu of successfully passing the examination, A little later than that all certification by examination was abolished, substituting therefor college credits. By 1940 a degree was required for beginning elementary teachers. The nature of this process of teacher education made necessary a program of in-service education. The chief agencies for this type of education have been the summer schools in this and other states and the programs of extension work offered by certain colleges. The importance of these agencies may be revealed in the tables on summer school enroll-ment and enrollment in extension work. The effectiveness of the work may be seen in the table giving the training of teachers and principals. North Carolina Public Schools 93 Year 1921-22 1924-25 1929-30 1931-32 1933-34 1935-36 1937-38 1939-40 1940-41 1941-42 94 Biennial Repobt of State Supebintendent WHAT THE SCHOOLS NEED? HISTORICAL BACKGROUND Before setting forth the needs of the public schools, let us review briefly the public school situation as it obtained from 1933, when the State assumed responsibility for the financial support of an eight months' school term, to the present. The General Assembly of 1933 had one of the most difficult problems to solve that ever came before a ISTorth Carolina law-making body—that of providing the money for operating all State governmental agencies and institutions, including the minimum school program. The General Assembly of 1931 had already assumed the cost of operating the Consti-tutional six months' term with additional aid to schools operating for eight months. But due to a breakdown in the local tax structure of the State, these latter schools were finding it increasingly difficult to keep their doors open. Taxes simply could not be collected, and hence the repre-sentatives of the people in the General Assembly were faced with the task of keeping the schools in operation during the financial crisis. The situation was met squarely by the General Assembly, however, and with sacrifice and hard work on the part of the school people the doors of our public schools were kept open for the boys and girls of the State. School spending of all sorts was reduced. State standards for the mini-mum program were set up. Administrative changes were made, and a financial policy was established with the acknowledgment that the support of the public schools was a State responsibility. The annual cost of operating the public schools was reduced from approximately $24,000,000, to $18,000,000. The General Assembly made an appropriation of $16,000,000 annually for this purpose, and the remaining amount was obtained from fines, forfeitures, penalties, and poll and dog taxes in the local units. Written into the law was a provision to abolish all taxes levied in the local districts for the operation of the schools. Administrative units, however, were given the authority to vote de novo for supplementary taxes with which either to operate the schools for a ninth month, or on a level higher than that provided at State expense, or both. Under this legal authority only seven units were successful in voting the additional taxes necessary; and consequently 119,145 children who had attended schools operating nine months prior to 1933 were denied that oppor-tunity during the year 1933-34. The growth and improvement in the State public school system f
Object Description
Description
Title | Biennial report of the Superintendent of Public Instruction of North Carolina to Governor..., for the scholastic years... |
Other Title | Biennial report of the Superintendent of Public Instruction of North Carolina to Governor, summary and recommendations |
Creator | North Carolina. Department of Public Instruction. |
Date | 1940; 1941; 1942 |
Place | North Carolina, United States |
Description | Part 1 of 3 |
Publisher | Raleigh :Dept. of Public Instruction,1907- |
Agency-Current |
North Carolina Department of Public Instruction |
Rights | State Document see http://digital.ncdcr.gov/u?/p249901coll22,63754 |
Physical Characteristics | v. :ill., ports., maps (part fold.) ;23-25 cm. |
Collection |
North Carolina State Documents Collection. State Library of North Carolina |
Type | Text |
Language | English |
Format | Reports |
Digital Characteristics-A | 108 p.; 9.09 MB |
Digital Collection |
Ensuring Democracy through Digital Access, a North Carolina LSTA-funded grant project North Carolina Digital State Documents Collection |
Digital Format | application/pdf |
Audience | All |
Pres File Name-M | pubs_biennialreportof19401942nort.pdf |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_edp\images_master\ |
Full Text | Publication No. 241 BIENNIAL REPORT of the SUPERINTENDENT OF PUBLIC INSTRUCTION of NORTH CAROLINA 1940-41 AND 1941-42 Part I SUMMARY AND RECOMMENDATIONS Issued by the State Superintendent of Public Instruction Raleigh, North Carolina SUMMARY OF RECOMMENDATIONS (See p. 99 for full recommendations) 1. Increase in State Funds {Requested): 1943-44 1944-45 Vocational education $ 806,111 $ 860,111 Rehabilitation maintenance 12,000 12,000 Industrial Arts 50,000 50,000 Vocational camps 5,000 5,000 Adult education 48,000 50,000 Textbooks 400,000 400,000 Public School support — (a) Present program 30,326,177 31,186,915 (b) Plus ninth month 33,781,022 34,746,378 (c) Plus 15 per cent for salaries 34,380,608 35,325,292 (d) Both (b) and (c) 38,326,271 39,386,065 2. A State-supported Nine Months School Term. The sum of $3,454,845 is requested for the support of the ninth month of the school term. 3. Salary increase. "That a 15 per cent increase in salaries effective with the school year 1943-44 be granted to all school employees." 4. Vocational Education. See requests under 1 above for expansion of the vocational education program. 5. Compulsory Attendance. The present maximum age of enforcement should be raised from 14 to 16 years, and machinery for the enforce-ment of the law should be provided. 6. Health and Physical Education. The program of health and physical education should be expanded to cover the entire student enrollment. 7. Adult Education. An additional annual appropriation of $18,000 is re-quested. The work should be expanded. 8. Exceptional Children. A small appropriation should be made for carry-ing on an experimental program in one or two selected areas of the State. 9. Supervision of Instruction. The qualification of newly-elected superin-tendents should be raised to include professional training, and serious consideration should be given to the question of supervision of in-struction in the various administrative units. State of ISTorth Carolina Superintendent of Public Instruction E.ALEIGH Clyde A. Erwin Swperintendent :N'ovember 1, 1942. To His Excellency, Governor J. M, Broughton and Members of the General Assembly 19J^3: Honorable Sirs : Pursuant to law, I am submitting this Report of the Superintendent of Public Instruction for the biennium ending June 30, 1942. In this Eeport an effort has been made to give an overall picture of the public school situation as it obtained at the end of this biennium. The Report also indicates the progress made in improving the educa-tional opportunity afforded the boys and girls of this State during recent years. I believe that you will be pleased with what has been done during the past several years toward the improvement of our educational facilities. There are still other points in this great State activity that need strength-ening, however ; and to these needs, as they have been outlined under the section ''What the Schools Need," I wish to call your special attention. Very respectfully yours. State Superintendent of Public Instruction. duozi CONTENTS Page I. What the Schools Do. Introductory Statement 5 Social Studies - -. 6 Language Arts - 9 Science 11 Health, Safety and Physical Education 13 Art .- - - 20 Music - - - - - 22 Mathematics 24 Business Education - 25 Industrial Arts .- 25 Vocational Education 27 Agriculture .-- - -- -- 29 The N'ational Defense Training Program for Out-of-School Youth _...._ -..- 32 Home Economics Education 35 Trades and Industrial Education. .-. 37 Vocational Training for War Production Workers 38 Education for NYA Youth 39 Distributive Education 41 Rehabilitation 43 Occupational Information and Guidance..-. 45 School Libraries 47 Adult Education 54 II. How the Schools Operate. Administrative Agencies — 67 Sources of Funds- 63 The Physical Equipment 70 School Transportation 73 Textbooks 74 The Size of the System 78 Administrative Services 84 The Teaching Personnel 89 III. What the Schools N"eed. Historical Background 95 Achievement During the Broughton Administration 97 Hecommendations 99 Increase in State Funds 100 A State-supported Nine Months' School Term 101 Salary Increase 102 Vocational Education 103 Compulsory Attendance 103 Health and Physical Education 106 Adult Education 107 Exceptional ( Uiildren 107 Supervision of Instruction 108 WHAT THE SCHOOLS DO INTRODUCTORY STATEMENT The biennium (1940-42) which this Report covers marks the end of that period in the history of public education in this State characterized as the eleven-grade program. True, some administrative units, largely city, have from funds realized from local sources supported a twelve-year program of instruction ; but the State school system as a whole has been defined by law as consisting of "eleven years or grades," with the first seven years or grades styled the elementary school and the last four years or grades, the high school. The General Assembly of 1941 enacted a law, chapter 158, which pro-vided for the extension of the public school system to embrace twelve grades, the cost of the same to "be paid from the appropriation made for the operation of the State eight months' school term in the same manner and on the same standards." The act reads in part as follows : "That upon the request of the county board of education or the board of trustees of a city administrative unit, the State School Commission shall provide for the operation of a school system to embrace twelve grades in accordance with such plans as may be promulgated by the State Superintendent of Public Instruction in any high school district for which such request is made at the time the oi'ganization statement is submitted." Going from an eleven- to a twelve-year system is a matter of first-rate significance from the standpoint of instruction. The fact that pupils have an added year of maturity is significant in their development. The twelve-year program makes it possible for children to have more time in the elementary school to complete what has heretofore been undertaken. This added year of work and maturity will mean much in the achieve-ments of students on the high school level. They will have an oppor-tunity to complete the public school program in a manner which will make it possible for our schools to compare more favorably with schools in other states, most of which have twelve-year programs. A bulletin. Publication ISTo. 235, suggesting a twelve-year program for the schools in the State, has been issued. This publication was prepared by committees on language arts, mathematics, social studies, science and health and physical education, art, music, vocational education, indus-trial arts, and guidance. After setting up the objectives of the twelve-year program and stating some problems relating to the organization and administration of schools, the various committees outlined a course to be followed from grade one through grade twelve. Space does not permit 6 Biennial Repokt of State Supekinte.ndent a detailed statement of what Avas undertaken in each subject or at each grade level. It may be stated, however, that the additional year or grade was put in the elementary school as an eighth grade. It may be stated also that the committees made their plans and suggestions for the ele-mentary school in terms of grades one through eight, spreading the work to be accomplished over a period of eight years rather than seven years, as under the old program. Significant changes were made in most of the subjects in the elementary school. The high school course of study was not changed substantially, the subjects remaining about the same for the four years of instruction fol-lowing the eight-year elementary school. However, it was decided that only one year of mathematics in the high school should be required for graduation ; that no foreign language should be required for graduation after 1942-43; and that physical and health education should be a required subject in the ninth grade, or first year of high school under the twelve-year program. The new high school program provides for vocational education, including home economics and agriculture ; busi-ness education ; industrial arts ; music ; art ; physical and health educa-tion in addition to those subjects which have been spoken of heretofore as the fundamental subjects. The program of instruction under the new twelve-year plan will enable students in North Carolina to graduate from a high school offering an opportunity more nearly equal to that which students in many other states have enjoyed for many years. The enlarged program will unques-tionably contribute greater knowledge and efficiency in developing better prepared citizens of the State. SOCIAL STUDIES ]^o subject of the public school program today offers more opportuni-ties for developing an understanding of the interrelationships of people and the use of democratic techniques than the social studies. In social studies courses students draw upon many subjects in the curriculum — mainly history, geography, science, civics, sociology, and economics—in finding facts which are needed for the solution of a problem. The public schools have felt their responsibility in making democracy a real experience in the classroom. The need for each individual to be a participant in democratic living has been recognized. However, recent and present international developments have impressed this responsi-bility even more deeply upon teachers and administrators. The schools' obligation to give pupils information and experiences needed for eifec-tive democratic living is being met in two ways : First, in the organiza-tion and operation of the school; and second, in the regular classroom Cotton plantation scene by a seventh grade group. instruction in the elementary school and in special social studies courses in the high school. The twelve-year curriculum accentuates the necessity for the develop-ment of understandings concerning our economic, social and cultural life. Emphasis is placed on factual information, with pupil participation in the cooperative planning and executing of school work of all kinds. The program also emphasizes the need for studying the immediate environ-ment and the State in general. The social studies program is designed not only to provide information about man and his environment, but most important of all to train boys and girls for critical thinking and cooperative living. Activities that train individuals to use all available facts in solving a problem; to practice tolerance; to recognize the sense of inter-dependence of man and his environment ; to suspend judgment until sufficient evidence has been obtained ; and to take a reasonable stand on local, State and national policies are becoming more and more characteristic of the social studies program. In the revised course of study geography and history in the elementary grades are closely correlated and in some cases fused. Separate subjects are given in the high school. The general topics for each year are : First, Living Together in School and Home; Second, Living Together in Our Community; Third, Community Living Now and Long Ago; Fourth, Selected Peoples of Other Lands ; Fifth, The Story of the United States ; Sixth, How the Present Grew Out of the Past; Seventh, L^nited States 8 Biennial Report of State Supeeintendent History and Eelationships with Neighboring Lands ; Eighth, The Story of ^ISTorth Carolina ; Ninth, Living Together in Our Democracy ; Tenth, World History; Eleventh, American History; Twelfth, Modern Problems. In 1941 a curriculum bulletin, Teaching Democracy in the North Car-olina Public Schools, was furnished to each school in the State. This publication was the result of the cooperative endeavor of the Division of Instructional Service and the 171 school administrative units of the State. It is designed to assist local schools in developing democratic pro-cedures in all of our educational endeavors. Some of the topics discussed in this bulletin are: Planning to Preserve a Democratic Society; The Role of the Public School in Advancing Democracy; Education for Democracy in the Public Schools with Materials for Programs for Years 1-12 ; Symbolism and its Place in the Program ; Activities Productive of Democratic Traits and Skills; Analyzing Propaganda; Handling Con-troversial Issues ; and Developing Leadership. Through bulletins, administrative unit group meetings, and profes-sional study groups, the public schools are striving to make the social studies work functional and meaningful in the life of the individual, vital in community understandings and developments, and effective in better understanding national and international relationships. To this end instruction has been cognizant of current happenings, but not absorbed in them to the extent of losing a perspective of the struggles Much youthful thinking, planning and doing went into the preparations of this circus. Ingenuity, resourcefulness and cooperation made it a successful, enjoyable adventure. North Carolina Public Schools 9 of the past in our country's development. Literary readings, a wide use of the newspaper, magazines and radio forums are encouraged, particularly on the high school level. LANGUAGE ARTS Reading, speaking, and writing are rated among the chief attainments of pupils of any school age. Today, more than ever before, the need to speak, to write and to read well is recognized by people in all industries and professions. Educators have been giving increased attention to these needs and have developed scientific means of determining reading diffi-culties to the end that they may be eliminated. Many children in our State need special help in developing skills in the language arts that they may measure up to standards for the country and have equal facility as they compete with other citizens in an economic world. Our need in the field of language arts has served as a theme for many of the investigations, research studies, and discussion groups held throughout the State during the past two years. As a partial result of the use of more scientific methods in studying the individual child and his readiness for speaking and reading at any grade or growth level, more is known about the beginning point in the child's progress in speak-ing and reading; and there is a more accurate knowledge of the child's abilities, capacities, deficiencies and handicaps as related to his daily progress in the language arts. During the past year special committees and groups representative of every phase of the language arts work in the public schools as well as of the several divisions in school organization—primary, grammar grade and high school—have been at work on the detailed problems involved in pupil instruction in the subject areas included in the language arts program. Studies of records, reports of testing programs, and actual observations of children at work have revealed deficiencies and difficul-ties in the way of pupil progress. Intensive work by these committees has been centered largely on developing a teacher's guide for diagnosing the situation as it concerns the individual pupil and in providing the every-day experiences the pupil needs in his efforts to master the techniques, skills and practices of the language arts curriculum. Eecords of progress and achievement in some schools and recommendations for all schools are included in publications issued by the State Superintendent of Public Instruction. With this basis of procedure—a thorough-going and scientific study of the situation regarding the language arts and improved methods of in-struction and evaluation—progress is being made in raising the level of Even first graders work in committees when the job is as attractive as building a play house for a family of dolls. Much discussion, evaluation, and "research" were necessary before this job was completed. the speaking, reading, and writing achievements of the pupils in both the elementary and high schools of the State. In the twelve-year program emphasis is given to the importance of a continuous, progressive development of a language arts curriculum adapted to the needs of the individual pupil. Instruction in language arts is not assigned to special teachers except in the high school grades. In a sense every teacher is an English teacher, and only on this theory can the school program be effective in meeting the needs of pupils in their efforts to become efficient in the use of language—in acquiring and in making practical uses of adequate speaking, reading and Avriting vocabularies. The proposed eight-year course for elementary schools and the four-year course in language arts for high schools suggests suitable and effec-tive experiences which may be adapted to the growing needs of the pupil. Realizing that growth comes through experience, the school programs now provide a great variety of activities in tbe fields of dramatics, public speaking, journalism, visual education, the radio, research (library reading), and experimentation. Also, in an integrated program with the fine arts and with the social and natural sciences, there must be guidance which leads to success in acquiring the skills involved in speaking, read-ing and writing. Guidance and encouragement, as well as appreciation, are necessary in the accomplishment of worthy goals in creative work in the language arts. Sympathetic evaluation of attempts to do creative work is a great stimulation to success on the part of the pupil. North Carolina Public Schools ll The study of foreign languages is limited to the high school years, grades 9-12. Foreign language is no longer required of every pupil for graduation from the high school. However, provision is made in every high school for offering one or more foreign languages. A committee from the foreign language section of the North Carolina Education Asso-ciation prepared, during the summer of 1942, a report setting forth the reasons for offering foreign languages in the high school. This report is included in Publication ISTo. 235. The report should be helpful to principals and teachers in guiding pupils in the selection of their courses in high school. French and Latin have been the two languages usually taught. Within the last two years, however, there has been a very rapid increase in the number of schools offering Spanish. German is offered in only two or three public high schools. In summarizing, it should be recorded that the work in the language arts field during the past two years has been increasingly successful. A larger number of pupils have achieved success in this field. However, the actual results for the total school population are not wholly satisfactory. Therefore, the emphasis should be placed on discovering the beginning point for each pupil and measuring success by the progress of the indi-vidual according to his own needs and capacities. Mastery of skills in language arts and a growing interest in the use of these skills should serve to raise to a higher level the present standards in speaking, reading and writing. SCIENCE The need for science information as a part of each individual's equip-ment is being met in the public schools by renewed emphasis on the teaching of science. A new science course of study for years I-YII was distributed in 1941 to every administrative unit. This guide in science, with the addition of the eighth-year outline under the twelve-year program, gives each ele-mentary teacher, years 1-8, suggested topics or units for the year's work, specific page references to a selected list of source readings of both text-book and library type, and a summary of essential understandings on each of the topics. This material, which many teachers in ISTorth Carolina assisted in preparing, recognizes that the individual today is living in an ever greater world of science, with prospects for more demand upon him to use, understand and appreciate its applications as a part of daily living. Therefore, provision is made for natural science to take its right-ful place as a regular subject in the child's program, year by year. The topics suggested for each year help the teachers to maintain a balance in the several major fields from which science is drawn. In each 12 Biennial Repoet of State Supekintendent year's program the child has experiences and study relating to the uni-verse, in which he learns in simplified forms facts concerning astronomy and geology which deal with the earth in relation to the sun, moon, stars, and planets; and the earth and its rocks, its soils, its contours, and its physical structure. Another group of topics, dealing with the '^Behavior of Living Things," draws principally upon biology and nature study in relation to adaptation of animals and plants to their environment and to their interrelation and interdependence. A third subject pertains to chem-ical and physical processes in which are included elementary under-standings from chemistry and physics, particularly those which deal with the great laws underlying the conservation and changes of matter and energy, and the sources and uses of power. Provision is made for expanding and enlarging science ideas, facts or concepts from year to year, avoiding repetition or omissions, and for the functional or useful approach of the subject being studied. Typical of the ten to twelve units for each year are the following : Year I—Animals that we know and hear about get ready for winter in different ways, as the squirrel, birds, bears, snakes, woodchuck. Year II—Some way the sun, moon, and stars help us. Year III—Seeds and how they are scat-tered, as the maple, dandelion, oak, ash, burdock, milkweed. Year IV — Plants with and without green color. Year V—Migration of birds and other animals. Year VI—Our body needs. Year VII—The solar system. Year VIII—The use of electricity in the home. The use of experiments for the proof of scientific facts extends from The science corner in the classroom furnishes inspiration at small cost. North Carolina Public Schools 13 the first through the twelfth years. Those for years 1 to 8 are simple in nature. Textbooks on the State approved list, and other books of experi-ments only, give a great many experiments covering the topics indicated in the course of study. Each science teacher in the secondary school has the outline which the teachers use in the elementary school. This provides a continuous pro-gram and close articulation between the elementary and secondary school. Where high school students wish to review a topic or to study one omitted in the preceding years, the elementary outline provides source material for them. A study of separate science subjects does not begin until the second year of high school. Two years of science are required for graduation from the secondary schools, one of which must be in biology. General science is offered in the ninth year, biology in the tenth, with chemistry and physics in the elev-enth and twelfth years, respectively. Each accredited high school is equipped to offer three or more sciences. Schools are attempting to build up equipment for science and to provide rooms which are equipped for doing a better type of science teaching. Supplying this equipment is an obligation of the administrative imit, and more and more it will be nec-essary to provide for this in the capital outlay budget where a school wishes its students to have access to the needed materials and equipment. The War Emergency In keeping with suggestions made by military authorities, special emphasis will be placed upon physics in order to equip high school stu-dents for service in the armed forces. HEALTH, PHYSICAL EDUCATION AND SAFETY There is ample evidence that school programs of health, physical edu-cation and safety are improving. This improvement can be seen qualita-tively and quantitatively with regard to the following : Sanitation—While many schools are not satisfactory with regard to toilet facilities, drinking fountains, sewage disposal and lavatories, much improvement has been made. Health Services—Due to the load already carried by county and city health departments, no appreciable increase can be noted in the health services to school children except as noted under the title of "The War Emergency" below. The dental services provided by the Division of Oral Hygiene of the State Board of Health have been especially worthwhile and deserve special mention. 14 Biennial Repokt of State Supekintendent Health and Safety Instruction—The new adoption of health textbooks, a 'better understanding on the part of teachers brought about through in-service training of teachers and through better teacher-training pro-grams, more interest on the part of administrators, and an increase in the amount of time allotted, all contributed to an improvement in health instruction. In the high schools more special teachers of health and physical education have been employed than ever before. Physical Education—Each year there is evidence that more school-teachers are becoming concerned about the physical education program. The thirty-minute per day time allotment required for elementary schools is complied with by most schools, and teachers are more and more accept-ing responsibility for guiding and directing the physical education activi-ties. The State course of study in health and physical education has provided materials for teachers' use in planning and conducting the j)hysical education program. A large percentage of the high schools of the State, prior to the declara-tion of war, had employed special teachers of health and physical educa-tion for the required work in the eighth and ninth grades. As a rule, the city schools which employed additional teachers out of local funds have been more successful in providing adequate health and physical educa-tion than the rural schools. However, many of the small schools, even without adequate personnel, have provided some opportunities for health instruction and physical education activities for all the boys and girls. All work and no play would make a dull school day. North Cakolina Public Schools 15 Safety—Safety education, by legislative enactment, is required in the public schools of North Carolina. The State Department of Public Instruction, in carrying out the provisions of the law, provides a special bulletin. Publication ISTo. 174, Health and Citizenship Education, A Suggested Procedure for Teaching Safety and First Aid. This bulletin is available to every teacher in North Carolina. In addition to this, safety supplementary readers are available for use in the elementary grades and in the high school. In the elementary gi'ades, in addition to the formal teaching that may be carried on, safety is correlated with other school subjects and is made a part of the daily experiences of the children. The routine school experiences are so planned that children are not only protected from hazards, but also are made conscious of safety to the extent that the habit carries over into life outside of school. In the high schools safety is sometimes taught as a part of the civics course. Sometimes it is correlated with health and physical education, and occasionally it is included in the sociology course. In other schools a special course in safety and driver-training has been set up. Most of the small schools have been unable to set up special courses in safety without omitting some other subject generally included in the curriculum. There is a need for more teachers who have had special training in safety education. At present few of our colleges give adequate courses in this field. The War Emergency In response to a request from Governor J. Melville Broughton and in compliance with suggestions drawn up by a special committee appointed by the Governor, an Emergency Program of Health and Physical Edu-cation was initiated by the State Department of Public Instruction after the United States entered the War. In addition to the regular program carried on by the schools, it was proposed that health and physi-cal education be set up as a required part of the curriculum for all boys in grades ten and eleven in eleven-year systems and grades eleven and twelve in twelve-year systems. It was rcommended that the courses include the following: 1. A complete physical examination of all the boys, the examination to be one comparable to that given by the Army. 2. A follow-up program to correct remedial defects revealed by the examination. The health service, it was stated, should be financed by parents when financially able; and when not, this service should be taken over as a community responsibility by health departments, welfare ,«» «aj>5fat-^»i. t^W^'SAW^j s^'^" AL* agencies, civic organizations, or by voluntary services of the medical pro-fession. 3. A program of health instruction, in-cluding a study of nutrition, care of the body, sanitation, first aid and prevention of communicable diseases. It was sug-gested that health instruction, including first aid, safety, home nursing, and nutri-tion be provided for all girls. 4. Physical education—games, athletics and sjiorts; rhythmics; swimming and life saving, wherever possible ; out-of door activities, such as camping and hiking; informal activities and everyday skills, such as walking, cycling, etc. ; and condi-tioning activities such as calisthenics or setting-up exercises. 5. Courses in safety, including fire pre-vention, safety against air raids, incendi-ary bombs, home and school safety, safety in recreation, industrial safety, traffic safety and driver education were recom-mended whenever facilities and personnel made it possible. The extent to which schools responded to the emergency recommendations is shown by the tabulated results as indicated in the Principals' Annual Reports, all of which are not in at the time this report is being prepared. It should be remem-bered that the success of the program Avas achieved in spite of the fact that over half of all the men teachers of physical educa-ff Ja<,s>KCS>b»Ul«ib -^HWSVttBn The physical fitness pro-gram not only im-proves bodily activities during the growing period; it also prepares youth for war-time ac-tivities. Physical examinations and health check-ups constitute an important phase of the child health study. tion resigned their jobs before the close of the scliool year and over ninety per cent at the end of the year. No. Students Given medical examinations 18 Biennial Report of State Supeijintendent classes of high schools, as shown on Principals' Annual Reports, indicate that a large percentage of those examined have some physical defects. The table below shows some of the results in percentages. Percentage of High School Boys and Girls Found with Physical Defects Among 13,814 Examinations Per Ct. Dental defects 85 Defective vision 16 Hernia (not all serious) 2 Diseased tonsils 14 Ten per cent underweight 16 Ten per cent overweight 7 Heart abnormalities 1.5 Other facts revealed in the examinations : Tuberculosis—17 clinical cases of tuberculosis were found from an X-ray examination of 1,408 boys. Wasserman test—6,757 Wasserman tests revealed 41 positives. Dental Examinations—The ISTorth Carolina Dental Society made a spe-cial dental survey in sixty counties of l^orth Carolina. Fifteen thousand, seven hundred and eighty-six boys of the junior and senior classes were examined. Of this number approximately 85 per cent needed dental attention. The survey revealed that 46,991 fillings were needed, 14,028 permanent teeth had already been lost, and that 3,196 teeth needed to be extracted. It was also revealed that over 25 per cent of all those examined had diseased gums. Follow-up Work for Correction of Defects—It is early to determine the amount of corrective work that folloAvs the medical and dental examina-tions, due to the fact that many of the schools closed soon after the com-pletion of the examinations. Incomplete reports, however, show that con-siderable amount of corrective work has been done, both before and after schools closed. One school, for example, reported three hernia operations. One of the boys needing treatment for tuberculosis has been sent to a sanatorium. School-Health Coordinating Service As was stated in the preceding Biennial Report, the Division of School- Health Coordinating Service was organized during the early months of the fiscal year 1939-40. This Service is jointly operated by the State tin M^M^ Teachers make use of microscope in study of communicable diseases. Board of Health and the State Department of Public Instruction with financial assistance from the Rockefeller Foundation. The staff includes a coordinator (director), a nutritionist, five experienced white nurses, a physical and health education adviser, an associate physical education adviser, a ISTegro physician, and a !N"egro health education worker. The program, as originally set up, was to cover a five-year period; continuation at the end of this period was to be determined in accordance with the success of the work and upon legislative appropriation. The aim of the Service is to coordinate the facilities of the State Board of Health and the State Department of Public Instruction to the end that better programs of health and physical education may be developed in the public schools of North Carolina. During the school year 1939-40 the School-Health Coordinating Service concentrated most of its activities in six counties—Hyde, Tyrrell, Halifax, Washington, Wayne and Craven. Additional work was carried on by some of the nurses in Northampton, Clay, Cherokee and Graham counties. During the school year 1941-42 follow-up activities were em-phasized in Halifax, Orange, Person, Chatham, and Stanly counties. Wayne County was the center of the main portion of the work during the latter part of the school year 1941-42. During the summer of 1941, with the assistance of a grant from the General Education Board, Child Health Conferences (summer teacher-training courses, six weeks in length) were held at three educational institutions—the University of North Carolina, Woman's College of the University of North Carolina and the North Carolina College for Ne-groes. During the summer of 1942 Child Health Conferences were con- 20 BiENNiAi, Report of State Superintendent ducted at the above-named institutions and at Bennett College, Greens-boro, N. C. Scholarships provided by the General Education Board cov-ered the tuition and a stipend for living expenses for those attending the conferences. Among the 110 persons who attended the white institu-tions and the 99 !N^egroes who attended the Negro institutions were teachers, public health nurses, State Department officials and school administrators. Thirty-five persons from Mississippi, Florida, Virginia, Tennessee, Louisiana, South Carolina, Georgia and Arkansas, who were given special fellowships by the General Education Board, also attended the summer conferences. In conjunction with the course of instruction provided, a demonstra-tion Child Health Camp, composed of twenty to thirty malnourished children, was conducted at each of the institutions. The Camp was used as a medium for child health study and as a demonstration of the effects of an adequate diet at a low cost. ART More and more, art is being recognized in the public schools as one of the fundamental subjects in the child's total school program, years one through twelve. The day of "studio art," in which a few talented pupils were thought to be artists and taught to paint and draw, has passed away and in its stead art in a broad interpretation is seen func-tioning in every phase of living. Each individual uses art as a consumer in his personal choices, in home decorations, in architectural design, and in selections and combina-tions of colors. Therefore, each person enrolled in the public schools, years I-XII, should have guidance in art principles, in order that he may have more discriminating taste, an outlet for creative desires, and a worthy recreational activity. A new course of study, Art in the Public Schools, which emphasizes the importance of art instruction, outlines suggestions, and the kinds and amounts of materials needed, was prepared during the summer of 1942 and distributed to the schools during the fall. The contents of this bulletin include : Major Purposes of the Art Program in Relation to the Child; A Working Plan for the School; Procedures in Teaching Art; Sources of Themes for Art Expression; and Directions for Doing a Large Number of Crafts, typical among these being: making flower blueprints, wood carving, carving in plaster of Paris molds, charcoal drawing, finger painting, homemade lantern slides, marionettes, clay modeling, papier-mache work, painting on glass, block printing, and weaving rugs and fabrics. n n Soap sculpture and other art by fourth grade pupils. Art in years I-VIII is taught by classroom teacliers. In the secondary schools, where teaching is by subjects, it is more difficult to bring in art activities as a part of other subject courses. There were 32 high schools in 1941-42 with regularly trained art teachers devoting full time to that subject. It is believed that the new art course of study will promote more art work in the school through its suggestions for the regular teachers. The same types of art experiences are included in the secondary school program as in the earlier years, with additions and special atten- 22 Biennial Report of State Supe2jintendent tion given to interior liome design, textiles, costume design, meclianical drawing, arcliitecture, landscaping, advertising and display, photography, cartooning and caricature, and painting. The high school course has art work outlined for each year IX-XII in twenty-four different activities, such as interior design and drawing and painting, with each year's work planned on an advanced level. An encouraging feature of the art work in the schools is the great variety of materials from which art products are made and the use of local resources in art projects This great variety was exemplified in a recent exhibit of art products made by public school students out of local materials displayed at the National Convention of Governors in North Carolina. Students chose their own media of expression. Some of the items were products of brass and copper, book-ends of wood, wooden buttons, plates, large novelty pins symbolizing the tobacco leaf, bracelets carved of wood with the State dogwood flower design, hand loom made rugs of usable sizes, hand hooked rugs and mats, hand woven cloth for scarfs and purse bags, hand woven cloth designed and made into luncheon sets and towels, papier-mache objects in toys, pieces of hand-turned and wheel-turned pottery, leather tooled bookmarks, metal plaques and trays, paintings, block printing, sketching and lithograph work. While schools have been resourceful in using local products, some materials must be purchased for an art program. Where the administra-tive unit's budget provides at least a minimum basic supply of art mate-rials to be provided for each school, opportunities for students are more equal and advancement of j)upils is faster. MUSIC Evidence of rapid growth in music achievements in the schools is shown by the activities all through the year and by the annual reports at the close of the term. This is in a measure due to the fact that schools are now provided with materials of instruction (free textbooks and sup-plementary materials in music) which are in daily use in the schools; that the number of public school music teachers has increased; that a well-organized and definite course of study is available to every teacher; and that allied institutions and organizations are joining hands with other education forces in an effort to provide every child with definitely organized and sequential music experiences throughout his twelve years of public school. While it is the obligation of organized education to provide experiences in music for every school child, it has also become the responsibility of the home and the community to foster and promote the development of the innate musical interests and abilities of the children. North Carolina Public Schools 23 With the opening of schools in 1942-43 there will be available a new curriculum bulletin in music education. This bulletin is designed to aid or guide teachers in their efforts to improve the instruction in our schools and offers manv illustrations of succesful practices and procedures in meeting the needs of the individual child. While the main purpose of the music education program in the public schools is to develop the child's innate musical interests and abilities, consideration is given to the basic thesis that the child is being taught through music. Therefore, the abilities and needs of the individual child are paramount rather than the forcing of the child into a specific musical mold. A second consideration in the practical working out of the program has been the advancement toward the attainment of the primary objec-tive of all music education in the public school ; that is, the awakening and the development of every child's interest in and enjoyment of worth-while music. This explains the wide range as well as the diversity of music experiences planned for—the singing of songs, the reading of songs, rhythmic activities, listening to music, learning how music is written, creating music, and interpreting and integrating music in con-nection with other life activities. Many varied situations are provided in whicli children may use their learnings in music. During the biennium there has been great progress in the several types of musical activities outlined in the curriculum, with special emphasis on festivals and other group endeavors. Likewise, there This simulated orchestra played with piano during scene before the temple entrance in Egyptian Harvest Festival. 24 Biennial Re^>oet of State Supekintendent has been an increase in the number of schools providing adequate equip-ment, such as the phonograph, radio, piano, and the instruments of the orchestra or band. Music education is attaining its rightful place in the school curriculum, and as a result of plans for a more adequate series of definite and inte-grated experiences in music, the number of children achieving success in this area of learning is increasing each year. To be able to sing well, to particij)ate in instrumental music, and to understand and enjoy good music rendered by others is the right of every child, and success in con-tributing or in listening never fails to bring joy and satisfaction to the learner. MATHEMATICS The instructional program in mathematics will undergo changes in both the elementary school and the high school as a result of the twelve-year public school. The twelve-year program makes it possible to give a broader program in mathematics and at the same time to place in-creased emjihasis upon those skills which all students need in order to adjust themselves properly to the quantitative side of life. Arithmetic will be emphasized in the eight years of the elementary school. The type of work formerly included in the seven-year elementary school will be given during the eight years of elementary school work under the new program, thus allowing more time for the acquisition of knowledge, skills and habits which should characterize pupils who have completed the work of the elementary school. In the high school general mathematics will be offered in the ninth grade (a required subject), followed by algebra or general mathematics in the tenth grade, geometry in the eleventh grade or a coordinated course in plane and solid geometry, and advanced algebra, trigonometry and solid geometry in the twelfth grade. War Implications Since the United States entered the World War last December, repre-sentatives of the armed forces of the nation have called attention to the fact that young men drafted for military service were lacking in a knowledge of the fundamentals of arithmetic and other mathematical subjects. Accordingly, added emphasis will be given to arithmetic and also to algebra, geometry and trigonometry, especially for students in the tenth, eleventh and twelfth grades, as a part of their preparation for military service or work in war industries. The attention of mathematics teachers has been called to a ^'War-time Program in Mathematics and Physics" and to other publications giving the essential elements in mathematics needed by young men Avho The course in typewriting is the most popular business subject. will enter the armed forces of the nation. Also, instructional materials showing the use of mathematics in military and industrial activities have been sent to all high schools. BUSINESS EDUCATION Interest in business education continues to grow. During the last biennium, courses in business education were introduced into a large number of schools. According to the preliminary reports submitted for the session 1941-42 there were 456 teachers of business education in the various high schools of the State. The courses taught by these teachers included stenography, typing, general business, commercial arithmetic, commercial geography, business law, salesmanship, business corre-spondence, and a few other minor topics. No commercial teachers were reported in five counties. The most of the teachers were employed in the larger city administrative units, though many rural schools also provide for business education. The largest number of teachers employed in any one school was eight in ISTew Hanover High School. At the other extreme was one rural school which employed a teacher who taught a course in commercial geography. In most schools the courses in business education usually include stenography, typewriting, and perhaps a year of general bookkeeping. A plan is now under way to revise the State Course of Study in Busi-ness Education, Bulletin No. 187, to make it more helpful to the teachers of business education in the high schools. INDUSTRIAL ARTS Democratic citizenship involves active participation in the work and industrial pursuits of the community. Industrial Arts experiences can assist in the basic education of all school pupils by affording them oppor-tunities to develop insights and skills necessary for intelligent under-standing and appreciation of industrial forces. The development of this 26 Biennial Report of State Superintendent area of education is essential for boys and girls irrespective of later vocational choice, because it provides opportunities for realistic studies and experiences involving common industrial materials, processes, prod-ucts, occupations and interrelated socio-economic problems wliicli so vitally influence individual and group well-being. As a phase of general education it is a necessary foundation and back-ground upon which later more specific vocational-industrial education can be built. Studies indicate that the exploratory and try-out oppor-tunities provided by a functional Industrial Arts program vitally influ-ence the efficiency and effectiveness of trade and industrial education courses on the vocational level. The objectives of Industrial Arts are best achieved through shop and laboratory experiences involving a breadth of contacts with a wide variety of tools, materials, machines, films, books, trips and individual and group studies centered upon many aspects of modern life and indus-try. Because of the range of materials used, Industrial Arts offers splendid opportunities for creative expression and problem solving characteristic of the skilled craftsman, inventor, and technician. Indus-trial Arts experiences have important functions to perform in the development of an adequate program of public elementary, secondary, and adult education in North Carolina. Industrial art experiences develop insights and skills and provides opportunities for creative expression. VOCATIONAL EDUCATION The World War has greatly accelerated the active interest of the people of North Carolina in the program of vocational education. The demands for persons with special training for definite contributions to the war effort have placed upon the Department of Agricultural Educa-tion, in addition to preparing boys and adults to become more efficient producers and rural dwellers, the responsibility for training out-of-school youth in several shop activities which will enable them to make a direct contribution to the war effort. The Department of Trade and Industrial Education was given the added obligation to organize and direct a special program for training workers for the essential war industries. The Department of Home Economics Education has been called upon to take the leadership in giving courses in the improvement of food habits, nutrition, conservation of foods and the better utilization of all materials of food and clothing in connection with the national emergency. In the Department of Distributive Education emphasis has been radi-cally shifted from teaching techniques of salesmanship so as to increase sales volume to teaching store workers how to meet situations which have arisen because of price ceilings and shortages, such as suggesting substi-tutes and keeping the customer in a good humor even when their requests are denied. This department has cooperated closely with the Office of Price Administration in an educational program relative to price controls, etc. students of vocational agriculture are a vital force in the war food production program. Members of the vocational agriculture class repairing farm machinery. The desire of youth to adjust their educational careers to the demands of the war, both on induction and in their civil life contributions, has greatly accentuated the interest of the public in the activities of the Department of Occupational Information and Guidance. The widespread utilization of the services of this department by the school people of the State has been very gratifying. The greatly accelerated industrial activity within the State in the war industries has necessarily increased the number of industrial accidents, and has stepped up the demands for the vocational rehabilitation of handicapped persons. The growing shortage of labor has placed a great burden upon this department to train handicapped persons for efficient performance in industry. The above factors have resulted in more than doubling the number of handicapped persons rehabilitated in 1941-42, over the number rehabilitated during the first year of the biennium. In addition to the regular programs of the Division of Vocational Education referred to above, the war training programs provided for by Federal appropriations have been made the responsibility of the Division. The reports of the several departments give more specific information. Also is included a report on the training program for out-of- school youth, the program of vocational training for war production workers, and the training program for NYA youth. North Carolina Public Schools 29 AGRICULTURE Yocational Agriculture was formally introduced in the liigli schools of Worth Carolina under the Smith-Hughes Vocational Educational Act in 1917. Today there are 489 departments of vocational agriculture; 405 of these are located in white schools and 84 in N'egro schools, with an enrollment of approximately 33,000 pupils for the school year 1941-42. The program for vocational education in agriculture helps to round out more nearly our educational program, particularly in the rural schools where farmers constitute the major group. The ultimate objective is to train persons who have entered upon or who are preparing to enter upon the work of the farm for proficiency in specific farming occupations. More specifically, vocational agriculture is designed to prepare boys for the business of farming and for a happier and more useful life on the farm, to give farmers and farm boys training that will make them more efficient in their life work, and to make the country a better place in which to live. Systematic class instruction is available to four groups of students : 1. Farm boys, fourteen years of age and above, who are regularly enrolled in high school. These are called all-day students. 2. Farm boys, who have stopped school and who feel the need of in-struction and information on farming, may attend short courses of 20 or more lessons. This group is called part-time students. 3. Farmers and farm women, who want specific instruction on certain problems concerning the management of the farm and home, may attend short courses. The length of the course, the date and time of meetings can be arranged to suit the convenience of those attending. These classes are usually taught at night. This is the evening class group. 4. Farm boys who are enrolled in schools in the immediate vicinity of the school with a teacher of agriculture. The teacher of agriculture can arrange to meet groups of boys at these schools for one or more lessons a week where there is a demand for this type of work. This is the day-unit group. Records show that approximately 65 per cent of the boys who have had one or more years instruction stay on the farm. Teachers of agriculture cooperate from an educational standpoint with the program of the AAA, Land-Use Planning, Extension Service, State Department of Agriculture, Rural Electrification Authority, Farmers Cooperative Exchange, Food and Feed Program, and the Agri-cultural "Workers Councils. 30 Biennial Report of State Supeibintendent The work of a teacher of agriculture may be divide into three phases: 1. Classroom instruction for high school, evening class and out-of shool boys. 2. Community work. 3. Supervising the practical work of the students. The Department of Agricultural Education has cooperated in the N^ational Defense Program by offering courses in mechanical operations to out-of-school rural youth throughout the State. Instruction in the defense training classes is designed to prepare rural boys for vital posi-tions in industry which will need millions of workers and for mechanical jobs on the farm. These training classes have put the teachers of agri-culture on a 16-hour per day schedule. Future Farmers of America The Future Farmers of America organization is an integral part of the program of vocational agriculture. This is a IN^ational organization for students of vocational agriculture with active state associations located in 47 states, Hawaii and Puerto Rico. !N"orth Carolina has the second largest membership in the !N"ational organization. Approximately 15,000 farm boys are members of the '^t Early Morning exercises—White Lake F.F.A. Camp. North Cabolina Public Schools 31 EXPANSION OF VOCATIONAL AGRICULTURAL PROGRAM 32 Biennial Report of State Supeeintendent Seven JSTorth Carolina boys were awarded tlie American Farmer Degree in 1941 and thirteen applications have been submitted for 1942, Sixty-five boys were awarded the Carolina Farmer Degree for 1942. The following contests were sponsored : Supervised Practice, Star Farmer, Public Speaking, Livestock and Crops Judging, Food for Free-dom, and Chapter Contest. These contests were conducted on local, Federation, district and State bases. Fifteen thousand copies of Tar Heel TalJcs, the F.F.A. State publica-tion, were mailed out at regular intervals. The two State-wide F.F.A. camps operated for a period of nine weeks with a total attendance of more than 3,000 members for the 1942 season and approximately 350 boys at camp during each week of the season. The camp program consisted mainly of recreation and leadership train-ing activities. The motto of this organization consists of only four lines, but these lines are filled with practical philosophy reflecting a spirit and sincerity that shows the true viewpoint of farm youth, the '^backbone of a nation." The motto is as follows : LEARNING TO DO DOING TO LEARN EARNING TO LIVE LIVING TO SERVE THE NATIONAL DEFENSE TRAINING PROGRAM FOR OUT-OF-SCHOOL YOUTH The Out-of-School Youth Defense Training Program provided train-ing for out-of-school youth between the ages of 17 and 25 in order to create a reservoir of youth with preliminary training who might go into National Defense industrial employment as the occasion demanded, or who might be better qualified to serve agriculture as it becomes increasing-ly mechanized. These courses also were to function as devices of the selec-tion and guidance of individuals into advanced or specific training courses. The Division of Vocational Education was charged with the responsibility for the conduct of the program. The local teacher of voca-tional agriculture was responsible for the program in the local com-munity, in cooperation Avith the county superintendent, the principal, and the local advisory committee. General preemployment OSY courses which ofi"ered basic instruction in Education were : Courses in auto mechanics help train workers vitally needed for the war effort. 1. Auto Mechanics, consisting of the operation, care, and repair of tractors, trucks, and automobiles, including both gas and diesel engines. 2. Metal "Work, including welding, tempering, drilling, shaping, with emphasis on farm machinery repair. 3. Woodworking, consisting of rough carpentry work in the con-struction of farm buildings and equipment. 4. Elementary Electricity, including operation, care and repair of electrical equipment, and wiring for light and power. These courses operated for a total of 120 hours over a period of 8 weeks. The following number of schools having vocational agriculture de-partments conducted one or more classes in OSY defense training: Learning to care for children is important training today in homemaking courses. Per Ct. White scliools 311 out of a total of 405 departments, or 76.8 Negro schools 72 out of a total of 84 departments, or 85.7 Total 383 out of a total of 489 departments, or 78.5 Listed below is the total number of classes in each course, with the total enrollment : North Carolijja Public Schools 35 A large number of these boys have found employment in defense industries and others have found local employment, taking the place of those who have gone into the armed services. Examples of the results of this training are the following: Fifty-nine of the 63 boys who com-pleted the metal course in the Hillsboro school are now in defense industries along the Atlantic coast in shipbuilding and aeroplane con-struction; 75 boys out of 200 who attended classes held in the China Grove school are now in defense industries; 16 boys from the Franklin High School in Macon County are in the Glenn Martin aeroplane factory in Baltimore. A total of $501,546.28 has been spent in the State for equipment and instructional costs, $242,463.55 of this amount being spent in providing additional equipment in the school shops. Funds for this program were made available by an act of Congress passed in June 1941. HOME ECONOMICS EDUCATION Conditions today challenge us to put forth every effort to safeguard the family and the home. With family life disrupted by men in the armed services and women working outside of the home in defense plants or in activities for civilian defense, it is imperative that we guard against neglect of small children and maladjustment of youth. Likewise, in these days of advancing cost of living, it is more than ever necessary to plan and buy wisely, to produce and conserve food, clothing and equipment, to prepare foods that insure strong healthy bodies, and to be prepared to care for the sick in the home. Home economics includes training ii; all these aspects of homemaking. Girls are learning to do their share. Through home practice and home projects they are applying this training in their daily living. If we are to preserve our way of living in a democratic society more Right—Good food makes strong bodies. Bottom—Renovation adds beauty and gives joy to the creator. 36 Biennial Report of State Superintendent bojs and girls must receive instruction in family living, so tliat they will be good family members today and good parents tomorrow. Adults, also, asked for more training, and instruction was given in whatever area of homemaking the group felt a need. Nutrition and meal preparation, clothing construction, first aid and home care of the sick and child development classes were offered in many communities last year. GROWTH IN VOCATIONAL HOME ECONOMICS EDUCATION North Cabolina Public Schools 37 In 1941-42 there were approximately 820 home economics departments in high schools of this State offering instruction to about 57,400 students. Of this number 359 departments were reimbursed from State and Federal vocational funds. The table on page 36 shows the growth in voca-tional home economics over a period of years. TRADE AND INDUSTRIAL EDUCATION Trade and Industrial Education has continued its growth even though the ISTational Defense Program has been carried on at the same time in many of the same shops under the supervision of trade and industrial education local directors. This is shown by the table appearing below. Young people realize as never before that they must know how to do some particular job in order to secure the most advantageous employment ; and adults employed have found it necessary to continue their technical training in order to secure promotion in industry. Trade and industrial shop courses are offered in the high schools of fifty of the largest centers in the State. Training in diversified occupa-tions, where students get their shop experience in industry on practical jobs and receive their technical information related to the job in school, is provided in thirty-eight centers with an enrollment of 1,017. This j)lan gives the student a chance to use the equipment in industry under Learning to cut gear on a milling machine 38 Biennial Report of State Superintendent real working conditions. The school may offer opportunities in all the trades represented in the community, while industries get the best stu-dents selected for their particular use and these are given related training by the school, thus working to an advantage for all concerned. An enrollment of 11,215 employed workers were taught in 655 classes in technical subjects to become more efficient on their jobs and thus eligible for promotion. GROWTH OF TRADE AND INDUSTRIAL EDUCATION IN NORTH CAROLINA Year North Carolina Ptjblio Schools 39 industry. Training for suj)ervisory personnel provides job instructor training, upgrading of supervisors, and in-service training of instructors. Training for the military branches provides training for Signal Corps workers and for men in uniform vi^ho need industrial skills. There is being offered training in the following different skilled occupations : Aircraft "Woodworkers Machine Tool Operators Aircraft Metal Workers Patternmaking Aircraft Welders Radio and Communication Armature Winders Sheet Metal Workers Auto Mechanics Ship Builders (Wood) Blacksmith Ship Fitters' Helpers Blueprint Reading Ship Welders, Electric Garment and Textile Workers Supervisor's Training At the end of the present biennium there were 3,000 persons enrolled in 263 different sections. There is no definite starting or stopping time for classes ; students come into training every day and as they complete their training, they | are referred to jobs in war production industries. With a complete turn-over of students about every eight weeks, 15,000 workers are being trained yearly. The 250 instructors were recruited from industry. The main factor considered in their selection was that of work experience and standing in their trade. Each instructor ranks as a skilled worker in the subject which he teaches. The major industries to which workers have been referred for place-ment are : IST. C. Ship Building Co., Wilmington ; Barlour Boot Works, ISTew Bern; Elizabeth City Ship Yards, Elizabeth City; the Wright Automatic Machine Co., Durham; The Edwards Co., Sanford; The Glenn L. Martin Co., Baltimore; the Norfolk Navy Yard, Norfolk; and the Newport News Drydock and Ship Building Corp., Newport News. EDUCATION FOR NYA YOUTH Under a cooj^erative agreement between the National Youth Adminis-tration and the U. S. Office of Education, educational facilities for NYA youth are provided by the public schools. The Division of Vocational Education is responsible for the administration and supervision of the NYA Educational Program. Contributing to NYA youth educational needs is the supervisory staff of the several departments of vocational education : Trades and Industries, Home Economics, Agriculture, Occu-pational Information and Guidance, and Distributive Education. 40 Biennial Report of State Supeeintendent As this cooperative plan operates, the State Director of Vocational Education and NYA representatives confer on (1) the program of work projects, (2) the nature of the instruction to be given and (3) conditions under which instruction will be offered. As a result, the total resources of the ]^ational Youth Administration and the State Department of Public Instruction are available for work exi:)erience and training for I^YA youth. Training is provided in two types of work projects : resident and non-resident. Full-time instructors are provided by the schools in resident centers and for nonresident projects. NYA youth are paid for work production on NYA projects but attend classes on their own time. Three types of training are provided in this program: (1) Extension Trainingi Supplementary to Work Experience, (2) Preparatory Training for Occupational Adjustment, and (3) Instruction for Civic and Vocational Intelligence. Under Federal legislation the program of NYA Education, supported by appropriations included under Public Law 146, was discontinued. Beginning with the fiscal year July 1, 1942, the training programs for j^YA youth will be included in Vocational Training for War Production Workers, Program No. 1, provided for in Public Law 647. (See p. 38.) Therefore, specific vocational courses intended to prepare ISTYA youth NTA out-of-school youth learning radio. i^-~ North Carolina Public Schools 41 in the shortest time possible for filling war-time jobs are now offered by the public schools. TOTAL NYA OUT-OF-SCHOOL YOUTH ENROLLMENT IN CLASSES—AGES 17-25 42 Biennial Report of State Si!pb3?intendent Program A. War-time Emergency Training for New Store Worhers, which is part-time preemployment replacement training to provide trained workers to replace those who have entered military service or who have gone into defense industries. Program B. Special War-time Training for Experienced Salespersons to familiarize them with the war regulations and adjustments affecting the sale of merchandise and the service of stores. Program C. War-time Training Program for Owners and Managers of Distributive Businesses to give an understanding of the laws, regula-tions, orders, and control under which retail businesses must operate during the war emergency. Program D. A Training Program for Store Supervisors and Depart-ment Heads to assist them in the induction and in-service training of the large number of new persons who will enter retailing as replace- IN-SERVICE TRAINING FOR ADULT WORKERS Year A training class in furniture merchandising. merits and to train experienced salespersons to serve customers in a war-time period. REHABILITATION The Rehabilitation Program provides or secures vocational guidance, appliances, treatment, training and placement for physically impaired individuals 16 years old and over who are vocationally handicapped. Wlien a person has been given part or all of the above services to the extent that it has resulted in his having a permanent job with a self-supporting wage, he is considered rehabilitated. This Program has advanced from a low of 18 rehabilitations in 1912 at an average cost of $647.08 per person to a total of 844 in 1942 at an average cost of $208.32 per person. It is therefore evident that it costs less to rehabilitate a person for life than it does to maintain him at public expense for twelve months. This Department is now engaged in getting as many physically impaired persons as possible into defense training classes and in training them in essential war industries. This machine age and the ever increasing toll of injured in employ-ment, because of the unprecedented demands of industry in the war effort, provide a steady stream of persons needing this service. Under the Social Security Act, Vocational Rehabilitatiou is permanent and continuing. Eecent amendments to this Act make available $3,500,000 annually in Federal funds to the states for this work. There is every reason to believe that this amount will be increased substantially because of the tremendously increasing need for these services. Left: W. T. has to walk on his knees, since he came to the Department too late in life for corrective treatment. He was trained as a watchmaker by the Rehabilitation Depart-ment, and now operates his own watch repair shop and jewelry store from which he makes a comfortable living for his family. Right: Billy was for years a wheel chair case. After a series of orthopaedic operative procedures, he was able to walk and was trained as a radio mechanic by the Rehabilitation Department of the Division of Vocational Education. He now owns his own rado repair business in which he has trained several handicapped persons. * Decrease. PROGRESS IN VOCATIONAL REHABILITATION Year North Carolina Public Schools 45 OCCUPATIONAL INFORMATION AND GUIDANCE An Occupational Information and Guidance Service was set up in the State Department of Public Instruction July 1, 1939. The primary-purpose of this service is to assist schools in the development of better guidance programs. During the past three years field work has been carried on in all but two or three of the 100 counties. County-wide con-ferences on guidance have been held in 84 counties and some services have been extended to most of the city units. Some of the more specific functions and purposes of the guidance service are : 1. To prepare and distribute special bulletins dealing with plans, courses of study, and literature on studies, investigations, 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 con-siderable guidance work, and to offer suggestions for expansion. 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 The guidance program assists the individual in securing and interpreting occupational in-formation which is essential in making sound vocational choices. 46 Biennial Report of State Superintendent of various youth problems such as the State and l^ational Voca-tional Guidance Associations, civic clubs, employer and labor groups, the Occupational Information and Guidance Service in the U. S. Office of Education, and The ISTorth Carolina Edu-cation Association. 6. To promote the training of teacher-counselors in occupational 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 confer-ences for the purpose of improving local programs of guidance. 8. To answer by correspondence requests from schools and other interested agencies for sources of occupational and guidance information. A functional guidance program includes certain definite services which should be available for each pupil in all schools regardless of size. The important areas of a guidance program are: (1) an individual 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 (6) follow-up of all school-leavers. A guidance program should also reveal facts which point to needed changes in the curriculum. What kind of guidance programs are to be found in North Carolina high schools ? The 1942 final report submitted by each high school prin-cipal includes, for the first time, a section pertaining to guidance. A summary of 927 of these reports reveals evidences of guidance programs as indicated by the per cent of schools having or engaging in the follow-ing: Individual cumulative record folders 58.8 per cent; standard achievement tests at regular intervals 27.8 per cent ; file for occupational information 38.1 per cent; file on further training opportunities 25.4 per cent ; regular course in occupations 15.3 per cent ; individual counsel-ing about educational and vocational plans 55.3 per cent; assistance in placing all pupils in next steps 43.5 per cent; and follow-up of all graduates and dropouts 38.4 per cent. In addition 552, or 56.3 per cent, of the 927 high schools reported that someone had definitely been placed in charge of the guidance program. Three hundred and six schools, or 37.2 per cent, indicated that one or more staff members were assigned to do individual counseling. For these schools 3.8 hours per week had been included in the regular schedule for individual counseling. North Carolina Public Schools 47 SCHOOL LIBRARIES The realization that school libraries are essential in a good program of instruction is demonstrated by their growth in this State during the past decade. The growth in the elementary schools has been especially significant. From a program of purely recreational reading of more or less unscientifically selected books to a program of directed recreational and informational reading of carefully selected and graded books related to individual and class interests shows the growing philosophy which makes elementary school libraries actively used every day. The emphasis in the high school has likewise changed from the library used primarily by the English department to the library used by every subject group in the school. This growth cannot be shown by any statistical table, but visits to school libraries and an examination of book orders would readily make it apparent. Statistics can show, however, that marked growth has taken place. An over-all view of school libraries can be obtained by a study of the table, ^'General Statistics on Public School Libraries." The information in this table is based on reports received from schools which operate school libraries and does not include small schools or others which do not have library book collections. In 1930-31 only 36 per cent of the children enrolled attended schools operating school libraries. Ten years later in 1940-41, 81 per cent of the children were enrolled in schools providing library service. High school students seek information on current problems and find satisfaction through library materials. 48 BiENNiAi, Report of State Supebintendent GENERAL STATISTICS ON PUBLIC SCHOOL LIBR.ARIES North Carolina Public Schools 49 GENERAL STATISTICS ON PUBLIC SCHOOL LIBRARIES—Conftnued 50 Biennial Report of State Superintendent by trained librarians to them. The library assistance from WPA termi-nated with the closing of schools in 1942. Students on INTYA projects numbering more than 400 assisted in the library program under the direction of the librarian, as did fully 3,000 pupils who gave their services because of their interest in the library. Student assistants in many schools have organized as clubs and are promoting the formation of a State organization of student library assistants. The trained librarians have been handicapped in the promotion of the library by numerous other activities assigned to them and by the limited time that many of them have assigned for library work with the boys and girls and for technical library organization. The number of teacher-librarians with some library training as shown in the table below includes those nomi-nally responsible for the library but not assigned any school time for carrying on the work. The remarkable increase in trained personnel in ISTegro schools has largely been made possible through the cooperation of the North Carolina College for Negroes in establishing a school of library science there. Training to meet certification requirements for teacher-librarians in white schools is provided at Appalachian State Teachers College, East Carolina Teachers College, "Woman's College, and the University of ISTorth Carolina. The University also offers a full year of library training to meet certification requirements for full-time librarians. At the beginning of the session 1942-43 Appalachian State Teachers College institutes a program of twenty-four semester hours in library science for the training of full-time school librarians. North Cakolixa Public Schools 51 superintendent's general report. The number of volumes per pupil is based on average daily membership. The figures in the table on "Circula-tion of School Library Books" were taken from the annual library reports submitted by individual schools reporting school libraries. NUMBER OF LIBRARY BOOKS OWNED 52 Biennial Report of State Superintendent The increased expenditures also reflect tlie interest in the library and the need for books in good teaching situations. These figures are tabu-lated from the annual library reports of individual schools. As books are used they tend to wear out ; other materials become out-of-date and need to be discarded. These two reasons explain the present annual figure of approximately 75,000 books lost and discarded each year. The average replacement cost for elementary school library books is 90c per book; the average replacement cost for high school library books is $1.40 per book. It takes approximately $90,000 a year to maintain the libraries at their present standard without increasing the number of books avail-able. The cost of library supplies for organization, cataloguing, mending, and circulation amounts to about $45,000 a year, or an average of about 20c per book added to the library collection. During the past biennium approximately $50,000 each year was available from State funds for school library maintenance purposes, including book replacements, maga-zines, mending and binding, and consumable supplies. North CAsoiLiNA Public Schools 53 There is no level in the school program from the first year through the twelfth year where libraries are not needed and used. There is no subject from the A of art through the M of music and mathematics on through the Z of zoology where books and libraries are not needed and used. Libraries hold inherently knowledge for today and continuing education for tomorrow. School Libraries in the War Effort School libraries have participated actively in the war program by making currently significant material readily available; by stimulating interest in war information through displays ; and by engaging in salvage campaigns, first aid classes, the Victory Book Campaign, and other programs. The librarians themselves have in many instances headed the school campaign program and the libraries have served as clearing places. A well informed community is an intelligent community. The library's chief contribution is through making significant material available and through stimulating its use. The State Department of Public Instruc-tion sent to more than 500 school librarians suggestions for materials and displays on war participation topics, including Civilian Protection, Con-sumer Education, I^utrition and Health, Safety and First Aid, Defense Bonds and Stamps, Industrial Training with emphasis on defense job training, Latin America, Countries Engaged in War, Social and Economic Planning, Armed Services, and Democracy. Reports from the school librarians indicate that practically all of them had displays on three or more of these topics. Some emphasized each topic with gratify-ing circulation of the books and pamphlets displayed. The displays usually consisted of bulletin board material and books related to the Our world neighbors are brought nearer by library book displays. 54 BrENNiAL Report of State Superintendent topics. In some schools a table was reserved for the display of books and pamphlets on the topic promoted during the week. Marked interest was shown by pupils, and many teachers featured the information in their classes. Bibliographies of material available locally on the topics above and on related topics were prepared by librarians for use in class discussions and school club work. Printed bibliographies from the United States Office of Education, from the American Library Association, and other national agencies on Industrial Training, Shop Work, Aeronautics Education, Latin America, China, Canada, and other similar topics have been made available to schools. Similar bibliographies to meet needs of a specific school or reading level have been prepared by the State School Library Adviser in the State Department of Public Instruction. The school libraries were particularly active in the Victory Book Campaign to supply additional books for USO Clubs, Camp Day Rooms, and to armed forces being transported by trains and ships. The libraries served as receiving centers and the librarians assisted in sorting the books preparatory for shipment to designated dispensing points. In many localities the school library room has been used for first aid classes, for ration centers, and for paper salvage centers. The librarians have participated in the campaigns and in some instances have directed certain of them. Certainly the boys and girls have been more conscious of the significance of the programs as a result of the school library participation. ADULT EDUCATION In 1937 the Legislature authorized the State Board of Education "to provide rules and regulations for establishing and conducting schools to teach adults." The Act further provided that said schools should "become a part of the public school system of the State and ... be conducted under the supervision of the State Superintendent of Public Instruction." In accordance with this Act a State program of adult education was set up with the following governing principles as basic regulations : 1. Teachers shall be elected by the board of education in each administrative unit on recommendation of the superintendent. 2. Teachers must hold regular North Carolina teachers' certificates, exceptions to these qualifications to be made only in cases of demonstrated ability in the field of adult education. 3. Adult education teachers shall be paid according to the State standard salary schedule in accordance with the certificate held. North Cakolina Public Schools 55 The State will pay 50 per cent of the salary; the other half must be paid from local fimds set up in the school budget. 4. No uniform curriculum is to be prescribed. The program shall be democratic in its attempt to meet the varying needs of individuals and communities. The type of instruction to be offered in any community can best be determined by the school superintendent with the aid of local community school councils. 5. The administration of the program shall be left almost entirely with superintendents. Assistance in organizing and directing the work of the teachers will be provided from the State office. During the last two years the following 31 school administrative units have conducted adult education programs : Asheville, Buneombe County, Burke County, Catawba County, Cleveland County, Char-lotte, Dare County, Durham, Durham County, Forsyth County, Gastonia, Gaston County, Graham County, Greensboro, Guilford County, High Point, Kannapolis, Kinston, Leaks-ville, Mecklenburg County, Mitchell County, Moore County, Richmond County, Robeson County, Rowan County, Salisbury, Rutherford County, Surry County, Swain County, Winston-Salem, Wilmington. While Adult Education in l^orth Carolina is basically a literacy movement, the war naturally had its effect on courses and subjects taught. In addition to the regular literacy program, courses in first aid, practical and home nursing, and nutrition were offered to hundreds of adults anxious to meet war-time requirements for civilians. Homemak-ing and parent education were very popular. Some school units supple-mented the program further by offering work in crafts, citizenship and public affairs, dramatics, gardening, music, public speaking, parlia- Craftsmanship in industrial occupation brings personal satisfaction and material gain to many adults. 56 Biennial Rb:port of State Superintendent mentarj procedure, and business education. Througli short courses many persons were given the training necessary for employment created by the emergency. In some instances young men eligible for the Service asked for refresher courses in science and mathematics prior to their induction. Three units are now, 1941-42, offering high school subjects to adults who desire to graduate and thus better qualify for military service or for employment. As a means of noting the rapid growth of the program, the accompanying table is presented. NOKTH CaBOLINA PUBLIC SCHOOLS 57 representative of tlie i^orth Carolina Public Forum Office which is a branch of the University Extension Division. A plan has been Avorked out whereby the Forum Office sends trained and competent discussion leaders, together with materials, anywhere in the State at the standard charge of twelve dollars per visit. Under this plan units having a hundred dollar budget may put on eight forum sessions and spend four dollars for supplies, or a program half this size could be conducted on a fifty-dollar budget. The entrance of the United States in the war stimulated interest in public discussion. Topics, such as Emergency Powers and Private Rights, American and British Relations, Consumer Purchasing and Problems of Family Finance, Maintaining Civilian Morale, Is Isolation Possible ?, and many others related to the emergency, were discussed by over a hun-dred organized forum groups. Interest in this particular phase of adult education is growing very rapidly. During the 1941-42 year Union County conducted a unique experiment in forum organization. The principals in the school system, with the aid of a representative from the State Forum Office, first studied the art of conducting a public forum. Having acquired the method, each principal then agreed to study and become well-informed on one current topic and to lead a discussion on that topic in each of the other school communities in the county. As a result of the project, three thousand adults had the experience of learning cooperatively, lay leadership was recognized and developed in communities, and community interest in public affairs was strengthened. Adult education classes encourage interest in world affairs and help develop ability for intelligent participation. 58 Biennial Report of State Superintendent NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS. 1941-42 (From High School Principal's Annual Reports) SUBJECTS (Grades 8-12) Language Arts English I. English II English III English IV English V Dramatics Speech Journalism Other courses, including Spelling, Writing, Reading, Creative Writing Mathematics General Mathematics and Algebra I General Math, and Algebra II Plane Geometry Advanced Algebra Trigonometry _ Solid Geometry Other courses, including Arithmetic, Mod-ern Math., Practical Math., Social Math., Review Math., Textile Math., and College .-Algebra (See Bus. Courses) Social Studies Citizenship ._ World History American History Economics Sociology Problems of Democracy Geography Ancient History Modern History Negro History Other courses, including N. C. History, Current History, Government, Social Culture, and International Relations.. Occupational Information and Guidance. Bible Recreational Leadership White No. Schools 741 742 725 724 23 73 44 46 107 728 741 619 187 20 18 10 721 486 699 606 607 28 432 32 20 5.5 31 55 No. Students 48.717 41,032 35,479 29,875 2,440 2,043 1,212 1.080 12,078 46.986 35.569 15,345 5,908 634 535 330 41.080 15.625 34.255 16.314 16,341 703 12,106 1.551 856 3.353 1,774 3.578 23 Negro Total No. Schools 250 223 214 206 4 15 2 6 48 218 214 182 62 3 215 180 202 167 172 28 103 12 8 20 No. Students 15,345 11.242 8,838 6,323 220 395 85 170 2.976 12.965 10,312 5.739 2.527 72 111 14.025 7.125 7.544 4,064 4,639 805 2,586 1,017 401 859 278 91 169 No. Schools 991 965 939 930 27 88 46 52 155 946 955 801 249 23 18 16 936 666 901 773 779 56 535 44 28 20 60 34 59 1 No. Students 64,062 52,274 44,317 36,198 2,660 2,438 1,297 1,250 15,054 59,951 45,881 21,084 8,435 706 535 441 55,105 22,750 41,799 20,378 20,980 1,508 14,692 2,568 1,257 859 3,631 1,865 3,747 23 North Caeolina Public Schools 59 NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS, lMl-42-~Continued (From High School Principal's Annual Reports) SUBJECTS (Grades 8-12) Sciences General and Elementary Science Biology -_ Chemistry Physics Other courses, including Senior Science, Museum, and Nature Study. , •Health, including courses in Personal Hy-giene, Home Hygiene, Home Nursing, Nutrition, First Aid, Safety, and Driver Ed Physical Education Art Music Band Glee Club and Chorus Orchestra Vocal and Instrumental Vocational Agriculture I Agriculture II Agriculture III and IV Home Economics I Home Economics II Home Economics III and IV Industrial Arts, including Drawing, Gen-eral Shop, Metal Work, Woodwork, Photography, Printing, Household Me-chanics, and Electricity Vocational, including Trades, Vocational Shop, Weaving, Sheet Metal, Welding, Drafting, Machine Shop, Auto Mechan-ics, and Radio Diversified and Distributive Education . . . Business Education General Business Typing I Typing II Business Arithmetic Elementary Bookkeeping Advanced Bookkeeping White No. Schools 611 730 315 354 12 147 318 35 43 36 6 69 392 364 356 615 603 311 107 No. Students 27,338 35,078 8,165 7,008 431 13,073 36,500 3,996 2,276 2,201 250 7,185 7,474 5,420 7,083 20,207 15,104 5,095 ,397 33 60 BtENNiAi, Report of State SuPE:BiNTETfDENT NUMBER OF HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS, 1941-42- (From High School Principal's Annual Reports) -Continued HOW THE SCHOOLS OPERATE ADMINISTRATIVE AGENCIES State Agencies. The public schools of North Carolina operate in the main under the direction of five State agencies : The State Board of Education The State Board for Vocational Education The State Textbook Commission The State School Commission The State Board of Health The first four agencies listed devote their time and energies to the public schools exclusively. They are each independent, with special defined duties outlined by legislative enactment under constitutional authority. In addition to these agencies, the State Board of Commercial Education has been established and empowered to regulate the business schools and colleges of the State. The latter agency is concerned largely with health in general, but under an arrangement with the Rockefeller Eoundation a Division of School-Health Coordinating Service has been established jointly by the State Board of Health and the S'tate Superintendent of Public Instruc-tion with a view to further improving health teaching in the public schools. Then, too, the State Board of Health, through its Divisions of Oral Hygiene and Sanitary Engineering, has been working with and through the schools with the aim of improving the general health and sanitary conditions of the public schools. Each of the above-named agencies maintains an office staff with offices in Raleigh. The administration of the rules and regulations of the State Board of Education, however, together with necessary duties devolving upon the State Superintendent by virtue of his office as an elected State official, is carried on through the Department of Public Instruction. The State Board of Education is composed of the following seven elected offi-cials : the Governor, the Lieutenant Governor, the Secretary of State, the Treasurer, the Auditor, the Attorney General, and the Superin-tendent of Public Instruction as secretary. The State Superintendent of Public Instruction, in accordance with law, is authorized to "direct the operations of the public schools and enforce the laws and regulations in relation thereto." (Sec. 5392, Con-solidated Statutes.) Subsequent legislation, however, has transferred certain specific duties formerly performed by the Superintendent to other 62 Biennial Report of State Superintendent State school agencies. The Superintendent is represented on these other agencies, as vice chairman of the State School Commission and as chairman of both the State Board for Vocational Education and the State Textbook Commission. These two latter organizations plus the staff employed by the Superintendent operate as the Department of Public Instruction, Local agencies. The local administration of the public schools is through county and city administrative units. The governing authority in each of the 100 county units is known as the county board of education. These boards usually consist of three or five members, but in certain cases, according to special legislation, there are more than five members on the board. Board members are nominated biennially in the party pri-maries or conventions and are appointed for terms of two, four, and six years by the General Assembly. The executive officer of the county board is the county superintendent, who is appointed by the board for a term of two years, subject to the approval of the State School Com-mission and the State Superintendent of Public Instruction. The county FINANCIAL SUPPORT OF PUBLIC SCHOOLS CURRENT EXPENCE North Carolina Public Schools 63 board, with the advice of the county superintendent, appoints the local committees for the school districts. The governing authority of each of the 70 city units is styled "board of trustees." Membership on these boards is governed by the laws creat-ing the charter districts, the name by which these units were formerly known. The administration of the schools in these districts is similar to that in county units. In both county and city units there is a tax levying body which is responsible for the provision of all funds other than those which are obtained from the State. The county commissioners have this responsi-bility in county units, whereas in city units the city commissioners pro-vide the funds by taxation or otherwise for any school support beyond that provided by the State and county. SOURCES OF FUNDS The State, through its law-making body, assumes the cost of operating the eight months school term on certain standards of cost. The local units as a whole or certain districts within local units are responsible for financing any school costs for the eight months' term not included in the State budget and in addition the total cost of any school facilities pro-vided beyond an eight months' term. The State funds are administered by the State School Commission and are appropriated for certain specified objects of expenditure classified as current expense. Local funds—county, city and district—may be used for supplementing State funds as well as for capital outlay and debt service obligations. The Report of the State School Commission gives the basis for the allotment of State funds to the county and city units. The accompanying table gives the expenditure for certain selected years for current expense objects. Other tables present figures showing expenditures by items from State funds for the two years of the biennium ending June 30, 1942, and the total expenditures from all funds for each of the past four years. Current Expense. As the folloiwing table shows, the recent trend in expenditures for the current operation of the public schools has been improved. The total current expense, estimated for 1941-42, was $36,- 117,127.23, an average estimated expenditure of $46.27 per pupil in average daily attendance. 64 BlENNIAI, RePOKT of StATE SUPERINTENDENT North Caeolina Public Schools 65 66 Biennial Report of State Supe:eintendent TOTAL SCHOOL EXPENDITURES. ALL FUNDS—FOUR YEAR COMPARISON BY North Cakolina Ptblio Schools 67 TOTAL SCHOOL EXPENDITURES, ALL FUNDS-FOUR ^i^EAR COMPARISON BY 68 Biennial Report of State Superintendent SUMMARY OF EXPENDITURES STATE EIGHT MONTHS SCHOOL FUND 1940-1941 Classification by Objects and Items White Negro Total A. State Aid Paid Odt by Unitb: 61. General Conbtol: 612. Salary: Superintendents 612. Travel: Superintendents 613. Salaries: Clerical Assistants 614. OflSce Expenses 615. County Board of Education Total General Control 62. Insthuctional Service: 621. Salaries: Elementary Teachers 622. Salaries: High School Teachers 623. Salaries 1. Elementary Principals 2. High School Principals Sub-Total Salaries 624. Instructional Supplies Total Instructional Service 63. Operation of Plant: 631. Wages, Janitors 632. Fuel (coal and wood) 633. Water, Light and Power 634. Janitor's Supplies 635. Telephones Total Operation of Plant 65. Fixed Charges (Compensation): 653. School Employees 654. School ChUdren Total Compensation 66. Auxiliary Agencies: 661. Transportation: $ 475,982.88 $ $ 475,982.88 39,854.25 39,854.25 124,999.95 124,999.95 42,816.64 42,816.64 9,958.62 9,958.62 % 693,612.34 $ $ 693,612.34 $11,189,481.12 $4,231,862.55 $15,421,343.67 4,048,052.32 813,933.45 4,861,985.77 477,240.35 103,783.29 581.023.64 1,190,998.25 220,170.30 1,411,168.55 $16,905,772.04 $ 5,369,749.59 $22,275,521.63 60,301.12 11.927.69 72,228.81 $16,966,073.16 $5,381,677.28 $22,347,750.44 $ 435,425.79 $ 58,482.36 $ 493,908.15 488,247.24 123,168.34 611,415.58 117,000.85 18,576.63 135,577.48 43,195.68 10,485.40 53,681.08 12,550.83 1,201.61 13,752.44 $ 1,096,420.39 $ 211,914.34 $ 1,308,334.73 $ 7,959.08 $ 931.84 $ 8,890.92 4.549.94 574.55 5,124.49 $ 12.509.02 $ 1,506.39 $ 14,015.41 1-5. Operation 6. Major Replacements 7. Principal's Bus Travel Sub-Total 662. School Libraries Total Auxiliary Agencies Total State Aid Paid Out by Administrative Units B. State Aid Paid Direct: Workmen's Compensation Tax Surety Bond Premium Grand Total—State Aid C. State School Commission Total Expense North Carolina Public Schools 69 SUMMARY OF EXPENDITURES STATE EIGHT MONTHS SCHOOL FUND 1941-1942 Classification by Objects and Items White Negro Total A. State Aid Paid Out by Units: 61. General Control: 611. Salary: Superintendents 612. Travel: Superintendents 613. Salaries: Clerical Assistants 614. Office Expense 615. County Board of Education Total General Control 62. Instructional Service: 621. Salaries: Elementary Teachers 622. Salaries: High School Teachers 623. Salaries: 1. Elementary Principals 2. High School Principals Total Auxiliary Agencies Total State Aid Paid Out by Administrative Units B. State Aid Paid Direct: Woriimen's Compensation Tax Surety Bond Premium Grand Total-State Aid C. Study of Twelve Year Program Total Expense $ 476,466.80 S S 476,466.80 42,769.21 42,769.21 140,479.02 -. 140,479.02 50,128.56 50,128.56 9,913.91 9,913.91 $ 719,757.50 S ..._ $ 719,757.50 $11,510,736.39 S 4,618,637.80 $16,129,374.19 4,214,854.62 924,403.70 5,139,258.32 477,399.30 107,908.00 585,307.30 1,237,834.80 247,798.00 1,485,632.80 Sub-Total—Salaries 624. Instructional Supplies 70 BiEXNiAi, Repokt of State Supb2untendent THE PHYSICAL EQUIPMENT School Plants Since it is no longer possible to secure Federal aid for school plant purposes, except in war activity areas, the State Literary Loan Fund has continued to increase in popularity as a source for borrowing funds for school buildings. Applications for loans exceed the amount of money available from this convenient source for financing school building con-struction. While it is also no longer possible to make loans from any of the Special Building Funds, money from prepayments on these funds was available during the first year of the biennium. Loans from the Rural Rehabilitation Corporation Fund also have been most helpful in the financing of vocational educational buildings. Funds for financing the larger buildings have been obtained from bond issues, the interest rate on Avhieh has been unprecedentedly low. In order that present school plants and those to be constructed in the future may be less subject to destruction by fires, which annually jeopard-ize the lives of many children and patrons and which are responsible for large property losses and much disruption of the educational programs, studies have been made in an attempt to discover the causes of the more serious school fires. An analysis w^as made of the fires that occurred dur-ing the five-year period from 1935 to 1940. Fires destroying property of considerable value occurred in 12 of the 70 city units during this period. Sixteen of iLe 100 county units had fires destru^ing valuable buildings. An attractive building well-located and properly landscaped is a community asset. North Carolina Public Schools 71 The other fires occurring in the State were minor in nature and many of the buildings involved were small, antiquated structures, some of which were not in use. While analysis fails to reveal any specific cause responsi-ble for school fires, the evidence seems to point toward defects in the original construction. Buildings planned and supervised by registered architects and constructed by registered engineers were the valuable ones destroyed. The appraised value of school property in North Carolina for certain selected years from 1919-20 to 1940-41 indicates something of the accom-plishments that have been made in the field of school plant construction during the past two decades. The average school property value per child enrolled indicates on a pupil-value basis the availability and type of school plant facilities in the State. The transportation problem for hundreds of students has been solved by the use of bicycles. North Carolina 134 Kentucky 124 South Carolina 110 Georgia 109 Alabama 84 Tennessee (lowest) 80 War Effects During the first 18 months of the biennium school plant construction proceeded satisfactorily and normally; a number of modern plants were under construction. The advent of the war, however, caused a virtual cessation in normal building activity. The construction of buildings in new centers is no longer encouraged, and much of the school building effort is directed toward replacements of burned or condemned struc-tures. Small auxiliary buildings and additional rooms are also being provided. Increased emphasis is being placed upon maintenance, beautifi-cation and repair programs. The maintenance of the status quo in school plant facilities is one of the prime objectives during the war period. The establishment of a number of military centers and other activities related to the wai' have caused a disruption of the educational programs in several school units of the State. The Federal Government has sought to relieve the affected communities of undue hardships caused by these emergency conditions by making substantial grants for new buildings, maintenance and operation, and transportation. Wilmington, the location of a large ship building enterprise, has received contributions in the amount of $614,000; grants totaling $167,000.00 have been made to Fayetteville to provide for children who have moved into this area because of the expansion of Fort Bragg ; and Onslow County, site of the Marine Barracks, will receive valuable aid, approximately $300,000.00. Craven County, New Bern, Carteret County and a few other units are being considered for assistance as a result of military activities. In anticipation of postwar building programs, surveys of needs are North Cakolina Public Schools 73 being conducted and information on important building needs is being assembled in order to avoid the necessity for hastily prepared plans once normal building operations are resumed. SCHOOL TRANSPORTATION The public transportation of school children is necessary for the estab-lishment of large school districts with large size buildings. The growth in this phase of public education in Worth Carolina, therefore, has paral-leled that of the increase of large modern school buildings in rural and small town areas. Prior to 1919-20 there was very little school transportation at public expense. Compared with the great network of transportation routes throughout the State today, even the record of 150 vehicles transporting fewer than 8,000 pupils during 1919-20 appears very small indeed. From that small beginning, as the table shows, the transportation system has expanded under local efforts and support to the year 1932-33 and after that year at State expense until in 1940-41 there were 4,727 buses engaged in hauling 341,135 pupils to and from school each day. The total annual cost of this program of public school transportation was $2,- 631,679.76. On the basis of the number of pupils transported the annual cost was $7.71 per pupil, or, based upon a school term of 160 days, 5 cents per pupil per day for the trip to school and return home. More girl drivers are being used now since boys are taken into the service. 74 Biennial Report of State Superintendent North Carolina Public Schools 75 76 Biennial Report of State Superintendent Boohs Rebound. All the books placed in circulation by tlie State Text-book Commission have been new books. After these books have been used three or four years, they begin to wear out and the Commission is faced with the necessity of discarding or rebinding the usable copies. Many books must be discarded, but a reasonable number can be rebound as indi-cated by the accompanying figures. North Carolina Public Schools 77 Boohs Owned. The number of books owned represents tbe usable books on band during each of tbe years indicated. All books sold, lost, and worn out are not included in tbese figures. 78 Biennial Report of State Superintendent increasing very rapidly. It is estimated that purchases during 1942-43 will amount to about $75,000. THE SIZE OF THE SYSTEM The size of the Xorth Carolina public school system may be measured by a number of yardsticks : amount of money expended, number of pupils enrolled, the value of school property, the number of teachers, the length of school term, and others. Since, however, some of these items are pre-sented under different heads elsewhere in this report, they are not repeated here. Number of Elementary Schools. The number and size of the schools actually taught serve to indicate both the instructional and administra-tive problems involved. It has been the experience in ITorth Carolina that small schools do not and cannot offer as broad a program of instruction as can be offered in the larger type school. For this reason the trend has been toward a smaller number of small schools and a larger number of large size schools. This trend has brought along with it an increase in public transportation facilities, a subject discussed elsewhere in this report. The accompanying table indicates this trend as it applies to the ele-mentary schools (grades I-VII). North Carolina Public Schools 79 and it will be noted that the trend in size as indicated by number of teachers is also toward the larger type. There were in 1940-41 a total of 982 public high schools in North Carolina. 80 Biennial Report of State Superintendent SCHOOL ATTENDANCE AND ABSENCE y E AR PER CENT IN ADA. PER CENT IN A.D.A.^ AND ABSENCCI PO 40 fin 80 I 00 than the census. The accompanying table indicates the enrolment by races and for elementary and high schools during the years specified. School Attendance. The extent to which pupils enrolled attend the public schools is indicated by average daily attendance figures; and by such figures in relation to enrollment the holding power of the schools North Carolina Public Schools 81 is measured and their size ascertained. Figures showing the percentage of enrollment in attendance indicate that North Carolina boys and girls attend school even better now than prior to 1933, when the eight months school term was established. Enrollment by Grade. Still another measure of the size of the public school system is the enrollment by grades. It is necessary to know the grade enrollment in providing the instructional services. As figures indicate, the greater portion of North Carolina pupils is in the lower grades. There is a tendency, however, for the enrollment in the lower grades to decrease, whereas the trend is upward in the higher grades. A comparison by number and per cent clearly indicates this trend for the races separately. 82 Biennial Repobt of State Supebintetndent North Carolina Public Schools 83 AVERAGE SCHOOL TERM TERM IN DAYS i?n 130 I4.Q l-'^O 160 ^Q the highest point prior to the financial depression, by 1931-32. Two years later, 1933-34, the State eight months school term became effective, thus increasing again the average term, to 159.3 days. Since that year this average has gradually increased as a result of special taxes voted for a nine months term in city units. It will be noted from the table that the average term for white and N'egro schools is approximately the same. Enrollment By Term. Contrary to the beliefs of many people, when the argument for a State-wide eight months school term was advanced, that the children would not attend school for the longer term, the figures on enrollment by term and per cent of enrollment in attendance show conclusively the opposite effect. As has been shown school attendance was decidedly better in 1939-40 and 1940-41 than prior to 1933-44, the year that the eight months school term became effective. The accompanying table shows that there are very few children —white and Xegro—enrolled in schools having terms of less than eight months. As a matter of fact, the number of children attending schools 84 Biennial Report of State Superintendent NoKTH Carolina Public Schools 85 Department. Furthermore, it should be stated that, in many instances, the services listed here indicate the initiation or beginning of that particular service to the schools, and that in the final analysis the local boards of education, superintendents, principals, teachers, and other school employees actually make them effective. The schools have been provided for the children of the State; and it is to their welfare and training that all our efforts are directed. The first section of this Report is in fact an expansion of the services outlined here. I. Addresses, Talks, Discussion Leaders. The Superintendent and some staff members are available for com-mencement exercises, P.-T.A. meetings, civic clubs, teachers' meet-ings and schoolmaster clubs, women's clubs and organizations, radio appearances, and discussion leaders. II. Administrative and Professional Services. A. To the public schools — 1. Assistance in making county-wide surveys of the school situa-tion— sites, buildings, school attendance, consolidation and transportation for the improvement of educational facilities. a. Cooperating in the selection of sites in the location of new buildings. b. Cooperating in the improvement of school grounds. c. Making suggestions concerning additions to buildings. d. Making available plans and specifications for small buildings. e. Measuring the utilization of school plants and suggesting ways by which a broader use of existing plants may be made. f. Assisting in securing equipment and supplies, including library and laboratory equipment and supplies. 2. Assistance in adjusting and settling disputes and misunder-standings. a. Interpreting school laws and regulations. b. Suggesting possible solutions of school problems. c. Securing rulings from the Attorney General. 3. Assistance in the better organization of schools. a. Setting up requirements for accreditment. b. Preparing teacher schedules and classroom work programs. c. Introducing new courses, including vocational education and war-time classes. d. Inspecting schools and giving suggestions for their im-provement. 86 Biennial Report of State Superintendent e. Furnishing assistance in the organization and use of school libraries. (1) Advice on the selection and purchase of desirable books and other library materials by preparing general and special lists : e.g., N'.C.E.A., Twenty-five Dollar Per Grade Elementary Library, Our Democratic American Heritage. (2) Advice regarding the library room and its equipment; e.g., Design and Equipment of Consolidated School Lihraries. (3) Advice regarding employment of school librarian, both to the superintendent and to the librarian. (4) Check of school library facilities in relation to require-ments for accredited school and recommendations for meeting requirements ; e.g., summary sheet. (5) Preparation of materials for promoting library usage; e.g.. North Carolina School Library Handbook (25c), Book Week Bulletin, program on school libraries for P.-T.A. program bulletin. (6) Visits to schools and talks to groups; such as P.-T.A., Rotary, teachers meetings, and the like. 4. Assistance in the improvement of the training of teachers and instructional service. a. Developing and directing definite programs of pre-servlce training in the colleges and normal schools. b. Sponsoring continuous yearly summer school programs for teachers. c. Assisting in the organization of extension classes. d. Conducting group and district teacher meetings. e. Assisting in the employment and placement of teachers. f. Issuing certificates to teachers on basis of credits earned. g. Determining the training of teachers and principals in the administrative units. h. Preparing courses of study and guide books for teachers and administrators. 5. School budget and accounting service. a. Giving salary ratings of teachers and principals in accord-ance with the State standard salary schedule. b. Determining salary costs of schools in accordance with allotment of teachers and on basis of State salary schedule. c. Furnishing statements showing amounts due State Literary and Special Building Funds. North Carolina Public Schools 87 d. Verifying amount of funds paid administrative units with public accountants. e. Assisting in the preparation of budgets and applications for loans. f. Assisting in the proper accounting of school funds. g. Furnishing forms for making reports, budgets and keeping records. 6. Financial Assistance. a. Eecommending loans from State Literary Fund for build-ing and equipping schoolhouses. b. Assisting in securing loans and grants from Federal agen-cies for repair and construction of school plants. c. Administering vocational funds for salaries of teachers of vocational subjects and of war-time workers. d. Aiding in the distribution and administration of private funds : (1) Jeanes Fund for employment of Negi'o supervising teachers. (2) Slater Fund for equipping N'egro high schools. (3) Rosenwald Fund for purchasing library books for Negro schools. (4) General Education Board funds for health teach-ing, and for purchasing equipment in Negro colleges. 7. Textbook Service. a. Assisting in the selection and adoption of textbooks. b. Purchasing and distributing free elementary textbooks. c. Furnishing through the State Textbook Commission nec-essary books for units having rental systems. d. Providing library books for sale. e. Furnishing necessary forms and instructions for all trans-actions under both free and rental plans. B. To institutions of higher education — 1. Assistance in matters pertaining to teacher training. 2. Assistance in the administration of regulations of the N. C. College Conference. 3. Assistance with any other problems in which college-department regulations exist. C. To P.-T.A.'s, parents and other citizens — 1. Assistance in the organization of parent-teacher associations. 2. Assistance in campaigns to raise money for equipment, libra-ries, beautification of grounds and other school needs. 88 BiEXAiAL Report oi' State Superintendent 3. Assistance in campaigns for holding local tax elections for the improvement of schools. 4. Participation in programs initiated by the organization. D. To Architects — 1. Help in developing plans and sketches of school plants. 2. Assistance by reviewing and approving plans for school plants. 3. Assistance by supplying information concerning current prac-tices in planning school plants. III. Informational Service. *1. Issues and distributes bulletins—reports, courses of study, direc-tory, laws, etc. 2. Issues Pnhlic School Bulletin and State School Facts. 3. Prepares material and information for the use of members of the General Assembly. 4. Issues statistical information and mimeographed material giv-ing facts about the schools. 5. Issues form letters and statements to school executives concerning the administration of the schools. 6. Writes letters in reply to specific inquiries relative to the public schools and higher institutions. lY. Special Services. 1. Develop and administer part-time commercial classes. 2. Organize and administer day-school and evening adult classes for industrial workers. 3. Promote a program for finding, training and placing civilian cripples. * During the current biennium the following publications were issued by the Department : a .H « -o a. Oh^^; ?^ 5- Title of Puhlication 226 4,100 Educational Directory of North Carolina, 1940-41 227 25,000 Science for the Elementary Schools, 1941 228 20,000 The Tar Heel State (1942 edition) 229 30,000 Teaching Democracy in the North Carolina Public Schools, 1941 230 3,500 Public School Laws, Session of 1941 and Prior Sessions NOETH Carolina Pxjblic Schools 89 231 1,400 Biennial Report of the Superintendent of Public Instruc-tion, Part II, 1938-1939 232 7,500 The Constitution of :N'orth Carolina, 1941 233 4,200 Educational Directory of North Carolina, 1941-42 234 3,000 A Eeport on Special Education, 1941 235 500 A Suggested Twelve-year Program for the ISTorth Caro-lina Public Schools, 1942 (Mimeographed) 236 27,500 The North Carolina Twelve-year Public School Program, 1942 197 5,000 North Carolina School Library Handbook, Third Edi-tion, 1942 THE TEACHING PERSONNEL North Carolina has always been conscious of the importance of the teacher in public education. Progressively and rapidly quantitative standards for the teacher have been raised until no state in the entire United States has higher standards for its elementary teachers than North Carolina. Only three states require more training for a beginning secondary school teacher than North Carolina. But the "War is making serious inroads into the teaching personnel. Men teachers have been selected for military services. Other men have gone into more lucrative civilian and war jobs. Many women teachers are enlisting in the WAVES and WAACS. Other women teachers are going into various types of civilian and war jobs. Undoubtedly 1942-43 will see a break in the upward trend in the scholarship of the teachers, a trend that has been constant and uninterrupted for the past two decades. This will be espe-cially true of the white teachers. Only a general reconsecration to the importance of the teacher will prevent a very serious lowering and breakdown of the high standards which have been reached in teacher education and in the present scholarship level of the teachers. The purpose of this section on "The Teaching Personnel" is not to discuss the work of the teachers, but to reveal the progress which has been made in the education of teachers during the past two decades. There is little need for discussion. The story is told mainly through statistics organized into certain tables. Number of Teachers Employed The table on the number of teachers, principals, and supervisors employed shows an increase of more than 50 per cent. According to present population trends, the saturation point has about been reached in elementary and secondary school enrollments. Any substantial increase in 90 Biennial Report of State Supeeintbndent personnel in the future will come througli a change in the present basis for teacher allotment. North Carolina Public Schools 91 TRAINING OF TEACHERS AND PRINCIPALS For more than twenty years the principal's certificate has required six semester hours of appropriate professional education heyond an under-graduate degree. Since 1931 a degree from a standard four-year college has been one requirement for certificates issued to beginning high school teachers. As of July 1, 1940, a degree from a four-year college became one of the requirements for a certificate issued to a beginning elementary teacher. These facts, together with the further fact that most of the teachers and principals have now had four years of college work, justified the State in projecting part of its teacher education on the graduate level. Accordingly a Graduate Certificate, requiring among other conditions a master's degree is now being issued teachers. That certificate was issued as of July 1, 1941 for the first time. About 350 teachers held the certifi- 92 Biennial Report of State Superintendent cate for the school year 1941-42. As of July 1, 1942 a Principal's Certifi-cate is being issued, one requirement for which is a master's degree. In-service Teacher Education One may summarize the history of teacher education requirements in North Carolina by saying the qualifications for entering the profession were very, very low at first, with additions and gradual increases in requirements until the present level had been reached. As late as 1917 the chief agency for training elementary teachers was the elementary school itself. Until that date most teachers in the rural elementary schools had been certified by passing an examination which itself was based upon the subjects of the elementary school. Even as late 1922 two years of high school education could be offered in lieu of successfully passing the examination, A little later than that all certification by examination was abolished, substituting therefor college credits. By 1940 a degree was required for beginning elementary teachers. The nature of this process of teacher education made necessary a program of in-service education. The chief agencies for this type of education have been the summer schools in this and other states and the programs of extension work offered by certain colleges. The importance of these agencies may be revealed in the tables on summer school enroll-ment and enrollment in extension work. The effectiveness of the work may be seen in the table giving the training of teachers and principals. North Carolina Public Schools 93 Year 1921-22 1924-25 1929-30 1931-32 1933-34 1935-36 1937-38 1939-40 1940-41 1941-42 94 Biennial Repobt of State Supebintendent WHAT THE SCHOOLS NEED? HISTORICAL BACKGROUND Before setting forth the needs of the public schools, let us review briefly the public school situation as it obtained from 1933, when the State assumed responsibility for the financial support of an eight months' school term, to the present. The General Assembly of 1933 had one of the most difficult problems to solve that ever came before a ISTorth Carolina law-making body—that of providing the money for operating all State governmental agencies and institutions, including the minimum school program. The General Assembly of 1931 had already assumed the cost of operating the Consti-tutional six months' term with additional aid to schools operating for eight months. But due to a breakdown in the local tax structure of the State, these latter schools were finding it increasingly difficult to keep their doors open. Taxes simply could not be collected, and hence the repre-sentatives of the people in the General Assembly were faced with the task of keeping the schools in operation during the financial crisis. The situation was met squarely by the General Assembly, however, and with sacrifice and hard work on the part of the school people the doors of our public schools were kept open for the boys and girls of the State. School spending of all sorts was reduced. State standards for the mini-mum program were set up. Administrative changes were made, and a financial policy was established with the acknowledgment that the support of the public schools was a State responsibility. The annual cost of operating the public schools was reduced from approximately $24,000,000, to $18,000,000. The General Assembly made an appropriation of $16,000,000 annually for this purpose, and the remaining amount was obtained from fines, forfeitures, penalties, and poll and dog taxes in the local units. Written into the law was a provision to abolish all taxes levied in the local districts for the operation of the schools. Administrative units, however, were given the authority to vote de novo for supplementary taxes with which either to operate the schools for a ninth month, or on a level higher than that provided at State expense, or both. Under this legal authority only seven units were successful in voting the additional taxes necessary; and consequently 119,145 children who had attended schools operating nine months prior to 1933 were denied that oppor-tunity during the year 1933-34. The growth and improvement in the State public school system f |