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Publication No. 209 BIENNIAL REPORT of the SUPERINTENDENT OF PUBLIC INSTRUCTION of NORTH CAROLINA FOR THE SCHOLASTIC YEARS 1936-1937 AND 1937-1938 Part I SUMMARY AND RECOMMENDATIONS Issued by the State Superintendent of Public Instruction Raleigh, North Carolina "The equal right of every child born on earth to have the o2)portuiiity to burgeon out all that is within him." —Aycock LETTER OF TRANSMITTAL State of North Carolina Superintendent of Public Instruction Raleigh To His Excellency, Governor Clyde R. Hoey and To the Members of the General Assembly of 1939 : In compliance with the law I am submitting my Report as State Super-intendent of Public Instruction for the biennium ending June 30, 1938. This Report, as you will note, deviates from the general make-up and appearance of former reports on the school situation in that it gives a large number of illustrations. These pictures are presented in order that you and others who make use of it may get a better idea of the school situation as it is today. Tables of figures on the various aspects of the public school system are also shown, and from these one may ascertain the growth of this great institution, the public schools, since 1930. In order that you may better visualize this improvement, a few charts are given along with the tables. I believe you will be pleased with the progress that has been made during the years indicated. Personally, I think we have laid the foundation for a good school system; and as the years go by, I have confidence that greater improvement will be made. In the first section of this report I am suggesting certain lines along which I believe this development should follow for the next biennium. I hope you will give these recommendations your careful consideration. Respectfully submitted, State Supe7-intendent of Public Instruction 59oO:iU CONTENTS RECOMMENDATIONS Brief Review 5 Recommendations 9 Appreciation 15 THE PUBLIC SCHOOLS AND THE CHILDREN OF THE STATE Administration 19 School Plants and Equipment 32 Textbooks 38 Getting- to School 40 The Schools 45 The Teaching Personnel 47 The Pupils 54 The Program— 58 Language Arts 59 Foreign Lang-uage 61 Mathematics 61 Social Studies 62 Natural Science 67 Health and Physical Education 71 Art 79 Music 81 Industrial Arts 83 Vocational Education 85 Business Education 95 Librar}^ Service 96 Special Classes 100 Commencement 101 Adult Education 102 Recommendations BRIEF REVIEW Before making by recommendations concerning the operation of the pub-lic schools of the State for the next biennium, I wish, in order that every-one may get a general view of the matter, to review very briefly the situa-tion with reference to the public schools beginning October 24, 1934, when I became State Superintendent of Public Instruction as successor to the late Dr. A. T. Allen. A majority of you will recall, I am sure, the period through which we had just passed, the dark days of the depression when agriculture, commerce and industry were almost at a standstill. You will also recall that just prior to the convening of the General Assembly of 1935 economic condi-tions were beginning to improve. The General Assembly of 1933 had provided a fund of $16,000,000. With this State fund plus revenues from fines, forfeitures, penalties and poll taxes amounting to $2,296,364 the schools were to be operated for an eight months term. The total funds available for the year (1933-34) represented a de-crease of $5,167,951 in the amount expended the preceding year (1932-33). A more extended account of this situation will be found in Part I of the Superintendent's Report for the biennium 1932-34. Suffice it to say here that the schoolhouse doors were kept open and teachers' salaries, although very much lower than formerly, were paid promptly and in full. Financial support of a minimum State program of public education had proven to be sound, but it was recognized that the appropriation of $16,000,000 made in the beginning was too little to operate a satisfactory school system. As stated above, however, the economic conditions of the State had greatly improved when the General Assembly of 1935 met, and so the State appropriation for schools was raised to $20,031,000 for the school year 1935-36 and to $20,900,000 for the year 1936-37. With these increased funds the salaries of all teachers were raised for the first year of the biennium twenty per cent and for the second year twenty-five per cent over what was paid in 1934-35. There was a corresponding increase made in other ex-penses of operating the public schools. When the law-making body of 1937 came upon the scene, business had improved still further. Emphasis in the field of education had shifted from keeping schoolhouse doors open and paying teachers salaries to the expan-sion of the public school system—to making it more nearly fit the needs of the children as the future citizens of the State. There was an atmosphere of hope and desire, and willingness on the part of the people to broaden the school opportunity offered the youth of this State. There was a very evi-dent demand in many parts of the State for an enrichment of the public school program. In my endeavor to interpret these desires on the part of the people, you will remember in my report to the Governor and General Assembly of 1937 that certain suggestions were made for improving the public schools. 6 Biennial Report of State Superintendent Briefly, I wish to mention here those suggestions: 1. Restoration of Salaries. "In my opinion," I stated, "we have reached a point in our way out of the depression at which we should fully restore, beginning with the next school year, the salaries paid teachers, principals and superintendents under the original salary schedule." 2. Curi-iculum Exjmnsion. On this subject it was said, "I should like to see a further development in our larger type high schools not only to meet the demands in the field of Agriculture, but also in Homemaking sub-jects, in Trade and Industrial subjects, and in Business Education including the distributive occupations. Paralleling this expansion in the vocational subjects, I believe the time is near when we can expand our curriculum to include more cultural subjects." 3. Exceptional Children. Under this head the belief was expressed that the State should recognize the responsibility for providing better oppor-tunities for exceptional children, both the bright and the retarded. 4. Supplementation. Here it was suggested that the law should be writ-ten to allow the larger school disti'iots to vote upon themselves taxes with which to enrich the educational program. 5. Free Textbooks. "I am recommending," I wrote, "that provision be made for inaugurating as rapidly as possible a system of free textbooks to replace the present rental system." 6. Twelfth Grade. Under this topic, the advantages of a twelfth grade were given, and the belief was expressed that the State should provide for the financial support of the additional grade in those schools desiring it. 7. Transportation. It was suggested that the law with reference to the purchase of new busses be made clear and definite, and that adequate pro-vision be made by the State for the replacement of worn-out unusable bus units. 8. Compulsory Attendance. "It seems to me," I stated, "that a definite appropriation should be made for the purpose of seeing that every child within the compulsory attendance age limits shall take advantage of the educational opportunities made available to him." 9. Suj)erintendent's Qualifications. It was recommended that the law be so written as to require all newly elected superintendents of schools to hold a superintendent's certificate authorized by the State Board of Education. 10. A Building Fund. It was suggested that provision be made for a larger loan fund from which counties and cities could borrow money for building projects. In order to have funds necessary for making effective those recommen-dations that required financial support, I submitted to the Advisory Budget Commission a request for $26,025,743 for the school year 1937-38 and $27,- 269,018 for 1938-39. In the provision of funds for the operation of a free textbook system, however, it was recommended that the Treasurer of the State be authorized to issue and sell bonds of the State in an amount not exceeding $1,500,000. No definite amount was named for the Building Fund suggested, since the members of the General Assembly did not look with favor on such a proposal in view of the fact that many units were in de-fault to the present State Literary Fund. North Carolina Public Schools 7 All of us are now more or less familiar with what the General Assembly of 1937 did for public education. It was found, as you will remember, that adequate funds could not be raised to restore salaries completely, and so the appropriation for the public schools was figured on the basis of a ten per cent increase in the salaries of all school employees. The amounts decided upon for purposes other than salaries wei"e based upon the requests made to the Advisory Budget Commission. The total appropriation made for the operation of an "eight months' term public schools" was $24,396,367 for the school year 1937-38 and $24,986,160 for 1938-39. As contemplated by the General Assembly the salaries of all teachers, principals and superintendents were increased ten per cent. With the in-crease in the appropriation for vocational education, the curriculum was expanded some in this particular field of education. Under the regular ap-propriation for the support of the eight months' school term together with the local support from taxes or from other sources, the course of study has been broadened in many schools. I refer specifically to a greater number of programs of music including bands, to a larger number of programs of health and physical education, and to an increased number of business edu-cation departments. No special attention in the form of a financial plan of support other than the regular appropriation was given to the question of exceptional children. It was provided, however, that a commission be appointed to study this whole matter and report to the General Assembly of 1939. The law with reference to local supplementation was left practically as it was written, except that in three counties, Rowan, Gaston and Wake, local laws were enacted providing for elections in large school districts. As a result of these local laws, Belmont and Victory in Gaston and Spencer in Rowan have voted taxes to supplement the State school program. An election in Wakelon, Wake County, failed to carry. A textbook law was enacted which provided that the basal textbooks used in the elementary grades be furnished free to the children enrolled in those grades. Due largely to financial considerations no provision was made for the addition of a twelfth grade to the system of public education. The law with reference to the purchase of new school busses was clari-fied, and the State appropriation for the purchase of new busses was made available immediately in order that old worn-out busses not suitable for safe transportation might be discarded. The amount requested for the better enforcement of the compulsory at-tendance law was not allowed, nor was the change suggested with reference to the qualifications for a superintendent's certificate made. And as stated above, no building fund was set up. I cite all of these things in order that you will know the facts with re-ference to what transpired immediately before and during the session of the last General Assembly. In my opinion, the public schools secured their pro-portionate share of the funds made available by appropriation. I think, too, although provision was not made for all my recommendations, that the pub-lic schools received every consideration possible by the acts of the General 8 Biennial Report of State Superintendent Assembly and that a favorable spirit of "doing more" for the schools pre-vailed at all times. Before making any recommendations for the consideration of the Gen-eral Assembly of 1939, I should like at this point to review in a more gen-eral way the situation with regard to public education in the State. During my four years in office I have traveled over 170,000 miles and have made more than 600 speeches throughout the State. I have had an opportunity to talk before various groups of people, all interested in the welfare of their children. I have had an opportunity "to feel the pulse" of the people, to learn what they were thinking and what they desired. I have observed also the interest that is being taken in public education by the various governmental, civic and social organizations. The membership of the parent-teacher association has increased from 58,000 in 1936 to more than 65,000 this year. This, to my mind, in-dicates a deeper interest by parents in the educational welfare of their children. It constitutes an effort on the part of the people to suppoi't the public schools with increasing interest and vigor. The State Grange has always been a friend of the schools. That organi-zation was especially helpful in obtaining the standard eight months' school term, and it has recently endorsed the "twelfth grade" as a needed addition to the public school system. The American Legion has cooperated with public education, especially in the celebration of American Education Week and in conducting essay contests on government and patriotism. Recently, the Association of County Commissioners announced an essay contest on "Highway Safety" in the public high schools of the State. Since 1933, when all local taxes for the operation of public schools were abolished, 39 of the 169 administrative units have voted taxes to supplement the State educational program. In addition three local districts, under spec-ial acts, have voted for better schools than the minimum program provided under State support. By this action on the pai-t of the voters in these units 151,582 children were given the opportunity of an additional month of school-ing during 1936-37. All of these things indicate, to my mind, that the people are looking at the schools as they have never done before. They are demanding that the schools be strengthened in their weak places. They want their children to have an opportunity to prepare themselves for a fuller life than they as par-ents have had. And they want the schools to provide that opportunity. I should like to point out the progress that has been made in the public schools within the past several years, the number of additional accredited schools, the additional departments of agriculture and home economics, the number of new and modern buildings constructed, and the increase in the number of boys and girls attending the high school; but all of this informa-tion is presented in subsequent pages of this report. I hope each of you will read that part of this report. We have tried to present a picture of the public schools in the limited space at our disposal. The illustrations present-ed are representative of the best situations. I am sorry that they are not true in more instances. I believe, however, that public education is a grow- North Carolina Public Schools 9 ing institution and before many years we shall have in this State a public school system comparing favorably with that in many of our northern states now rated higher than this State with respect to public education. As will be observed from the statistical tables and charts presented, progress has been made. It will be noted also that there is room for still further progress. I believe this further advancement is coming. The morale of all of those who are working in and with the schools is higher today than ever before. The tax levying authorities are more sympathetic to pub-lic education. The local committees and the board members, both county and city, take an active interest in this great enterprise. RECOMMENDATIONS The following recommendations are made, not because they represent my views only as to the next steps to be taken with reference to public edu-cation, but because I believe they represent what the people of the State want. I am simply trying to interpret the general public notion of the people with respect to the public schools, although these views do correspond with my thinking in the matter. 1. Restoration of Salaries, As stated in my report to the General As-sembly of 1937, I believe this question of restoring teachers' salaries should be the first concern of the present law making body. Of course, I realize, since we have departed from the original salary schedule set up in 1921-22, that it will be impossible to restore the salary of each individual teacher to what it was before the depression set in; but I mean by restoration the re-establishing of the maximum salary ratings for equivalent training as were in force prior to the preparation of the base of the present salary schedule in 1933-34. This original schedule, you will recall, had as its maximum for the highest training and experience a salary of $133.33 per month. The new schedule reduced this to $90.00 per month. Now, however, the highest month-ly salary allowed is $123.75. A recommendation was made to the 1937 Gen-eral Assembly that this salary be fully restored, but as stated above this was not done. I now, therefore, renew this request to your honorable body; and in making this recommendation I have in mind that restoration of salar-ies will be effective in a corresponding measure to all teachers, principals and superintendents. In making this recommendation, I am not thinking solely of these school employees, although such should be a major consideration. They have shown their interest and their loyalty to the public schools in numerous ways. The average level of training of this personnel continues to improve from year to year, as is shown elsewhere in this report. Their hearts and souls are in this work, or else they would not continue at it from day to day, year in and year out, at the relatively low financial remuneration the profession af-fords. They deserve the small increase recommended on these grounds alone, but I am thinking of a far more important reason—the children's interest, the future welfare of the State. I believe in good teachers, and that only the best teachers can do good teaching. Unless we make the profession of teaching reasonably attractive financially, the best teachers will not be at- 10 Biennial Report op State Superintendent tracted to the profession. Right now we are training more teachers to take the place of those who annually leave for one cause or another. Many of these are the best that are available; but some, of course, are those having the lowest training. If the salary is not sufficiently adequate, those young men and women with ability, personality and ambition will not train them-selves for teaching. I am sure you can see what would result. Those per-sons with mediocre or inferior native ability and personality will gravitate to the profession, and then in the employment of new teachers there will be no choice except the old teacher with the lower training and the new teacher of mediocre ability and training. In the building of character and citizenship North Carolina should have the best, but that best will not be obtainable as long as we continue to pay relatively low salaries. In ordei- to provide for the citizenship of tomorrow we must begin today. I wish to recommend, therefore, that you give this question first consideration in your provision for the State support of the public schools for the next biennium. 2. Vocational Education. The Federal Government provides funds for the teaching of agriculture, home economics and trade and industrial sub-jects. Since its beginning this type of training has had a tremendous growth. The total funds from all sources have been limited, however, and today out 0- the total white high school enrollment of approximately 150,000 there are fewer than 20,000 taking agriculture, fewer than 1,700 taking home eco-nomics, and fewer than 1,000 taking trade and industrial subjects in day schools. We should have a substantial increase in funds not only to match the Federal funds in this respect, but for the purpose of broadening the voca-tional program—in order to provide additional courses of a vocational na-ture. Not all boys want to be farmers, anymore than all girls want to be school teachers. State funds should be made available, therefore, to provide other courses which fit for life those of our youth who will not, or cannot, go to college. Specifically, I believe most of our town high schools and for that matter some of the larger rural high schools should have a strong, well-organized industrial arts course—one that would provide exploratory and try-out experiences for boys and girls in their teen ages. Such a course should also include a course in occupational guidance, to give the pupil some preliminary conception of the thousands of occupations from which the people of the United States can earn a livelihood. 3. The Twelfth Grade. My recommendation for the establishment of the twelfth grade is being renewed, because I believe the time is ripe for its introduction. Governor Hoey has sensed the need for the additional train-ing that another grade will give to our boys and girls, and on several occa-sions has advocated its inauguration. The Governor's Commission on Edu-cation, from meetings held in several of the larger centers of the State, has learned that the school patrons like the twelfth grade plan. I, too, in my travels about the State, have found a strong sentiment for it. Already, under local support a twelfth grade has been introduced into the following sixteen units: North Carolina Public Schools 11 Albemarle Hamlet Roanoke Rapids Asheville Lenoir Rockingham Charlotte Lumberton Rocky Mount Durham (city) New Hanover Wadesboro Greenville Raleigh Washington Reidsville If these units have found a need for this additional training, and have met that need from their local budgets, then it is apparent that such a need is prevalent in the 153 other administrative units, many of which cannot vote a tax for the additional cost necessary for its support. The Governor's Commission has estimated that the addition of the twelfth grade to the public school system will cost approximately $750,000. I believe that this is a fair estimate of cost for the first year of its opera-tion, but there would be a slight annual increase as the number of boys and girls taking advantage of it increased. And I believe also that this cost would be small for the returns that a twelfth grade would give the State in terms of better citizenship. In our present State-supported eleven-grade system a child, provided he makes normal progress from the first through the eleventh grade, gets 88 months of training. If the term were extended one month this training would be for 99 months duration. If, on the other hand, a grade is added to the present State-supported term, the same child would secure 96 months of training within the same yearly training period. In the former case a month would be added each year making a total of eleven additional months, whereas by adding a twelfth grade the additional training period is added for one school year of eight months. There is an advantage, not consider-ing its cost, in this latter alternative in that it more nearly fits the needs of boys and girls at this time, when they are needed on the farm and in the home. I gave in my former report some reasons, as I saw it, for requiring the additional year's training in North Carolina public schools. Very briefly, I wish to repeat these reasons at this point in this report: 1. Intelligent Citizenship. "If intelligence is necessary to good citizen-ship," I said, "and if it is conducive to the development of citizenship, the addition of another year to the high school course, the difference of a year's training, will surely be reflected in a more superior citizenship." 2. Vocational Education. Most boys and girls do not go to college. The quantity and quality of all their training is received in the secondary school. This being true these boys and girls should be given the type of training that will more nearly fit them to function efficiently as members of society. I believe, therefore, that an added year for these boys and girls, coming at a time when jobs are scarce anyway, will add to their qualifications when they begin to seek a job by which they are to earn a livelihood. 3. Preparation for College. About twenty-five per cent of our high school graduates go to college. The colleges tell us that many of these are not prepared for college work. Whether this be true or not, it is certainly a fact that a person with an 88-months tx-aining foundation cannot compete 12 Biennial Report of State Superintendent with a student having had 96, 99 or 108 months preparation. This is the case in North Carolina today, and it is undoubtedly true that many of the boys and girls who have failed in college would have succeeded had they had a longer period of training. 4. Character Educaiion. As was said in my former report, "the longer the student stays legitimately in school the surer he is of developing those traits which are the component parts of character." A study of 2,400 recent commitments to State Prison revealed that only 660 had received any train-ing beyond the elementary school. In other words, 72.5 per cent of the total commitments had some training in the lower grades. Only 68 of the total had finished high school. It seems to me, therefore, that an additional year's training making possible more practical education would give many boys and girls an opportunity at an age when it is needed most, and would be the wisest sort of investment on the part of the State in citizenship train-ing. Money wisely spent at this point of a person's life by the State should perhaps prevent its expenditure later on for prison commitments. 5. Economic Consideration. This point has been discussed indirectly in 2 and 4. It is very difficult at present even for some college graduates to secure employment. It is even more difficult for boys and girls of high school age to find jobs. Since they are not needed in society on a wage earning basis, the purpose of society will be more perfectly served if they are kept in school. 4. Retirement System. I believe the General Assembly should consider very carefully the advisability of the immediate establishment of a retire-ment system for the teachers of the State. Under authority of the last General Assembly a commission was appointed to study this whole ques-tion, and although I do not at this time know the exact recommendations of that committee, I personally believe that the State should do something for the aged and incapacitated teachers, who have given their lives to service of training the youth of this State, and many of whom have now reached the end of their usefulness. From the point of view of the child, it would be economical to the State in a majority of instances and certainly it would bring a measure of happiness to these teachers, if all teachers could be re-tired after they had given a specified number of years of service to the pro-fession. In view of the fact that their salaries have always been low, it would be no more than simple justice. 5. Teacher Tenure. The question of teacher tenure also .should be very carefully considered by the members of the General Assembly. Conditions in some of our counties are really shocking. A teacher may never know whether her services have been satisfactory or not. In a good many in-stances teachers have been dismissed at the end of the term for merely poli-tical reasons, and only notified of this fact when the school is about ready to begin the next year's session. In order to build a good school system, one with the child in mind, teach-ers should be continued in employment on the basis of their merits—their scholarship, experience and personality. Dismissal should not occur unless there is a just cause, and even then the teacher should be given adequate North Carolina Public Schools 13 notice. I believe, therefore, that some legal protection should be provided for the good teachers of the State in order that they may not be bandied about at the whim of some local politician or to make room for some local favorite. 6. Compulsory Attendance, Under the present law all children between the ages of seven and fourteen years are required "to attend school con-tinuously for a period equal to the time which the public school in the dis-trict in which the child resides shall be in session." I believe this law should be amended by changing the upper age limit to sixteen years. The present labor laws of the State provide that no child under sixteen shall be employed in any manufacturing occupations, or in many of the non-manufacturing occupations, while school is in session. There is a gap, there-fore, between the maximum compulsory age limit and the minimum age when employment may begin. When many boys reach this maximum com-pulsory attendance age they leave school; and since there is no profitable employment, except agricultural or domestic work which is exempt from the age limitations of the law, many are virtually turned loose on the streets. I sincerely believe, therefore, that the law requiring compulsory attendance at school should be extended to sixteen and thus close up this existing gap. Our alarming increase in juvenile delinquency would seem to justify this change. 7. Exceptional Children. As stated in my report to the General Assem-bly of 1937, something should be done to give the exceptional school child, both the fast moving type and the one that is normally slow, a better op-portunity to prepare himself for society. Under our present graded system, which is inevitable where large numbers are given instruction, the curri-culum is organized for the average child. I believe we should not only in-struct these average children, but that we should also provide instruction appropriate for these children having exceptional mental abilities. Under authority of the last General Assembly, a commission has been appointed to study this whole question. I am unaware at this time what that commission will recommend, but whatever that may be, I hope the members of the General Assembly will give it due consideration. 8. Superintendent's Qualification. I wish to renew my recommendation that all new superintendents employed be required to hold a Superintendent's Certificate as authorized by the State Board of Education. This recommen-dation is being made because I believe that a superintendent who does not have this certificate is at a disadvantage in the administration of the schools and in working with the teachers under his supervision. Advice on profes-sional problems cannot be given by the supei-intendent unless he has had the professional training himself, or unless he has someone upon whom he can rely for help in this respect. For the efficiency of the teaching process, manifestly, the certification requirements for superintendents should be no less than those for teachers and principals. 9. Local Supplementation. As stated above, 39 administrative units have voted a supplementary tax to provide better educational opportunities than now provided on State standards of cost for the children in those units. In 14 Biennial Report of State Superintendent two local districts in county units, Gaston and Rowan, a tax was voted un-der authority of special acts applying only to these two county units. Re-cently, a tax has been voted in two other city units, Kinston and Sanford; and the schools in these two units will offer instruction for a ninth month next year. Authority was given by the laws of 1933, 1935 and 1937 for administra-tive units as a whole to vote additional taxes to operate schools of a higher standard than that provided by State support. I believe the time has come v/hen this privilege should be extended to large districts complete as to an instructional unit. If this privilege is granted to city units and to large units in two counties, then it seems only fair and right that other large) districts should be given this democratic privilege to decide for themselves what they shall do with reference to the provision for better schools for their children. Some may think that such a privilege, if granted, would be abused, and that once the gap is let down, so to speak, we would have an epidemic of local tax voting over the State. I, personally, do not concur with that no-tion. In the three counties, Gaston, Rowan and Wake, where the people in local districts were allowed to vote, only three elections have been tried, one of these having failed. I believe the democratic principle should govern such questions, and whatever decision is made by that method then it will be final until another effort is made. There is another aspect of the question of financial support that should also be considered in connection with local supplementation. It is generally considered that the State support provided is for a minimum program. The support provided has increased very rapidly since its beginning in 1933, we must admit. That support, however, has not reached the total cost of the school program provided before the economic depression set in. It appears also, so those charged with finding sources of taxation say, that a point is being approached with reference to financial support beyond which it will be impossible to go. The cost of education, on the other hand, in order to keep pace with other economic phases of life, will continue to increase. The training of teachers improves every year and better instruction in every way, we believe, is being provided from year to year. This improvement in the school system will cost more money, and if the State is unable to pro-vide the necessary support, then the local units should at least be given the right to say whether they shall provide the additional money for a higher standard of public school than provided by the State. I wish to recommend very strongly, therefore, that this provision for local supplementation be written into the new school machinery act. 10. State Funds. On page 17 is presented a table giving the expenditures from the State appropriation for public schools during 1937-38, the estimate of expenditures for 1938-39, and my request for State funds to the Ad-visory Budget Commission for the operation of the public schools for 1939-40 and 1940-41. These request figures include a five per cent increase in the salaries of all school employees, and estimated necessary increases in all other items. It will be noted that the division as to race is not made. This division is made on the basis of need when the allotments are made by the State School Commission to the administrative units. North Carolina Public Schools 15 The total requests of $27,373,508 for 1939-40 and $28,177,301 for 1940-41 represent approximately a 13 per cent increase in State funds over the respective years of the preceding biennium. This request includes $200,000 for sick leave, an item for which no appropriation w^as made by the last General Assembly; but which, in my opinion, should be included in the ap-propriation for public schools if the funds can in any way be found. In arriving at the total requests for public schools, each of the items has been very carefully considered, and these requests represent the mini-mum amounts for operating the program of public education on State stan-dards of cost. I hope, therefore, that this General Assembly will not make the appropriation for the support of the public schools less than the amounts requested. APPRECIATION Before closing this section of this report I wish to express my apprecia-tion for the splendid help and cooperation that I have received from other departments of the State government and from the many individuals who have given me support and advice as Superintendent of Public Instruction. After all, the schools belong to the people, and it is for them to decide what they want. In this report, in my capacity as the representative of the peo-ple, I have tried to present their views as to the improvement of the public schools, and as to the building up of a State school system that will offer to our boys and girls the best educational opportunity possible. His Excellency, Governor Clyde R. Hoey, has given his wholehearted cooperation in an effort to improve the school situation. On many occasions he has advocated school measures—free textbooks, more vocational train-ing, twelfth grade, and increased salaries for the school personnel. With-out this strong advocate, I do not believe we could have made as much progress as has been accomplished during these recent years. Then, too, the various other departments of State government are to be commended—the General Assembly and the Advisory Budget Commission for liberalizing the laws and increasing the appropriation for schools; the State Commission of Highways and Public Works for its cooperation in looking after the roads over which more than 4,000 school buses travel; the Highway Patrol and the Division of Highway Safety for examining the bus drivers and for instruction given with reference to safety on the highways; the State Board of Charities and Welfare for making it possible for many indigent children to attend school by providing necessary clothing; and the State Board of Health for cooperation in the matter of epidemics and in giving remedial treatment to those school children needing attention. The State Board of Commercial Education was set up by the General Assembly of 1935. I think this Board has done much to improve the char-acter and type of the private comimercial schools of the State in helping to eliminate undesirable practices and conditions. School board members, county commissioners and other tax levying au-thorities, and the local school committees have on the whole been especially cooperative in providing necessary local funds for the erection of new build- 16 Biennial Report of State Superintendent ings and for the purchase of additional school buses and new equipment, and in giving attention to day by day local problems pertaining to the schools. To that great army of teachers, principals, superintendents, janitors, clerks and secretaries, and other school employees, without whose persever-ing presence the schools could not operate, I offer my deepest appreciation for their splendid spirit throughout my entire administration of four years. The teachers of the State, after all, do the instructional work, and it is they who should be given the major credit for the success of this public under-taking. Then, too, I wish to mention again the work of the Parent-Teacher As-sociation, whose support of the local and State school programs has ever been present. I like to think of this organization as one of the great arms of the public schools, ever ready and willing to work for their improvement. In conclusion, I wish to express my appreciation to the members of the State Board of Education and the State School Commission for their coun-sel and advice, and to the staff members of the State School Commission and the Department of Public Instruction. These employees have worked in season and out, regardless of the hours of work, for the advancement of the public schools, and any credit given for the success of the State's ad-ministration of the public schools should be to these devoted employees. North Carolina Public Schools 17 EXPENDITURES AND BUDGET REQUEST FOR PUBLIC SCHOOLS STATE FUNDS—EIGHT MONTHS SCHOOL TERM Objects and Items of Expenditure 18 Biennial Report of State Superintendent EXPENDITURES AND BUDGET REQUEST FOR PUBLIC SCHOOLS (Continued) Objects and Items of Expenditure North Carolina Public Schools 19 The Public Schools and the Children of the State ADMINISTRATION There are at present 100 county and 69 city administrative school units in North CaroHna. The county units comprise that area of the county outside of the established city units. Where no city units exist, the entire area of the county is the adminis-trative unit. The administration of the public schools in these units is vest-ed in ten agencies established either under constitutional au-thority or by the enactment of legislation by the General As-sembly. Five of the ten are local in character and five are State agencies. Local Agencies The five local agencies are : the local committee, the city board of trustees, the city commissioners (or other tax levying au-thority), the county board of education and the county board of commissioners. 1. Local Committee. The local committee, appointed under legislative authority by the county board of education for a term of two j^ears for each school district, selects the teachers and principals subject to the approval of the county superintendent and the county board of education and has general custody and care of the school property in the district. 20 Biennial Report of State Superintendent CURRENT EXPENSE FOR PUBLIC SCHOOLS MILLIONS LEGEND 30 STATE FUNDS ^^ LOCAL FUNDS 1919-20 1929-30 1931-32 1933-34 1935-36 1937-38 1924-25 1930-31 1932-33 1934-35 1936-37 North Carolina Public Schools 21 Current 22 Biennial Report of State Superintendent a period of two, four or six years. The county board of education has the general management and control of the educational af-fairs in the county administrative unit. This board appoints a county superintendent, subject to the approval of the State Su-perintendent and the State School Commission, and a school com-mittee for each local district. The county board of education is clothed v^^ith those discretionary powers relating to the adminis-tration of the schools that are not specified in the law or by rules and regulations of the State School Commission. It also decides upon the site and character of all school buildings, and adminis-ters the operation of the schools in accordance with the rules and regulations of the State School Commission and the acts of the General Assembly. The county superintendent, whose term of office is for two years beginning July 1 of each odd year, is the administrative officer for the county board of education. 5. County Commissione7's. The board of county commission-ers, a body provided for under the Constitution, approves that part of the school budget financed by county funds, including funds for the erection and repair of necessary school buildings, and levies the taxes therefor. The commissioners are elected by the people for a term of two years. State Agencies The five State agencies having a part in the administration of the public schools are : the Superintendent of Public Instruction, the State Board of Education, the State School Commission, the State Board for Vocational Education, and the State Textbook Commission. The county commissioners consider the school budget. North Carolina Public Schools 23 1. Superintendeiit of Public Instruction. The Constitution of North Carolina provides for a Superintendent of Public Instruc-tion, who shall be elected by popular vote every four years. The Superintendent of Public Instruction is responsible for promot-ing interest in public education, interpreting the school lavv^s, determining standards for approved schools, assembling and disseminating statistical data, preparing curricula materials for the teachers of the public schools, and such other duties as are or may be vested in him by law. He appoints the staff of the Department of Public Instruction to assist him in performing these duties. The State Superintendent is ex officio secretary of the State Board of Education, vice chairman of the State School Commis-sion, chairman of the State Board for Vocational Education, and chairman of the State Textbook Commission. In addition, the State Superintendent, under the law, assists the governor in the appointment of the Elementary Textbook Commission and the State Committee on high school textbooks. 2. State Board of Education. The State Board of Education, consisting of the Governor, Lieutenant Governor, Secretary of State, Treasurer, Auditor, Attorney General and the Superin-tendent of Public Instruction, is provided for in Article IX of the Constitution. This board has charge of the Literary and Special Building Funds and the public lands owned by the State. It also makes rules governing the certification of teachers, and adopts the textbooks used in the public schools. Originally, this board had authority to legislate and make all needful rules and 24 Biennial Report of State Superintendent regulations in relation to free public schools and the educational funds, but its duties in this respect in recent years have been transferred by legislative enactment to the State School Com-mission. 3. State School Commission. The State School Commission was set up by the General Assembly of 1933 to succeed the State Board of Equalization, a body created in 1927 to equalize values in the several counties as a basis for distributing the equalizing fund provided for schools. This Commission is composed of the following: the Lieutenant Governor as chairman, the State Superintendent of Public Instruction as vice chairman, the State Treasurer, and one member appointed by the Governor from each of the eleven Congressional districts. The commission decides what schools are to be operated, has the power to consolidate districts and transfer children from one unit to another, and may suspend any school after six months, whenever the average daily attendance does not justify its continuance. It determines by districts and races the num-ber of elementary and high school teachers to be paid from State funds, and sets the standards for operating the public schools for an eight months term in each county and city administrative unit. The Commission also provides for and supervises the trans-portation of pupils at public expense, makes rules and regula-tions governing the financial management and control of all ad-ministrative units, provides for auditing the school funds, ap-proves the election of county and city superintendents, and joint-ly with the State Board of Education determines and fixes a State standard salary schedule for teachers, principals, superin-tendents and other school em-ployees. It employs an executive sec-retary and staff who adminis-ter its rules and regulations. 4. State Board for Voca-tional Education. The State Board for Vocational Educa-tion was created by the Gen-eral Assembly of 1917 in or-der to meet the provisions of North Carolina Public Schools 25 26 Biennial Report of State Superintendent SUMMARY OF EXPENDITURES—STATE EIGHT 61. Genepal Control: 611. Salary—Superintendents 612. Travel—Superintendents 613. Clerical Assistants 614. Office Expense 615. County Board of Education Total 62. Instructional 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 - --- 63. Operation of Plant: 631. Wages: Janitors, Others 632. Fuel 633. Water, Light and Power 634. Janitor's Supplies 635. Telephones Total 65. Fixed Charges: 653. Compensation 66. Auxiliari Agencies: 661. Transportation: 1-5. Operation 6. Major Replacements Sub-Total 662. School Libraries.. Total North Carolina •Includes $594.00 adjustment of 1935-36 salaries White County S 229,240.93 30,320.71 84,633.67 26,734.31 9,870.52 380,800.14 7,154,999.06 2,038,208.09 73,014.38 929,240.58 S 10,195,462.11 34,704.04 $ 10,230,166.15 269,340.79 249,225.31 55,241.22 27,824.68 5,772.13 $ 607,404.13 7,917.58 1,307,955.05 441,846.54 $ 1,749,801.59 16,770.28 S 1,766,571.87 S 12,992,859.87 City 149,874.00 7,273.14 25,053.62 11,582.06 % 193,782.82 2,418,760.44 *984, 612.99 250,245.40 109,478.00 $ *3, 763, 096. S3 12,470.88 $ '3,775,567.71 116,707.09 102,625.25 41,762.62 13,213.47 5,458.07 $ 279,766.50 553.37 6,266.63 S 6,266.63 $ •4,255,937.03 Total 379,114.93 37,593.85 109,687.29 38,316.37 9,870.52 574,582.96 9,573,759.50 *3, 022, 821. OS 323,259.78 1,038,718.58 $ *13,958,558.94 47,174.92 ? *14,005,733.86 386,047.88 351,850.56 97,003.84 41,038.15 11,230.20 887,170.63 8,470.95 1,307,955.05 441,846.54 % 1,749,801.59 23,036.91 $ 1,772,838.50 $ *17,248,796.90 North Carolina Public Schools 27 MONTHS SCHOOL FUND, 1936-1937 28 Biennial Report of State Superintendent SUMMARY OF EXPENDITURES—STATE EIGHT Classification By Objects and Items North Carolina Public Schools 29 MONTHS SCHOOL FUND, 1937-1938 Colored 30 Biennial Report of State Superintendent EXPENDITURES BY OBJECTS AND ITEMS, 1934-35 TO 1937-38 Object and Items North Carolina Public Schools 31 EXPENDITURES BY OBJECTS AND ITEMS, 1934-35 TO 1937-38 (Continued) Object and Items 32 Biennial Report of State Superintendent SCHOOL PLANTS AND EQUIPMENT "The building of all new schoolhouses and the repairing of all old schoolhouses over which the County Board of Education has jurisdiction, shall be under the control and direction of and by contract with the county board of education. But the board shall not be authorized to invest any money in any new house that is not built in accordance with plans approved by the State Super-intendent, nor for more money than is made available for its erection." The above section of the North Carolina school law is the au-thority which the State Department of Public Instruction has for approving plans for schoolhouses. A building code is not writ-ten into the law. Specific items are not required nor forbidden by the statute. This is doubtless wise, for statutory require-ments might become antiquated before they could be amended or repealed. This has been the experience of some States that have incorporated building codes in their school laws. On the other hand, a few architects and school administrators have the idea that plans and lay-outs for school buildings approved many years ago are acceptable today and, therefore, consider it unnecessary to submit plans for criticism and approval. This is doubly la-mentable because these same school officials assume that instruc-tional methods and administrative procedures recommended a quarter of a century ago are all right for present day schools. It is the duty, the function and the practice of the Division of Schoolhouse Planning to continuously explore the field of school-house planning, to analyse the trends and to study the develop-ments in school plant practices to the end that "all new school-houses" may be plan-ned according to the most modern and effi-cient standards. All plans submitted to the Division are studied, evaluated and criti-cised according to these criteria. Those school units which avail them-selves of this service invariably secure bet- Appraised Value North Carolina Public Schools 33 ter buildings than those units that depend upon school ad-ministrators and school archi-tects of uncertain proficiency in schoolhouse planning. Illustrative of the recent developments in the field of schoolhouse planning may be mentioned : 1. A nev^ philosophy with regard to the housing facili-ties for primary and elemen-tary grade children. For a number of years a disproportionate emphasis v^as given to high school buildings. Lower grade chil-dren were quite generally housed in quarters inferior to those provided for the higher grades. School 34 Biennial Report of State Superintendent The minimum dimensions for specially designed modern day primary rooms are 22' in width by 40' in length. They are equip-ped with at least 20' of bulletin board and a like amount of black-board. Attention is directed to the emphasis placed on ample bulletin board, necessary for modern methods of teaching. These rooms should also be provided with bookcases, magazine racks, project lockers, storage chests—the tops of which can be covered with pallets for rest periods—individual room toilets, lavatories and drinking fountains. 2. Library units are now planned to meet the needs of the school according to scientifically developed standards. A small room, which was in reality simply a book storage room, is no longer considered adequate for a library in a standard school. The following criteria are used in evaluating our modern library rooms : a. Ample and attractive space for the books required to be read by the children in the school. b. Comfortable and inviting space where school children and others may assemble to read and study and become generally ac- The modern school plant is curefulhj planned from basement to roof. •BOOM-JCMLDULt- T PaiVATL DINIMING BCt^'M P DItTtClAllJ _gtii£L \ iwaTU CTcia? tiUlCi ) UAUUlAtlOH Ba^it ^ ai£LJ TUILLI t)6P« T"lLLr ) TIAM RQPM ntNlDCCJON-MISM-SCMOOL- •nCNDtE.SON-N<' tRJC-a-rL»NNAQih4 • IRCHITCCT- • ntNDca.30N-N<:- UHUtC^VATLD FSA.-;[LMtKlT- PLAKl. North Carolina Public Schools 35 •POOMOChLDULC- 0c»fict © TicKtT orrtct i STocASi e«K»* @ VAULT 0ccx)k: KOOM Q) CUOJ BOOM ©iTO&AGL BOOM JAN I TOES CU33tT @bcrr5 ToiU-T ® QIBU TTPlLtT @ VWCMLM TlA^HLtLS CL5T I^OCM MX»Ot;RAPMf 4 TYPmG @ COMMLCCIAL LAbOKAfpBY @ tOOKKLLPmq MUU BUT BOOM coftsiDoa IHKLS Vt_?TlbUt.C ©OUTLB VtSTieuUt. @COVLRtr WALK (§1 OOCntiTtLA PIT @ DbLAJINa ROOM ^IfUEMACt BI.X3M CJiTBAHCt ^ "^''W^JS' ^'-^ ftm Dt-BSON- HIGH -SCHOOL- • BCNDLajOH-N-C-taiC- G-PLANNAGAN- -AaCHlTtCT- •nCJMDt.05ON-NC-Auditorium, gynuiasium and cafeteria are integral parts of a school plant designed to meet all the needs of growing boys and girls. nnnM-gcrinPULt I torn I DOB a I 9MOK t ClttMktK.- t rtOJ.tCTtOW DOOTH-I LieBkK V I blOLOQr LAkOSATOKV. I OP^lCt - I STocAat- I at>>JLI.*L •ClOOC.fc' I OPMC t - I Oft I. K. ROOM. I CrltMiSTB.r 4 t>Hr5IC) LkB I STuPr KALL I WORK. KOOW • t COkJ P LAthJCt ftOOM - I CLOTMlua LfcB, I r tTTIUQ •OOi4 - I b CD BOOM - I L'VlkJO S.OOM 4 DrU E.TT e- I hOOD L *eOt k TOCT • I BOYS* TOI LtT I OIBLl' TOIL tr- I o^^tct4 3Toe•ot ) MtCMtUICftL 4 PBLLMAklf DK I MU3 IC Bi>OtHi I1t^lDC.R.SO^i • M IGM • 5CM OOL • • Ht>JDca50N-Nk:- taJC'G-rLANNAGAM' 'ABCMITtCT* • MtisJDta,soM-M<:- 3K:OMD-rLOOR.-PLAW- The ynodern school building is functionally designed; adequate lighting and ventilation are provided ivithout destroying the architectural beauty of the structure. quainted with books of all kinds and with magazines and period-icals. c. A work laboratory for history, literature, biology, science and indeed all the subjects in the course of study. Rules to determine the size of a library are : a. In small schools sufficient space to take care of an entire class. In a school accommodating up to 300, a reading and stack room 22' in width by 36' in length is the minimum. In addition to this there should be a work room of approximately 12' x 12' and a conference room approximately 10' x 12'. b. In large schools space sufficient to care for 10% of the en-rollment with from 20 to 25 square feet per reader is ample for the general library room, its furniture and equipment. Ample shelving is considered an integral part of the library room. 3. School cafeterias are now considered a definite and neces-sary part of a modern school plant. Research, study and experi-mentation have demonstrated that the properly constructed and efficiently administered cafeteria is the most satisfactory method of feeding large numbers of children economically and quickly. The health of school children is the justification for the pub-licly subsidized cafeteria. Therefore, the first consideration in planning it is that every feature should promote health. Sun-shine, ventilation and a type of construction that will make spot-less cleaning easy are fundamental prerequisites. Improvised rooms in damp, dark basements are no longer con-sidered acceptable for cafeteria purposes. Standards and details for satisfactory cafeterias have been prepared by the Depart-ment. North Carolina Public Schools 37 4. Plans for physical education buildings which meet the de-mands for the physical education programs required in standard schools have been prepared by the Department. 5. Approved plans for home economic cottages and vocational buildings embodying space and facilities recommended by ex-perts in these fields are available through the Department to any school unit desiring them. In summary, the Department of Public Instruction has avail-able materials and recommended practices in school plant plan-ning which are the product of the research and study of all the people in the country engaged in the planning of school plants. If school architects and school administrators will avail them-selves of the services available through the Department for fu-ture schoolhouse construction in North Carolina, there will be embodied in them the most modern principles of schoolhouse planning. The plan of the classroom and the selection of proper equipment combine to create an environment conducive to purposeful learning. 38 Biennial Report of State Superintendent TEXTBOOKS The State Textbook Commission has been functioning for three years. During the first year, 1935-36, elementary and high school books were rented. During the following year supplementary readers were added. The 1937 Legislature provided for free basal books in the elementary grades, and this program was started during the school year 1937-38. The table shown below will give some information as to the volume of business handled during these three years. The first part of this table shows the total expenditures for books by years and by departments. It will be noticed that the expenditures for elementary books increased notably in 1937-38 when these books were made free to all the children. The expen-ditures for supplementary readers also increased rapidly, while the expenditures for high school books remained reasonably steady through the three years. The second item is a statement of the number of books owned 1. Expenditures for books Elementary . . . North Carolina Public Schools 39 at the close of each fiscal year. These figures are net and do not include any books sold or lost. The sales and losses were deduct-ed at the end of each fiscal year in order to show the total num-ber of books to be carried forward for the beginning of the fol-lowing term. Section 3 of the table shows the income of the Textbook Com-mission since its beginning. It is quite noticeable that the income from rentals of high school books and supplementary readers is increasing steadily, and that the sales decreased to a great ex-tent during the year 1937-38. This trend is very much in keep-ing with the experiences of other agencies in the operation of the rental system. The sales diminished in elementary books during 1937-38 because these books were made free at that time. However, the deduction in sales for high school books was al-most as noticeable as in the elementary field. The damage fees increased steadily each year in keeping with the volume of busi-ness handled. In establishing a program of textbook rentals the State of North Carolina entered a field in which no other state had ever had any experience. Other states have watched with interest the developments of the system. Filling an order for textbooks. ^PIfe»»*'*'^'''«*A. 1^ Willingly and expectantly they come on foot. GETTING TO SCHOOL The mode of getting- to school in North Carolina, as in other states, varies. Many children walk, some go in private cars or other conveyances, while a great many are transported at pub-lic expense by bus. The pictures on this page illustrate that most ancient method of motivation, "foot travel." A majority of the boys and girls of North Carolina use this means of getting to school. Due to modern highway transportation methods, it will be observed that vigilance and care must be exercised in order that the chil-dren may get to school and return home "safe and sound." During the past biennium a concerted drive for safety has been carried on throughout the State. In practically all schools safety organizations such as the School Boy Safety Patrol have been formed. The State Highway Patrol and local law enforcement agencies have cooperated in the undertaking and many civic or-ganizations have sponsored campaigns for safety which have di-rectly affected the child in his going to and from school. Safely to scliool a)id safely hoiiie. North Carolina Public Schools 41 Under any system of vehicular transportation, there must be equipment. Practically all vehicular transportation under the State system is by motor bus. The picture below shows the motor transportation equipment in one county administrative unit. Part of the equipment used in transporting over a quarter of a million school children daily. Approximately 4,000 busses similar to these are operated in the State, carrying- daily almost 300,000 children to school and back home. According to the latest available information North Carolina has the largest transportation system in the Nation. Maintenance is an important factor in the eco-nomical and safe operation of school busses The cost of operating this bus system including replacement costs amounts to approximately $2,000,000 annually. On a per pupil hauled basis this is slightly less than $7.00 per year, which according to the latest records is the lowest of any state in the Nation. The average annual per pupil cost for the United States as a whole is $18.92. The pupil cost is highest in Nevada at $56.52 per year. 77(e policy of regular replace-ment insures adequate and modern equip-ment North Carolina Public Schools 43 Above—A inemher of the ftchool safety patrol protects disemba)ki)>g children until they are safely off the highway. Belotv—(1) The student driver must he examined and certified by the State Highway Patrol. (2) This STOP sign is the most widely respected traffic signal in the State. North Carolina Public Schools 45 THE SCHOOLS Due to the erection of large modern buildings and the pro-vision of transportation at public expense, it has been possible to care for larger numbers of children in a school. There is a definite tendency for the number of elementary schools to decrease for this very reason. At pres-sent, as the accompanying table shows, there are appro-ximately 4,000 elementary schools in operation in the State. In the development of a school attention is paid to cer-tain factors which are gen-erally recognized as essential to the adequate training of boys and girls for citizenship. S of term, (2) size of school, (3) ment, and (5) course of study. Number 4G Biennial Report, of State Superintendent Schools meeting certain standards with respect to these factors are given an ac-credited rating by the State. For the elementary schools this system was begun in 1924. At the end of the first year 56 schools met the stan-dards for accreditment. To-day a total of 589 elementary schools have met the require-ments prerequisite for the ac-credited rating. There are 946 schools in the State offering instruction on the high school level, 737 for white boys and girls and 209 for Negroes. Of this number, 832 have met all the requirements for accreditment. Average North Carolina Public Schools 47 THE TEACHING PERSONNEL The exact responsibility or place of the teacher in the scheme of education changes from decade to decade, but the primary importance of the teacher remains the same. She and the child still constitute the major elements that make up the educational pattern. They represent two sides of the triangle, the third, in a broad sense, being the environmental influences with which they are surrounded. Perhaps at no other time in our educa-tional history have we been more conscious that education in its final analysis never goes beyond Mark Hopkin's log with a teacher at one end and a student at the other. Twenty years ago there were slightly more than 16,000 teach-ers employed in the public schools of the State. Today the num-ber of teachers is approximately 25,000, at least 85 per cent of whom are women. During the two decades the number increased about 50 per cent. It will be observed that for the five-year period, 1931-32 to 1935-36, inclusive, fewer teachers were em-ployed annually than for the session 1930-31. This is due to the fact that (1) the teaching load, that is, the number of pupils per teacher, was increased by legislative enactment beginning with 1931-32 and (2) local tax districts were abolished eliminating supplementary tax, one purpose of which was often to employ extra teachers. The elementary school enrollment has about reached the saturation point. The gradual increase in the num-ber of teachers is due mainly to the increase in high school en-rollment and to the increase in the number of local tax districts. Out of 169 administrative units now in the State, 39 have voted upon themselves local tax with which to supplement their school program. Statutes require that a teacher be at least eighteen years of age, that she have sound health and that she hold a certificate in force, issued in accordance with the law. At the present time there would be little need for the legal minimum age since only the most precocious individual could be less than 18 vears of Number Student teachers observe and take notes on a highway safety project. age by the time she had secured the necessary formal education' to be issued a teacher's certificate. But this has not always been true. Fifteen years ago, one could teach in the elementary school when one had had only two years of high school education. Today the beginning elementary teacher must have had three years of college education, while the high school teacher, since 1931, has been a four-year college graduate. A prolonged period of education is necessary to properly equip a teacher. First of all she must be an intelligent citizen, not an easy task in this very complex and complicated age. Then she must have both breadth and depth of knowledge to serve the needs of children in this modern day. She must be familiar with the basic material constituting the curriculum of the school child, have a knowledge of children and know how to teach. Indicative of this concept of teacher edu-cation are the pictures which show some activities of stu-dent teachers. This student teaching is at the very heart of the professional education of the prospective teacher. Knowledge is important, an essential prerequisite in the (lualification of a teacher. But the i)rofession is replete with those who know but can not teach. Student teaching af-fords an opportunity to dis- Su North Carolina Public Schools 49 Enrollment in 50 Biennial Report of State Superintendent Year TRAINING OF TEACHERS AND PRINCIPALS WHITE RACE 1921-22 PERCENTAGE OF TEACHERS AND PRINCIPALS WITH FOUR OR MORE YEARS OF COLLEGE TRAINING. LEGEND WHITE ^ ^ NEGRO 1921-22 1924-25 1929-30 1934 35 1937-38 52 Biennial Report of State Superintendent North Carolina Public Schools 53 During the years of the depression not only did teachers re-ceive drastic reductions in salaries but they also taught more pupils. Beginning with 1931-32 the number of pupils per teacher —the basis for teacher allotment—was substantially increased. For white teachers in 1930-31, the year prior, the average daily attendance of pupils per teacher was 28.1, while in 1931-32 it was 31.6. For Negro teachers during the same years, the num-ber was 32.6 in 1930-31 and 34.9 in 1931-32. This increased teacher load is still operative. It will be observed, moreover, that the number of pupils per teacher in the elementary school is greater than the number for the high school teacher. Two ques-tions may be asked: What should be the optimum number of pupils per teacher? Should the elementary or the high school teacher have the larger number of pupils? 54 Biennial Report of State Superintendent 56 Biennial Report of State Superintendent The table presented indicates the shift in enrollment from the "less than 8 months" and "9 months" columns to the "8 months" columns, as a result of this legislation. Since 1933-34 there has been some decrease in the number of pupils enrolled in "8 months" schools and a corresponding in-crease, due to the voting of local taxes, in "9 months" schools. North Carolina Public Schools 58 Biennial Report of State Superintendent THE PROGRAM Perhaps the most significant changes in the public schools of the State in recent years have been made in the instructional program. Traditionally, the schools have offered a program de-vised to prepare students for college. Today, however, the great majority of boys and girls never go to college. Many educators, therefore, have modified their programs to meet the needs of boys and girls whose formal education is terminated in the public school. Teaching the three R's is no longer the only responsibility of the teacher. The school program has been expanded to include the vocational and cultural subjects and to provide opportunities for child development along many lines. A renewed emphasis is placed on the individual, and he is given an opportunity to learn by doing. The materials of instruction are organized into large units of work wherein integration is stressed and pupils are en-couraged to participate. The entire school program is concerned with the total personality of the child and has the following major aims: sound health; worthy home membership; mastery of the tools, techniques, and spirit of learning; faithful citizenship; vocational effectiveness; wise use of leisure; and ethical character. "Learn io read .... ; all other graces Will follow in their proper places.^'—Walker. North Carolina Public Schools 59 Language Arts The modem school attempts to make drill in spelling and uwid meaning purposeful- Group Work encourages cooperation The teacher guides the activities of the learner through supervised sti(dy. North Carolina Public Schools 61 Foreign Language Every high school provides an opportunity for pupils to take at least one foreign lan-guage, and the larger schools offer two or three foreign languages. The percentage of pupils taking Latin has steadily declined, but the per-centage who study French has remained almost constant for the last ten years. German has re-appeared in the curri-culum of a few schools and several Foreign 62 Biennial Report of State Superintendent Social Studies Geography contributes to World understanding These studies in the public schools are commonly referred to as the Social Studies : History, Economics, Government or Politics, Sociology, Geography, Anthropology, Psychology, and Philo-sophy. In the elementary school little attempt is made to segregate any one subject in the social studies and to offer highly special-ized training in it. In contrast to this type of instruction chil-dren are guided through a series of experiences and activities which involve learning from many fields. For example, the study of North Carolina as a center of interest includes study of the history of the State, its geographical backgrounds and implica-tions, its economic, political, and social life, and an appreciation and enjoyment of the culture of its citizenship. The teacher in this sort of learning situation is more interested in having the Indian relics awaken an inter-est in early American History. The ultimate goal of 2^ublic education is good citizenship. memx^ss^:^^ 64 Biennial Report of State Superintendent pupil gain clear concepts than in having him memorize numerous unrelated facts—she seeks integration and use of facts in pre-ference to mere retention. For these reasons the large unit method of instruction has steadily gained favor with teachers. The advantages of this method are easily recognized when one considers the possibilities for vitalizing the social studies and relating them to the lives of boys and girls. In the secondary school more specialized training is offered in the social studies, but the objectives are very much the same as those of the elementary school. In general they are as follows: 1. An understanding of the present social order. 2. Development of a new philosophy of life through a spirit of tolerance and open-mindedness and a sympathetic understanding of races, movements, and institutions. 3. Development of the habit of basing action on critical judgment rather than upon fear, force, superstition, tradition, and propa-ganda. 4. Development of a sense of the continuity and growth of human society. 5. Development of techniques of intelligent thinking and scientific in-vestigation which are peculiar to the social studies. 6. Development of a sense of interdependence of life and of the inter-relationship between hum.an life and natural environment. 7. Recognition of the fact that adaptability and the capacity to con-form to and to assist in change are requisites for the survival, progress, usefulness, and happiness of an individual or group. Aftictciirc Sii))'oit)idi)igs sfiDudafe iiidicidiial irork ill the Social Sciences Cooperation is encouraged through group work during the activity period. Each child is free to express himself creatively. 8. Preparation of every individual for the willing discharge of his obligations in society and the maximum enjoyment of the rights, privileges, and cultural benefits from worthy participation therein. Social studies required in the high school are Citizenship and American History. Most schools offer the following electives : World History, Ancient History, Modern History, Geography, Economics, Sociology, and Problems in American Democracy. Throughout the public school emphasis is laid on character education, citizenship, and guidance. While little formal, direct teaching is done in these subjects, there is much indirect, in-formal instruction which encourages these phases of child development. The modern school is a laboratory wherein children work and grow. Instead of merely reading about citizenship, children are guided in activities wherein they have opportunities to practice good citizenship and to grow socially as well as intellectually. The school is interested in the pupil's character development for the full twenty-four hours of the day and coordinates the work of the classroom with all community agencies such as the home, church, press, radio, cinema, parks, and civic clubs. 66 Biennial Report of State Superintendent The ever-increasing amount of leisure which a machine age makes possible has resulted in new demands upon the school. Provision for training and guidance in leisure time activities has become a necessity and schools are meeting this problem with more cultural and recreational activities which can be carried on in adult life. During the past biennium a keen interest has been awakened in the possibilities of more effective pupil guidance. The problem has been considered from all angles, personal, social, avocational, and vocational. A series of five State-wide vocational guidance forums was held, which has prepared the ground for more ef-fective work along this line in the future. In keeping with special legislation and the major aims of edu-cation, schools give special instruction in thrift and the subject of alcoholism and narcotism. This special instruction is inte-grated with regular classroom work and is a definite part of a program which looks to a well-rounded development of the whole child. When children are interested in their tvork, the problem of discipline disappears. Through large units of study all the subjects of the curricu-lum are integrated. In the elementary school the study of natural science is approached through the child's oum experiences. The illustration shotvs plants groiu-ing in the classroom and children caring for pets. Natural Science The curriculum in natural science proposes to help the child scientifically answer for himself his ever increasing questions of the environment about him. Factual science information takes its place in the interests of children equal to if not surpassing his interest in the imaginative and play form of things. The world promises today to be an ever greater scientific world. A continuous unified program of work is therefore needed to fill that place in the child's life which helps him to better understand some of nature's processes ; to help him know how these pro-cesses may be his limitations ; and to know how these pro-cesses may be better develop-ed to serve man's purposes. A science program functioning in the lives of individuals will give accurate satisfaction to the child's curiosity of the things about him. It will help him appreciate more fully the Natural Sciehce H. The microscope reveals the secrets of the world of nature. natural beauty in the world and stimulate an ever growing- in-terest in interpreting nature's conditions and resources. Instruction in grades one through eleven maintains in the forefront certain large scientific understandings as fundamental to the child. Space, time, change, adaptation, interrelationship and variety are considered and introduced in the form of themes and problems challenging to the child. Problems selected for study in the elementary and high school offer variety in purpose. Some deal with the development of scientific attitudes ; some are included because of their function in establishing health, eco-nomy, and safety in private and public life ; others are those that are considered essential to the interpretation of the facts of na-ture. The program of work has a suggested list of topics, tenta-tive in grade placement, selected because the principle contained is true in wide interpretation—such as, "all living things need air, water and sunshine" ; "change of season affects everything in nature", or "the earth is constantly changing." The Washington Field Museum— an outg roivth of the high school natural science program,, which has received national recognition. The classroom museum helps bring reality into the classroom. Activities in problem solution furnish real life situations for practice in the use of educational tools and skills. The work in-volves accurate recording-, keeping records, noting changes and reasons for changes, collecting natural specimens, reporting ac-curately observations, reading for information, relating experi-ences, establishing museums, and constructing experiment ap-paratus. Classrooms should show in exhibits these interests of boys and girls. The collecting of a specimen, however, or the de-tailed information in its record may end with little science growth or enthusiasm for more facts about it unless the activity shows itself a part of a large problem. The description of a bird may well be used when it is a part of the study of migration. Careful attention is given to what is done to vitalize teaching. Animals in a room, an aquarium, rock and soil collections, or growing plants may not constitute science teaching. Science is evolved when there is interpretation in terms of universal prin-ciples. The general science course offers a broad exploratory course experience in the field of science. Collecting, monntuig and preserving )iatural specimens are activities carried on in the nature study progiani. In particular, the aim of hig-h school science should contribute to the cardinal principles of secondary education—health, worthy home membership, vocation, citizenship, worthy use of leisure and ethical character. The continuous growth of the pupils in scientific attitudes, the development of individual projects and problems, in methods of procedures and application of scientific findings is noted in the higher grades. Classroom work consists largely of discussions, reports from readings, carrying on of ex-periments, and making summaries of laboratory work. There the pupil has an opportunity to directly apply knowledge gained to himself and to common life problems. Well planned and pre-pared field trips, excursions, museum study and other like acti-vities are encouraged to study living- organisms in their natural environment. Effort is made throughout the grades to maintain a balance in the unit themes of the program—that the pupils may in a modi-fied form draw upon several fields of science—biology, physics, geology, chemistry, or astronomy—taking therein those problems which his interests and maturity will allow him to pursue. Mani) of the mysteries of life are explained in the physics laboratory. North Carolina Public Schools 71 Health and Physical Education Health Examination of vital organs and measuretnent of bodily groirth a)'€ iniportant featu)-efi of the p)e-school clinic. Children attending the clinic are given physical examina-tions and free vaccinations when requested. When remedial de-fects such as poor eyesight, defective hearing, enlarged or di-seased tonsils, tooth decay, malnutrition, and faulty posture are discovered, parents are advised of conditions and urged to take their children to the family doctor for advice and correction be-fore the child enters school in the fall. In connection with the pre-school clinic schools usually have what is called a "Beginner's Day Program." This program is designed to create in the child a desire to attend school and to remove any fear of school that he may have. First grade teachers and children usually present this program and entertain the be-ginners and show them what the modern school is like. As parents usually attend with the pre-school children this day serves to interest patrons in the school and to bring about closer cooperation between home and school for the good of the child. North Carolina Public Schools T6 The work of the school nurse is another of the many school health services. There are 206 county health nurses and eight special nurses who do part-time work in the schools of 76 coun-ties. Several of the large cities have full-time school nurses in addition to those included in county health departments. These splendid health workers cooperate with the teacher in discovering contagious diseases and preventing their spread. They help in weighing and measuring pupils and assist with the periodic screening examinations which are given for the pur-pose of checking on the physical growth and development of all pupils. The cafeteria provides another service which in addition to furnishing wholesome lunches at a reasonable cost also acts as a special laboratory where opportunities are provided for pupils to actually learn to choose and eat balanced meals. Milk and other foods are obtained only from sources which are not con-taminated and inspection and rating of sanitation is made by the county sanitation officer at regular intervals. The theoretical knowledge taught in the classroom about pro-per diet and its relation to general health is made functional when the cafeteria is operated as a health service phase of the school. Dental clinics, another health service included in the health program, reach many unfortunate children who need dental care but whose parents are unable to pay for the service. T}ie school nurse cooperates tvith the teachei- in pi-omoting the general health of the child. The school cafeteria pro-vides well-balanced lunches at reasonable costs. Other health services that are inckided in the program of some schools are : health examinations and follow-up work for correc-tion of defects, pre-school clinics, and immunization programs. Health Education in its broadest sense is a responsibility of every teacher and is a by-product of every phase of school life. Schools obtaining maximum health results are emphasizing the physical, mental, social and moral aspects of health. The ideal of health is taken to mean not mere freedom from obvious deform-ities and pathological symptoms. It is the realization of the high-est physical, mental and spiritual possibilities of the individual. The health service programs are intended to be not only pro-tective and corrective in nature but also educative. Through these various services health education becomes a personal and functional matter. Health becomes a way of living. Health supervision (healthful school living) is concerned with the hygiene and sanitation of the school building, grounds, and equipment. This includes the supervision of the classrooms, cor-ridors, lavatories, toilets, drinking fountains, water supply, and care of the grounds. It also includes supervision of the heating, ventilating, and lighting of the whole school. The health prog ram nichtdcH de)ital care. The study of food creates interest in proper diet. Health instruction, including safety, is a responsibility of every teacher in the school even though special classes are offered in this subject. In the elementary grades it is a part of the daily program while, for the most part, in the high school it is inte-grated with such subjects as physical education, science, and home economics. Leaders in health education recommend that high schools devote at least one period each week for two years to definite health and safety education. The school st)-esses the functional value of education in safety and fi)-st aid. Play is a natural part of the child's life. Physical education programs in North Carolina include activi-ties such as free play on playground equipment, softball, volley-ball, basketball, baseball, soccer, tennis, rhythms and dances, track and field events, table tennis, swimming, golf, apparatus work, tumbling, self-testing stunts, and touch football. Prac-tically every school in the State conducts some of these activities, even though an organized program of physical and health edu-cation is not offered. It is true, however, that a large majority of the high schools confine their activities to the athletic teams. Baseball, football, basketball and track are the sports that are carried on by most of the city schools. The majority of the smaller schools have only baseball and basketball. The athletic programs of most schools, however, reach less than twenty-five percent of the students. In 1937-38 eleven high schools in the State employed twenty-three full-time certified physical and health education teachers. Thirty-five schools employed forty-six teachers who devoted part of their time to regular physical education classes. The physical education program includes rhythmics and folk dancing. Physical education develops muscular coordination and body control. Charlotte led in the number of full-time high school teachers with seven, High Point and Durham each employed four, Salis-bury, two, and Asheville, Mills Home, Greensboro, Waynesville, Henderson, Raleigh, and Lumberton each employed one full-time physical and health education teacher. In addition to the sixty-nine schools that employ special teach-ers many others carry on an activity program by the regular classroom teachers during the activity period and after-school hours. In the elementary schools that offer organized physical edu-cation activities the regular classroom teacher usually carries on this program. Principals' Annual Reports for 1937-38 indicate that approximately fifty percent of the elementary schools do have organized and classified activities for all of the pupils. The track meet -provides rigorous exercise on a competitive basis. In the classroom they study safety— Safety education is accepted as a responsibility of the schools to combat the increasing rate of accidents. Statistics compiled by the National Safety Council show that, while the percentage of accidents for adults and people over fourteen years of age has increased, the percentage for children of elementary age has shown a large decrease. This is a recognized result of the fine safety education carried on in our elementary schools. Many high schools carry on safety programs as an extra-cur-ricular activity, while there are a few schools that have special courses. The general trend has been to combine safety education as a part of the health and physical education program. This makes for economy and efficiency in the administration of the program and at the same time combines related subjects in such a manner as to provide opportunities for better instruction. In keeping with present educational requirements the school safety programs are being developed as a functional program closely related to everyday experiences, interests, and needs of North Carolina children. The programs are built around the eight main phases of safety education : home, school, street, out-of-doors, vacation and seasonal safety, fire prevention, and first aid. —To and f)-om school they practice it. North Carolina Public Schools Td Art Art Education H. S. Enrollments 1937-38 Subject All courses White Negro Total 947 117 1,064 Opportunity for creative expression is the right of every child. At one time crea-tive povi^ers were thought to exist in only a few people. Acceptable trends are now that every one should be privileged and encouraged to take part in a variety of expressive forms. This satisfaction to creative impulses may perfect itself through many media provided in the elementary and high school —paint, clay, crayon, charcoal, construction materials, ink, pen-cil or chalk. The child uses these materials to help him vivify an idea, to clarify a thought, to factually represent an event or to play with imaginative design. The useful side of art has a place from the beginner's chart to drama in the higher grades. Activi-ties in the simplest daily contacts with material objects should show recognition of line, form, color, proportion, balance, rhy-thm, and repetition. It is especially desirable that the pupil shall apply these principles in his most immediate choices, as in his clothing and home decoration. Appreciation for notable examples of art works is encouraged. Children love pictures. Long before reading powers are develop-ed they read mingled emotions into line and space forms. The program proposes to meet this desire by the presentation of seventy or more prints from grades one through seven—this list to be selected by the schools from a large number of masterprints. The art class provides opportunity for the child to express himself creatively. Art and literature meet in the puppet show. "Another side of art in the elementary school is the doing of things 'just for fun' ", says Jessie M. Todd. Through representa-tion the child draws upon a number of the major art expressions. He sees and feels art as directly a part of the theatre, costume, sculpture, architecture, drawing and painting, graphic arts and art in industry. By studying and collecting fine prints, casts, statuary, pottery, glass, china, wood-carving, iron-works, brass, and antiques much of the tastes and ways of living of people may be known. Periods in history are made to relive through repre-sentation; literature becomes alive; character impersonation brings the past to life; and, through it all the language arts— spoken and written English, reading, writing and spelling—are developed in a way meaningful and joyful to the child. Increasing numbers of schools are recognizing the value of art in the lives of boys and girls and are accordingly providing materials and instruction that is necessary for a most desirable program. Likewise many schools are demonstrating in the daily living of the boys and girls principles of simplicity, harmony of color scheme, pleasing arrangement, and selection of decorations acceptable in design, form and color. High school art students express themselves in various media. North Carolina Public Schools 81 Music Music H. S. Enrollments The toy orchestra broadcasts. In the development of the curriculum the pupils' exiDeriences in music need not be isolated and separate from their other class-room and home experiences. It should be a part of their total experience—contributing its part to the completeness and beauty and richness of that experience and receiving support and en-richment from all other phases of learning. Therefore, classroom teachers by giving instruction in music are contributing each year to the growth and development of the music education pro-gram. Special teachers of public school music and directors and supervisors of music instruction are employed in the larger city administrative units. Many types of programs are presented in school and commun-ity each year, thus offering opportunities for pupils to use their learnings in music. Special Days, Music Week, and Festivals, each provide a situation where large numbers of children can en-joy their musical learnings through participating in and con-tributing to good programs of music. A pupil leads the class in keeping time to the music. North Carolina Public Schools 83 Industrial Arts Industrial Arts subjects are recognized as an essential part of general education even though such activities may have vital relationship to vo-cational education. Industrial Arts and Shop Classes H. S. Enrollments—1937-38 White Negro Total 5,676 2,164 7,840 A comprehensive course in Industrial Arts includes such subjects as art, metal work, auto-mobile mechanics, concrete construction, electricity, general metal work, mechanical drawing, pottery, printing, sheet metal work, textiles, woodworking. The objectives of Industrial Arts are: 1. To contribute to the general social development of the pupil. 2. To develop that mechanical handiness so useful in the home, school and play life of the child. 3. To stimulate thinking on the part of the pupil and to afford him an opportunity to put his ideas into action. 4. To encourage a wholesome attitude toward work. 5. To develop in pupils the habit of an orderly method of procedure in the performance of a task. Besides furnishing industrial and occupational i7iformation, the indus-trial arts course frequently furnishes a background for specialized vocational training. The industrial arts course is exploratory in nature, often revealing talent and interest ivhich might remain undiscovered 6. To develop in each pupil the ability to select wisely, care for, and use properly the things he buys or uses, and cultivate an appre-ciation for the products of arts and industry. 7. To give helpful industrial and occupational information, and ex-perience in those fundamental processes which will aid the student to choose his life work more wisely. 8. To serve as an introduction to vocational training. 9. To provide an opportunity to develop skills and knowledge of tool processes which contribute to the learning of a skilled trade. North Carolina Public Schools 85 Vocational Education The providing of practical training as a part of the public school offerings has met a hearty response among the people of North Carolina, and there has been a steadily increasing demand for vocational education from the time the program wr& inaugu-rated under the authority of the Smith-Hughes Act passed by Congress in 1917. The demands of a modern complex civilization, coupled with the difficulties unskilled workers have had in securing jobs dur-ing the past decade, has developed a decided change in public sentiment toward those types of education which aim to prepare the individual for efficient entrance into his chosen vocation. This demand for skilled workers is present in every phase of life where men work for a living. The program of vocational education as carried on by the Division of Vocational Education provides instruction for per-sons who have entered upon or are preparing to enter upon the work of the farm, the factory, the home, and the commercial and distributive occupations. Not only does the program provide for the training of the normal healthy individual but through the de-partment of vocational rehabilitation is finding, re-training and placing in positions of economic independence hundreds of North Carolina citizens, who because of accident or disease have be-come incapacitated for earning a living at their chosen vocations. 86 Biennial Report of State Superintendent Agricultural Education A group of students of voca-tional agricul-ture in the classroom. the teacher at the end of the season. From these records the state report is made up. The students' labor income on projects for 1937-38 amounted to $1,367,809.80. The Young Tar Heel Farm-er organization, made up of the students taking vocation-al agriculture, is one of the State's most potent agencies for developing leadership, self-reliance and initiative. The two camps, one at White Lake and one at Barnardsville in Buncombe County, which are owned and operated by the Young Tar Heel Farmers, furnish camping facilities at very reasonable rates for from 4,000 to 5,000 farm boys each summer. The farm shop, which is a part of the program of vocational agriculture, holds the interest of many boys, who might not be interested otherwise, and provides training opportunities for thousands of boys to learn to repair farm machinery, to make simple appliances for the homes, and to do many jobs around the farm that are a great saving in money. Agriculture Enrollments A successful home project in vocational agriculture requires the cooperation of mother and father. A group of Young Tar Heel Farmers in front of their chapter house. Kitchen police duty at the Young Tar Heel Farmer's Camp lit White Lake. North Carolina Public Schools 89 Growth Learning the art of cookery. vocational instructor furthers this development through social activities such as banquets, parties, club organizations and camp life. In 1937-38 there were approximately six hundred and fifty home economics departments in the high schools offering instruc-tion to about thirty-eight thousand students. ^i- A desirable home economics cottage. In connection with the vocational program many teachers con-ducted classes for out-of-school youth and adults. The units of instruction were selected by each group, depending upon their needs and interests. One hundred and fifty-eight classes were held with an enrollment of 3,000 pupils. E)ijoijiiig a sivim at the annual home economics outing at White Lake. •M,-f '•.«- North Carolina Public Schools 91 Trade and Industrial Education Until recently the activities of the Trade and Industrial De-partment were devoted largely to giving training to persons al- Students in trade classes learn carpentry and printing. creased Federal funds, more attention has been given to the day-trade classes. In 1937-38 there were fifty-seven day trade teach-ers employed in the larger high schools of the State. These courses are designed to prepare boys to become advanced appren-tices in machine shop, printing, the building trades, auto me-chanics and textiles, A high school woodworking trades clast^ North Carolina Public Schools 93 Vocational Rehabilitation During the fiscal year just ended, 389 persons were placed upon a self supporting basis through the activities of the De-partment of Vocational Rehabilitation. In consideration of the fact that 128 of these have 341 persons dependent upon them for support, it is at once apparent that 730 persons have been re-moved from potential or actual relief status during the year. In-stitutional care for this number of people would have cost ap-proximately $200,000, which is about double the entire budget of our Rehabilitation Program for the year. The activities of this department consist of locating, testing, giving physical restoration, where possible, vocational training and placement of the vocationally handicapped persons in the State. In order to aid in the physical restoration of these cripples the orthopaedic surgeons of the State cooperate with the depart-ment in conducting free clinics located at convenient places throughout North Carolina, Each month these clinics are held and the cripples in that area are notified to meet the surgeon for advice and treatment. There are on the live roll 1,401 incapacitated persons, either in process of being rehabilitated or waiting for a training oppor-tunity. This program is severely hampered by the lack of funds for maintenance of cripples while in training. There at present 200 incapacitated persons waiting for training, who could be on Story of complete rehabilitation in three pictures Crippled Corrected Trained 94 Biennial Report of State Superintendent North Carolina Public Schools 95 Business Education Business education has the responsibility and the oppor-tunity of making- a maximal social contribution in a demo-cracy. Since many business activities, business problems and business mistakes will come to all people and to the institutions and organizations in which they may participate the subject matter of Business Education should be such as will function efficiently in the life of the individual and con-tribute to a citizenship that is tent in business matters. Business Education H. 9o Biennial Report of State Superintendent Library Service "Let's sing the praise of books." Num North Carolina Public Schools 97 98 Biennial Report of State Superintendent Many schools are very inadequately supplied with library books, and all schools feel that additional material could be used to advantage. Large, light, airy library rooms are being provided in the new school buildings, and space is being arranged for library quarters in many older buildings. Elementary school classrooms also pro-vide library corners for housing classroom collections or books to meet the requirements of class study on a given subject. Re-creational books are also usually included in classroom collec-tions. A variety of worthwhile reading material easily accessible promotes wise use of free time and provides mental stimulus for active minds. In order to provide effective service definite provision must be made for housing the school library so that the books are avail-able at all times. A separate library room is provided in most of the high schools. In many elementary schools there is a library room, in others classroom library corners have been provided. Suitable quarters of these three types are shown in this publica-tion. The atmosphere of study and interest is apparent where suitable library rooms and books are supplied. Wide reading youths should develop into clear thinking adults. The classroom library fosters and develops the child's love for books. North Carolina Public Schools 99 Teache Children in ungraded classes are taught to use their hands and to develop habits of good citizenship. Special Classes In many communities new demands are being made upon the public school in the interest of the unsuccessful school child. To meet his peculiar needs special class work has been provided in many schools for the purpose of preventing more serious dis-ability and for correcting faults already discovered. When the child's difficulties in learning are understood and he is placed in a small group, it is possible for the teacher to give him more in-dividual attention, to guide him into activities which are within the scope of his abilities, and to restore his confidence and self-respect. If North Carolina is to make further progress in education, it will be made not only through development of the normal healthy child, but also through maximum development of the possibilities of the handicapped child. Every child, regardless of his physical, mental, or social endowments should be ofl'ered the opportunity of making his best contribution to society. The first sight-mving class i)i the State. A special teacher and special equipment are needed for this work. North Carolina Public Schools 101 Commencement A new type commencement is characteristic of many schools. Progressive schools have gotten aw^ay from the stereotyped class history, prophecy and last will and testament. The new kind of commencement presents a program built around a central theme. Illustrative of this type may be a pageant on "Democracy and Youth," symbolizing the democrative ideals of today in contrast with the reality, with its various parts written and acted by the students themselves. 25,000 strong they march forward to assume the privileges and duties of citizenship. 102 Biennial Report of State Superintendent Adult Education The Legislature of 1937 appropriated the sum of $25,000 for a State-Aided Adult Education Program. During the session 1937- 38, 98 teachers were employed and 4,544 adults were taught. The following city and county administrative units participated in this program: Anson, Buncombe, Burke, Kannapolis, Catawba, Cleveland, Durham County and Durham City, Winston-Salem, Gaston and Gastonia, Guilford, Greensboro, High Point, Jackson County, Mecklenburg, Charlotte, Moore, Orange, Richmond, Salisbury, Rutherford, Stanly, Albemarle, Surry, Swain, Tyrrell, and Union. No great civilization has ever been nor can ever be built upon ignorance. Ignorance builds no factories, constructs neither highways nor railroads, blazes no airplane trail, founds and fos-ters neither worthy homes nor schools and establishes and main-tains no satisfactory form of government. Ignorance is the foe of the church, the enemy of the home, the obstacle to the school, the destroyer of the state, and is at this moment the menace of civilization. What the commonwealth of North Carolina needs is not less education but more and better. '"Tis life not death foi- which we pant, More life and fuller that we want." Teaching adults the fundamental learning tools helps reduce illiteracy in the State.
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 | 1936; 1937; 1938 |
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 | 102 p.; 9.05 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_biennialreportof19361938nort.pdf |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_edp\images_master\ |
Full Text | Publication No. 209 BIENNIAL REPORT of the SUPERINTENDENT OF PUBLIC INSTRUCTION of NORTH CAROLINA FOR THE SCHOLASTIC YEARS 1936-1937 AND 1937-1938 Part I SUMMARY AND RECOMMENDATIONS Issued by the State Superintendent of Public Instruction Raleigh, North Carolina "The equal right of every child born on earth to have the o2)portuiiity to burgeon out all that is within him." —Aycock LETTER OF TRANSMITTAL State of North Carolina Superintendent of Public Instruction Raleigh To His Excellency, Governor Clyde R. Hoey and To the Members of the General Assembly of 1939 : In compliance with the law I am submitting my Report as State Super-intendent of Public Instruction for the biennium ending June 30, 1938. This Report, as you will note, deviates from the general make-up and appearance of former reports on the school situation in that it gives a large number of illustrations. These pictures are presented in order that you and others who make use of it may get a better idea of the school situation as it is today. Tables of figures on the various aspects of the public school system are also shown, and from these one may ascertain the growth of this great institution, the public schools, since 1930. In order that you may better visualize this improvement, a few charts are given along with the tables. I believe you will be pleased with the progress that has been made during the years indicated. Personally, I think we have laid the foundation for a good school system; and as the years go by, I have confidence that greater improvement will be made. In the first section of this report I am suggesting certain lines along which I believe this development should follow for the next biennium. I hope you will give these recommendations your careful consideration. Respectfully submitted, State Supe7-intendent of Public Instruction 59oO:iU CONTENTS RECOMMENDATIONS Brief Review 5 Recommendations 9 Appreciation 15 THE PUBLIC SCHOOLS AND THE CHILDREN OF THE STATE Administration 19 School Plants and Equipment 32 Textbooks 38 Getting- to School 40 The Schools 45 The Teaching Personnel 47 The Pupils 54 The Program— 58 Language Arts 59 Foreign Lang-uage 61 Mathematics 61 Social Studies 62 Natural Science 67 Health and Physical Education 71 Art 79 Music 81 Industrial Arts 83 Vocational Education 85 Business Education 95 Librar}^ Service 96 Special Classes 100 Commencement 101 Adult Education 102 Recommendations BRIEF REVIEW Before making by recommendations concerning the operation of the pub-lic schools of the State for the next biennium, I wish, in order that every-one may get a general view of the matter, to review very briefly the situa-tion with reference to the public schools beginning October 24, 1934, when I became State Superintendent of Public Instruction as successor to the late Dr. A. T. Allen. A majority of you will recall, I am sure, the period through which we had just passed, the dark days of the depression when agriculture, commerce and industry were almost at a standstill. You will also recall that just prior to the convening of the General Assembly of 1935 economic condi-tions were beginning to improve. The General Assembly of 1933 had provided a fund of $16,000,000. With this State fund plus revenues from fines, forfeitures, penalties and poll taxes amounting to $2,296,364 the schools were to be operated for an eight months term. The total funds available for the year (1933-34) represented a de-crease of $5,167,951 in the amount expended the preceding year (1932-33). A more extended account of this situation will be found in Part I of the Superintendent's Report for the biennium 1932-34. Suffice it to say here that the schoolhouse doors were kept open and teachers' salaries, although very much lower than formerly, were paid promptly and in full. Financial support of a minimum State program of public education had proven to be sound, but it was recognized that the appropriation of $16,000,000 made in the beginning was too little to operate a satisfactory school system. As stated above, however, the economic conditions of the State had greatly improved when the General Assembly of 1935 met, and so the State appropriation for schools was raised to $20,031,000 for the school year 1935-36 and to $20,900,000 for the year 1936-37. With these increased funds the salaries of all teachers were raised for the first year of the biennium twenty per cent and for the second year twenty-five per cent over what was paid in 1934-35. There was a corresponding increase made in other ex-penses of operating the public schools. When the law-making body of 1937 came upon the scene, business had improved still further. Emphasis in the field of education had shifted from keeping schoolhouse doors open and paying teachers salaries to the expan-sion of the public school system—to making it more nearly fit the needs of the children as the future citizens of the State. There was an atmosphere of hope and desire, and willingness on the part of the people to broaden the school opportunity offered the youth of this State. There was a very evi-dent demand in many parts of the State for an enrichment of the public school program. In my endeavor to interpret these desires on the part of the people, you will remember in my report to the Governor and General Assembly of 1937 that certain suggestions were made for improving the public schools. 6 Biennial Report of State Superintendent Briefly, I wish to mention here those suggestions: 1. Restoration of Salaries. "In my opinion," I stated, "we have reached a point in our way out of the depression at which we should fully restore, beginning with the next school year, the salaries paid teachers, principals and superintendents under the original salary schedule." 2. Curi-iculum Exjmnsion. On this subject it was said, "I should like to see a further development in our larger type high schools not only to meet the demands in the field of Agriculture, but also in Homemaking sub-jects, in Trade and Industrial subjects, and in Business Education including the distributive occupations. Paralleling this expansion in the vocational subjects, I believe the time is near when we can expand our curriculum to include more cultural subjects." 3. Exceptional Children. Under this head the belief was expressed that the State should recognize the responsibility for providing better oppor-tunities for exceptional children, both the bright and the retarded. 4. Supplementation. Here it was suggested that the law should be writ-ten to allow the larger school disti'iots to vote upon themselves taxes with which to enrich the educational program. 5. Free Textbooks. "I am recommending," I wrote, "that provision be made for inaugurating as rapidly as possible a system of free textbooks to replace the present rental system." 6. Twelfth Grade. Under this topic, the advantages of a twelfth grade were given, and the belief was expressed that the State should provide for the financial support of the additional grade in those schools desiring it. 7. Transportation. It was suggested that the law with reference to the purchase of new busses be made clear and definite, and that adequate pro-vision be made by the State for the replacement of worn-out unusable bus units. 8. Compulsory Attendance. "It seems to me," I stated, "that a definite appropriation should be made for the purpose of seeing that every child within the compulsory attendance age limits shall take advantage of the educational opportunities made available to him." 9. Suj)erintendent's Qualifications. It was recommended that the law be so written as to require all newly elected superintendents of schools to hold a superintendent's certificate authorized by the State Board of Education. 10. A Building Fund. It was suggested that provision be made for a larger loan fund from which counties and cities could borrow money for building projects. In order to have funds necessary for making effective those recommen-dations that required financial support, I submitted to the Advisory Budget Commission a request for $26,025,743 for the school year 1937-38 and $27,- 269,018 for 1938-39. In the provision of funds for the operation of a free textbook system, however, it was recommended that the Treasurer of the State be authorized to issue and sell bonds of the State in an amount not exceeding $1,500,000. No definite amount was named for the Building Fund suggested, since the members of the General Assembly did not look with favor on such a proposal in view of the fact that many units were in de-fault to the present State Literary Fund. North Carolina Public Schools 7 All of us are now more or less familiar with what the General Assembly of 1937 did for public education. It was found, as you will remember, that adequate funds could not be raised to restore salaries completely, and so the appropriation for the public schools was figured on the basis of a ten per cent increase in the salaries of all school employees. The amounts decided upon for purposes other than salaries wei"e based upon the requests made to the Advisory Budget Commission. The total appropriation made for the operation of an "eight months' term public schools" was $24,396,367 for the school year 1937-38 and $24,986,160 for 1938-39. As contemplated by the General Assembly the salaries of all teachers, principals and superintendents were increased ten per cent. With the in-crease in the appropriation for vocational education, the curriculum was expanded some in this particular field of education. Under the regular ap-propriation for the support of the eight months' school term together with the local support from taxes or from other sources, the course of study has been broadened in many schools. I refer specifically to a greater number of programs of music including bands, to a larger number of programs of health and physical education, and to an increased number of business edu-cation departments. No special attention in the form of a financial plan of support other than the regular appropriation was given to the question of exceptional children. It was provided, however, that a commission be appointed to study this whole matter and report to the General Assembly of 1939. The law with reference to local supplementation was left practically as it was written, except that in three counties, Rowan, Gaston and Wake, local laws were enacted providing for elections in large school districts. As a result of these local laws, Belmont and Victory in Gaston and Spencer in Rowan have voted taxes to supplement the State school program. An election in Wakelon, Wake County, failed to carry. A textbook law was enacted which provided that the basal textbooks used in the elementary grades be furnished free to the children enrolled in those grades. Due largely to financial considerations no provision was made for the addition of a twelfth grade to the system of public education. The law with reference to the purchase of new school busses was clari-fied, and the State appropriation for the purchase of new busses was made available immediately in order that old worn-out busses not suitable for safe transportation might be discarded. The amount requested for the better enforcement of the compulsory at-tendance law was not allowed, nor was the change suggested with reference to the qualifications for a superintendent's certificate made. And as stated above, no building fund was set up. I cite all of these things in order that you will know the facts with re-ference to what transpired immediately before and during the session of the last General Assembly. In my opinion, the public schools secured their pro-portionate share of the funds made available by appropriation. I think, too, although provision was not made for all my recommendations, that the pub-lic schools received every consideration possible by the acts of the General 8 Biennial Report of State Superintendent Assembly and that a favorable spirit of "doing more" for the schools pre-vailed at all times. Before making any recommendations for the consideration of the Gen-eral Assembly of 1939, I should like at this point to review in a more gen-eral way the situation with regard to public education in the State. During my four years in office I have traveled over 170,000 miles and have made more than 600 speeches throughout the State. I have had an opportunity to talk before various groups of people, all interested in the welfare of their children. I have had an opportunity "to feel the pulse" of the people, to learn what they were thinking and what they desired. I have observed also the interest that is being taken in public education by the various governmental, civic and social organizations. The membership of the parent-teacher association has increased from 58,000 in 1936 to more than 65,000 this year. This, to my mind, in-dicates a deeper interest by parents in the educational welfare of their children. It constitutes an effort on the part of the people to suppoi't the public schools with increasing interest and vigor. The State Grange has always been a friend of the schools. That organi-zation was especially helpful in obtaining the standard eight months' school term, and it has recently endorsed the "twelfth grade" as a needed addition to the public school system. The American Legion has cooperated with public education, especially in the celebration of American Education Week and in conducting essay contests on government and patriotism. Recently, the Association of County Commissioners announced an essay contest on "Highway Safety" in the public high schools of the State. Since 1933, when all local taxes for the operation of public schools were abolished, 39 of the 169 administrative units have voted taxes to supplement the State educational program. In addition three local districts, under spec-ial acts, have voted for better schools than the minimum program provided under State support. By this action on the pai-t of the voters in these units 151,582 children were given the opportunity of an additional month of school-ing during 1936-37. All of these things indicate, to my mind, that the people are looking at the schools as they have never done before. They are demanding that the schools be strengthened in their weak places. They want their children to have an opportunity to prepare themselves for a fuller life than they as par-ents have had. And they want the schools to provide that opportunity. I should like to point out the progress that has been made in the public schools within the past several years, the number of additional accredited schools, the additional departments of agriculture and home economics, the number of new and modern buildings constructed, and the increase in the number of boys and girls attending the high school; but all of this informa-tion is presented in subsequent pages of this report. I hope each of you will read that part of this report. We have tried to present a picture of the public schools in the limited space at our disposal. The illustrations present-ed are representative of the best situations. I am sorry that they are not true in more instances. I believe, however, that public education is a grow- North Carolina Public Schools 9 ing institution and before many years we shall have in this State a public school system comparing favorably with that in many of our northern states now rated higher than this State with respect to public education. As will be observed from the statistical tables and charts presented, progress has been made. It will be noted also that there is room for still further progress. I believe this further advancement is coming. The morale of all of those who are working in and with the schools is higher today than ever before. The tax levying authorities are more sympathetic to pub-lic education. The local committees and the board members, both county and city, take an active interest in this great enterprise. RECOMMENDATIONS The following recommendations are made, not because they represent my views only as to the next steps to be taken with reference to public edu-cation, but because I believe they represent what the people of the State want. I am simply trying to interpret the general public notion of the people with respect to the public schools, although these views do correspond with my thinking in the matter. 1. Restoration of Salaries, As stated in my report to the General As-sembly of 1937, I believe this question of restoring teachers' salaries should be the first concern of the present law making body. Of course, I realize, since we have departed from the original salary schedule set up in 1921-22, that it will be impossible to restore the salary of each individual teacher to what it was before the depression set in; but I mean by restoration the re-establishing of the maximum salary ratings for equivalent training as were in force prior to the preparation of the base of the present salary schedule in 1933-34. This original schedule, you will recall, had as its maximum for the highest training and experience a salary of $133.33 per month. The new schedule reduced this to $90.00 per month. Now, however, the highest month-ly salary allowed is $123.75. A recommendation was made to the 1937 Gen-eral Assembly that this salary be fully restored, but as stated above this was not done. I now, therefore, renew this request to your honorable body; and in making this recommendation I have in mind that restoration of salar-ies will be effective in a corresponding measure to all teachers, principals and superintendents. In making this recommendation, I am not thinking solely of these school employees, although such should be a major consideration. They have shown their interest and their loyalty to the public schools in numerous ways. The average level of training of this personnel continues to improve from year to year, as is shown elsewhere in this report. Their hearts and souls are in this work, or else they would not continue at it from day to day, year in and year out, at the relatively low financial remuneration the profession af-fords. They deserve the small increase recommended on these grounds alone, but I am thinking of a far more important reason—the children's interest, the future welfare of the State. I believe in good teachers, and that only the best teachers can do good teaching. Unless we make the profession of teaching reasonably attractive financially, the best teachers will not be at- 10 Biennial Report op State Superintendent tracted to the profession. Right now we are training more teachers to take the place of those who annually leave for one cause or another. Many of these are the best that are available; but some, of course, are those having the lowest training. If the salary is not sufficiently adequate, those young men and women with ability, personality and ambition will not train them-selves for teaching. I am sure you can see what would result. Those per-sons with mediocre or inferior native ability and personality will gravitate to the profession, and then in the employment of new teachers there will be no choice except the old teacher with the lower training and the new teacher of mediocre ability and training. In the building of character and citizenship North Carolina should have the best, but that best will not be obtainable as long as we continue to pay relatively low salaries. In ordei- to provide for the citizenship of tomorrow we must begin today. I wish to recommend, therefore, that you give this question first consideration in your provision for the State support of the public schools for the next biennium. 2. Vocational Education. The Federal Government provides funds for the teaching of agriculture, home economics and trade and industrial sub-jects. Since its beginning this type of training has had a tremendous growth. The total funds from all sources have been limited, however, and today out 0- the total white high school enrollment of approximately 150,000 there are fewer than 20,000 taking agriculture, fewer than 1,700 taking home eco-nomics, and fewer than 1,000 taking trade and industrial subjects in day schools. We should have a substantial increase in funds not only to match the Federal funds in this respect, but for the purpose of broadening the voca-tional program—in order to provide additional courses of a vocational na-ture. Not all boys want to be farmers, anymore than all girls want to be school teachers. State funds should be made available, therefore, to provide other courses which fit for life those of our youth who will not, or cannot, go to college. Specifically, I believe most of our town high schools and for that matter some of the larger rural high schools should have a strong, well-organized industrial arts course—one that would provide exploratory and try-out experiences for boys and girls in their teen ages. Such a course should also include a course in occupational guidance, to give the pupil some preliminary conception of the thousands of occupations from which the people of the United States can earn a livelihood. 3. The Twelfth Grade. My recommendation for the establishment of the twelfth grade is being renewed, because I believe the time is ripe for its introduction. Governor Hoey has sensed the need for the additional train-ing that another grade will give to our boys and girls, and on several occa-sions has advocated its inauguration. The Governor's Commission on Edu-cation, from meetings held in several of the larger centers of the State, has learned that the school patrons like the twelfth grade plan. I, too, in my travels about the State, have found a strong sentiment for it. Already, under local support a twelfth grade has been introduced into the following sixteen units: North Carolina Public Schools 11 Albemarle Hamlet Roanoke Rapids Asheville Lenoir Rockingham Charlotte Lumberton Rocky Mount Durham (city) New Hanover Wadesboro Greenville Raleigh Washington Reidsville If these units have found a need for this additional training, and have met that need from their local budgets, then it is apparent that such a need is prevalent in the 153 other administrative units, many of which cannot vote a tax for the additional cost necessary for its support. The Governor's Commission has estimated that the addition of the twelfth grade to the public school system will cost approximately $750,000. I believe that this is a fair estimate of cost for the first year of its opera-tion, but there would be a slight annual increase as the number of boys and girls taking advantage of it increased. And I believe also that this cost would be small for the returns that a twelfth grade would give the State in terms of better citizenship. In our present State-supported eleven-grade system a child, provided he makes normal progress from the first through the eleventh grade, gets 88 months of training. If the term were extended one month this training would be for 99 months duration. If, on the other hand, a grade is added to the present State-supported term, the same child would secure 96 months of training within the same yearly training period. In the former case a month would be added each year making a total of eleven additional months, whereas by adding a twelfth grade the additional training period is added for one school year of eight months. There is an advantage, not consider-ing its cost, in this latter alternative in that it more nearly fits the needs of boys and girls at this time, when they are needed on the farm and in the home. I gave in my former report some reasons, as I saw it, for requiring the additional year's training in North Carolina public schools. Very briefly, I wish to repeat these reasons at this point in this report: 1. Intelligent Citizenship. "If intelligence is necessary to good citizen-ship," I said, "and if it is conducive to the development of citizenship, the addition of another year to the high school course, the difference of a year's training, will surely be reflected in a more superior citizenship." 2. Vocational Education. Most boys and girls do not go to college. The quantity and quality of all their training is received in the secondary school. This being true these boys and girls should be given the type of training that will more nearly fit them to function efficiently as members of society. I believe, therefore, that an added year for these boys and girls, coming at a time when jobs are scarce anyway, will add to their qualifications when they begin to seek a job by which they are to earn a livelihood. 3. Preparation for College. About twenty-five per cent of our high school graduates go to college. The colleges tell us that many of these are not prepared for college work. Whether this be true or not, it is certainly a fact that a person with an 88-months tx-aining foundation cannot compete 12 Biennial Report of State Superintendent with a student having had 96, 99 or 108 months preparation. This is the case in North Carolina today, and it is undoubtedly true that many of the boys and girls who have failed in college would have succeeded had they had a longer period of training. 4. Character Educaiion. As was said in my former report, "the longer the student stays legitimately in school the surer he is of developing those traits which are the component parts of character." A study of 2,400 recent commitments to State Prison revealed that only 660 had received any train-ing beyond the elementary school. In other words, 72.5 per cent of the total commitments had some training in the lower grades. Only 68 of the total had finished high school. It seems to me, therefore, that an additional year's training making possible more practical education would give many boys and girls an opportunity at an age when it is needed most, and would be the wisest sort of investment on the part of the State in citizenship train-ing. Money wisely spent at this point of a person's life by the State should perhaps prevent its expenditure later on for prison commitments. 5. Economic Consideration. This point has been discussed indirectly in 2 and 4. It is very difficult at present even for some college graduates to secure employment. It is even more difficult for boys and girls of high school age to find jobs. Since they are not needed in society on a wage earning basis, the purpose of society will be more perfectly served if they are kept in school. 4. Retirement System. I believe the General Assembly should consider very carefully the advisability of the immediate establishment of a retire-ment system for the teachers of the State. Under authority of the last General Assembly a commission was appointed to study this whole ques-tion, and although I do not at this time know the exact recommendations of that committee, I personally believe that the State should do something for the aged and incapacitated teachers, who have given their lives to service of training the youth of this State, and many of whom have now reached the end of their usefulness. From the point of view of the child, it would be economical to the State in a majority of instances and certainly it would bring a measure of happiness to these teachers, if all teachers could be re-tired after they had given a specified number of years of service to the pro-fession. In view of the fact that their salaries have always been low, it would be no more than simple justice. 5. Teacher Tenure. The question of teacher tenure also .should be very carefully considered by the members of the General Assembly. Conditions in some of our counties are really shocking. A teacher may never know whether her services have been satisfactory or not. In a good many in-stances teachers have been dismissed at the end of the term for merely poli-tical reasons, and only notified of this fact when the school is about ready to begin the next year's session. In order to build a good school system, one with the child in mind, teach-ers should be continued in employment on the basis of their merits—their scholarship, experience and personality. Dismissal should not occur unless there is a just cause, and even then the teacher should be given adequate North Carolina Public Schools 13 notice. I believe, therefore, that some legal protection should be provided for the good teachers of the State in order that they may not be bandied about at the whim of some local politician or to make room for some local favorite. 6. Compulsory Attendance, Under the present law all children between the ages of seven and fourteen years are required "to attend school con-tinuously for a period equal to the time which the public school in the dis-trict in which the child resides shall be in session." I believe this law should be amended by changing the upper age limit to sixteen years. The present labor laws of the State provide that no child under sixteen shall be employed in any manufacturing occupations, or in many of the non-manufacturing occupations, while school is in session. There is a gap, there-fore, between the maximum compulsory age limit and the minimum age when employment may begin. When many boys reach this maximum com-pulsory attendance age they leave school; and since there is no profitable employment, except agricultural or domestic work which is exempt from the age limitations of the law, many are virtually turned loose on the streets. I sincerely believe, therefore, that the law requiring compulsory attendance at school should be extended to sixteen and thus close up this existing gap. Our alarming increase in juvenile delinquency would seem to justify this change. 7. Exceptional Children. As stated in my report to the General Assem-bly of 1937, something should be done to give the exceptional school child, both the fast moving type and the one that is normally slow, a better op-portunity to prepare himself for society. Under our present graded system, which is inevitable where large numbers are given instruction, the curri-culum is organized for the average child. I believe we should not only in-struct these average children, but that we should also provide instruction appropriate for these children having exceptional mental abilities. Under authority of the last General Assembly, a commission has been appointed to study this whole question. I am unaware at this time what that commission will recommend, but whatever that may be, I hope the members of the General Assembly will give it due consideration. 8. Superintendent's Qualification. I wish to renew my recommendation that all new superintendents employed be required to hold a Superintendent's Certificate as authorized by the State Board of Education. This recommen-dation is being made because I believe that a superintendent who does not have this certificate is at a disadvantage in the administration of the schools and in working with the teachers under his supervision. Advice on profes-sional problems cannot be given by the supei-intendent unless he has had the professional training himself, or unless he has someone upon whom he can rely for help in this respect. For the efficiency of the teaching process, manifestly, the certification requirements for superintendents should be no less than those for teachers and principals. 9. Local Supplementation. As stated above, 39 administrative units have voted a supplementary tax to provide better educational opportunities than now provided on State standards of cost for the children in those units. In 14 Biennial Report of State Superintendent two local districts in county units, Gaston and Rowan, a tax was voted un-der authority of special acts applying only to these two county units. Re-cently, a tax has been voted in two other city units, Kinston and Sanford; and the schools in these two units will offer instruction for a ninth month next year. Authority was given by the laws of 1933, 1935 and 1937 for administra-tive units as a whole to vote additional taxes to operate schools of a higher standard than that provided by State support. I believe the time has come v/hen this privilege should be extended to large districts complete as to an instructional unit. If this privilege is granted to city units and to large units in two counties, then it seems only fair and right that other large) districts should be given this democratic privilege to decide for themselves what they shall do with reference to the provision for better schools for their children. Some may think that such a privilege, if granted, would be abused, and that once the gap is let down, so to speak, we would have an epidemic of local tax voting over the State. I, personally, do not concur with that no-tion. In the three counties, Gaston, Rowan and Wake, where the people in local districts were allowed to vote, only three elections have been tried, one of these having failed. I believe the democratic principle should govern such questions, and whatever decision is made by that method then it will be final until another effort is made. There is another aspect of the question of financial support that should also be considered in connection with local supplementation. It is generally considered that the State support provided is for a minimum program. The support provided has increased very rapidly since its beginning in 1933, we must admit. That support, however, has not reached the total cost of the school program provided before the economic depression set in. It appears also, so those charged with finding sources of taxation say, that a point is being approached with reference to financial support beyond which it will be impossible to go. The cost of education, on the other hand, in order to keep pace with other economic phases of life, will continue to increase. The training of teachers improves every year and better instruction in every way, we believe, is being provided from year to year. This improvement in the school system will cost more money, and if the State is unable to pro-vide the necessary support, then the local units should at least be given the right to say whether they shall provide the additional money for a higher standard of public school than provided by the State. I wish to recommend very strongly, therefore, that this provision for local supplementation be written into the new school machinery act. 10. State Funds. On page 17 is presented a table giving the expenditures from the State appropriation for public schools during 1937-38, the estimate of expenditures for 1938-39, and my request for State funds to the Ad-visory Budget Commission for the operation of the public schools for 1939-40 and 1940-41. These request figures include a five per cent increase in the salaries of all school employees, and estimated necessary increases in all other items. It will be noted that the division as to race is not made. This division is made on the basis of need when the allotments are made by the State School Commission to the administrative units. North Carolina Public Schools 15 The total requests of $27,373,508 for 1939-40 and $28,177,301 for 1940-41 represent approximately a 13 per cent increase in State funds over the respective years of the preceding biennium. This request includes $200,000 for sick leave, an item for which no appropriation w^as made by the last General Assembly; but which, in my opinion, should be included in the ap-propriation for public schools if the funds can in any way be found. In arriving at the total requests for public schools, each of the items has been very carefully considered, and these requests represent the mini-mum amounts for operating the program of public education on State stan-dards of cost. I hope, therefore, that this General Assembly will not make the appropriation for the support of the public schools less than the amounts requested. APPRECIATION Before closing this section of this report I wish to express my apprecia-tion for the splendid help and cooperation that I have received from other departments of the State government and from the many individuals who have given me support and advice as Superintendent of Public Instruction. After all, the schools belong to the people, and it is for them to decide what they want. In this report, in my capacity as the representative of the peo-ple, I have tried to present their views as to the improvement of the public schools, and as to the building up of a State school system that will offer to our boys and girls the best educational opportunity possible. His Excellency, Governor Clyde R. Hoey, has given his wholehearted cooperation in an effort to improve the school situation. On many occasions he has advocated school measures—free textbooks, more vocational train-ing, twelfth grade, and increased salaries for the school personnel. With-out this strong advocate, I do not believe we could have made as much progress as has been accomplished during these recent years. Then, too, the various other departments of State government are to be commended—the General Assembly and the Advisory Budget Commission for liberalizing the laws and increasing the appropriation for schools; the State Commission of Highways and Public Works for its cooperation in looking after the roads over which more than 4,000 school buses travel; the Highway Patrol and the Division of Highway Safety for examining the bus drivers and for instruction given with reference to safety on the highways; the State Board of Charities and Welfare for making it possible for many indigent children to attend school by providing necessary clothing; and the State Board of Health for cooperation in the matter of epidemics and in giving remedial treatment to those school children needing attention. The State Board of Commercial Education was set up by the General Assembly of 1935. I think this Board has done much to improve the char-acter and type of the private comimercial schools of the State in helping to eliminate undesirable practices and conditions. School board members, county commissioners and other tax levying au-thorities, and the local school committees have on the whole been especially cooperative in providing necessary local funds for the erection of new build- 16 Biennial Report of State Superintendent ings and for the purchase of additional school buses and new equipment, and in giving attention to day by day local problems pertaining to the schools. To that great army of teachers, principals, superintendents, janitors, clerks and secretaries, and other school employees, without whose persever-ing presence the schools could not operate, I offer my deepest appreciation for their splendid spirit throughout my entire administration of four years. The teachers of the State, after all, do the instructional work, and it is they who should be given the major credit for the success of this public under-taking. Then, too, I wish to mention again the work of the Parent-Teacher As-sociation, whose support of the local and State school programs has ever been present. I like to think of this organization as one of the great arms of the public schools, ever ready and willing to work for their improvement. In conclusion, I wish to express my appreciation to the members of the State Board of Education and the State School Commission for their coun-sel and advice, and to the staff members of the State School Commission and the Department of Public Instruction. These employees have worked in season and out, regardless of the hours of work, for the advancement of the public schools, and any credit given for the success of the State's ad-ministration of the public schools should be to these devoted employees. North Carolina Public Schools 17 EXPENDITURES AND BUDGET REQUEST FOR PUBLIC SCHOOLS STATE FUNDS—EIGHT MONTHS SCHOOL TERM Objects and Items of Expenditure 18 Biennial Report of State Superintendent EXPENDITURES AND BUDGET REQUEST FOR PUBLIC SCHOOLS (Continued) Objects and Items of Expenditure North Carolina Public Schools 19 The Public Schools and the Children of the State ADMINISTRATION There are at present 100 county and 69 city administrative school units in North CaroHna. The county units comprise that area of the county outside of the established city units. Where no city units exist, the entire area of the county is the adminis-trative unit. The administration of the public schools in these units is vest-ed in ten agencies established either under constitutional au-thority or by the enactment of legislation by the General As-sembly. Five of the ten are local in character and five are State agencies. Local Agencies The five local agencies are : the local committee, the city board of trustees, the city commissioners (or other tax levying au-thority), the county board of education and the county board of commissioners. 1. Local Committee. The local committee, appointed under legislative authority by the county board of education for a term of two j^ears for each school district, selects the teachers and principals subject to the approval of the county superintendent and the county board of education and has general custody and care of the school property in the district. 20 Biennial Report of State Superintendent CURRENT EXPENSE FOR PUBLIC SCHOOLS MILLIONS LEGEND 30 STATE FUNDS ^^ LOCAL FUNDS 1919-20 1929-30 1931-32 1933-34 1935-36 1937-38 1924-25 1930-31 1932-33 1934-35 1936-37 North Carolina Public Schools 21 Current 22 Biennial Report of State Superintendent a period of two, four or six years. The county board of education has the general management and control of the educational af-fairs in the county administrative unit. This board appoints a county superintendent, subject to the approval of the State Su-perintendent and the State School Commission, and a school com-mittee for each local district. The county board of education is clothed v^^ith those discretionary powers relating to the adminis-tration of the schools that are not specified in the law or by rules and regulations of the State School Commission. It also decides upon the site and character of all school buildings, and adminis-ters the operation of the schools in accordance with the rules and regulations of the State School Commission and the acts of the General Assembly. The county superintendent, whose term of office is for two years beginning July 1 of each odd year, is the administrative officer for the county board of education. 5. County Commissione7's. The board of county commission-ers, a body provided for under the Constitution, approves that part of the school budget financed by county funds, including funds for the erection and repair of necessary school buildings, and levies the taxes therefor. The commissioners are elected by the people for a term of two years. State Agencies The five State agencies having a part in the administration of the public schools are : the Superintendent of Public Instruction, the State Board of Education, the State School Commission, the State Board for Vocational Education, and the State Textbook Commission. The county commissioners consider the school budget. North Carolina Public Schools 23 1. Superintendeiit of Public Instruction. The Constitution of North Carolina provides for a Superintendent of Public Instruc-tion, who shall be elected by popular vote every four years. The Superintendent of Public Instruction is responsible for promot-ing interest in public education, interpreting the school lavv^s, determining standards for approved schools, assembling and disseminating statistical data, preparing curricula materials for the teachers of the public schools, and such other duties as are or may be vested in him by law. He appoints the staff of the Department of Public Instruction to assist him in performing these duties. The State Superintendent is ex officio secretary of the State Board of Education, vice chairman of the State School Commis-sion, chairman of the State Board for Vocational Education, and chairman of the State Textbook Commission. In addition, the State Superintendent, under the law, assists the governor in the appointment of the Elementary Textbook Commission and the State Committee on high school textbooks. 2. State Board of Education. The State Board of Education, consisting of the Governor, Lieutenant Governor, Secretary of State, Treasurer, Auditor, Attorney General and the Superin-tendent of Public Instruction, is provided for in Article IX of the Constitution. This board has charge of the Literary and Special Building Funds and the public lands owned by the State. It also makes rules governing the certification of teachers, and adopts the textbooks used in the public schools. Originally, this board had authority to legislate and make all needful rules and 24 Biennial Report of State Superintendent regulations in relation to free public schools and the educational funds, but its duties in this respect in recent years have been transferred by legislative enactment to the State School Com-mission. 3. State School Commission. The State School Commission was set up by the General Assembly of 1933 to succeed the State Board of Equalization, a body created in 1927 to equalize values in the several counties as a basis for distributing the equalizing fund provided for schools. This Commission is composed of the following: the Lieutenant Governor as chairman, the State Superintendent of Public Instruction as vice chairman, the State Treasurer, and one member appointed by the Governor from each of the eleven Congressional districts. The commission decides what schools are to be operated, has the power to consolidate districts and transfer children from one unit to another, and may suspend any school after six months, whenever the average daily attendance does not justify its continuance. It determines by districts and races the num-ber of elementary and high school teachers to be paid from State funds, and sets the standards for operating the public schools for an eight months term in each county and city administrative unit. The Commission also provides for and supervises the trans-portation of pupils at public expense, makes rules and regula-tions governing the financial management and control of all ad-ministrative units, provides for auditing the school funds, ap-proves the election of county and city superintendents, and joint-ly with the State Board of Education determines and fixes a State standard salary schedule for teachers, principals, superin-tendents and other school em-ployees. It employs an executive sec-retary and staff who adminis-ter its rules and regulations. 4. State Board for Voca-tional Education. The State Board for Vocational Educa-tion was created by the Gen-eral Assembly of 1917 in or-der to meet the provisions of North Carolina Public Schools 25 26 Biennial Report of State Superintendent SUMMARY OF EXPENDITURES—STATE EIGHT 61. Genepal Control: 611. Salary—Superintendents 612. Travel—Superintendents 613. Clerical Assistants 614. Office Expense 615. County Board of Education Total 62. Instructional 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 - --- 63. Operation of Plant: 631. Wages: Janitors, Others 632. Fuel 633. Water, Light and Power 634. Janitor's Supplies 635. Telephones Total 65. Fixed Charges: 653. Compensation 66. Auxiliari Agencies: 661. Transportation: 1-5. Operation 6. Major Replacements Sub-Total 662. School Libraries.. Total North Carolina •Includes $594.00 adjustment of 1935-36 salaries White County S 229,240.93 30,320.71 84,633.67 26,734.31 9,870.52 380,800.14 7,154,999.06 2,038,208.09 73,014.38 929,240.58 S 10,195,462.11 34,704.04 $ 10,230,166.15 269,340.79 249,225.31 55,241.22 27,824.68 5,772.13 $ 607,404.13 7,917.58 1,307,955.05 441,846.54 $ 1,749,801.59 16,770.28 S 1,766,571.87 S 12,992,859.87 City 149,874.00 7,273.14 25,053.62 11,582.06 % 193,782.82 2,418,760.44 *984, 612.99 250,245.40 109,478.00 $ *3, 763, 096. S3 12,470.88 $ '3,775,567.71 116,707.09 102,625.25 41,762.62 13,213.47 5,458.07 $ 279,766.50 553.37 6,266.63 S 6,266.63 $ •4,255,937.03 Total 379,114.93 37,593.85 109,687.29 38,316.37 9,870.52 574,582.96 9,573,759.50 *3, 022, 821. OS 323,259.78 1,038,718.58 $ *13,958,558.94 47,174.92 ? *14,005,733.86 386,047.88 351,850.56 97,003.84 41,038.15 11,230.20 887,170.63 8,470.95 1,307,955.05 441,846.54 % 1,749,801.59 23,036.91 $ 1,772,838.50 $ *17,248,796.90 North Carolina Public Schools 27 MONTHS SCHOOL FUND, 1936-1937 28 Biennial Report of State Superintendent SUMMARY OF EXPENDITURES—STATE EIGHT Classification By Objects and Items North Carolina Public Schools 29 MONTHS SCHOOL FUND, 1937-1938 Colored 30 Biennial Report of State Superintendent EXPENDITURES BY OBJECTS AND ITEMS, 1934-35 TO 1937-38 Object and Items North Carolina Public Schools 31 EXPENDITURES BY OBJECTS AND ITEMS, 1934-35 TO 1937-38 (Continued) Object and Items 32 Biennial Report of State Superintendent SCHOOL PLANTS AND EQUIPMENT "The building of all new schoolhouses and the repairing of all old schoolhouses over which the County Board of Education has jurisdiction, shall be under the control and direction of and by contract with the county board of education. But the board shall not be authorized to invest any money in any new house that is not built in accordance with plans approved by the State Super-intendent, nor for more money than is made available for its erection." The above section of the North Carolina school law is the au-thority which the State Department of Public Instruction has for approving plans for schoolhouses. A building code is not writ-ten into the law. Specific items are not required nor forbidden by the statute. This is doubtless wise, for statutory require-ments might become antiquated before they could be amended or repealed. This has been the experience of some States that have incorporated building codes in their school laws. On the other hand, a few architects and school administrators have the idea that plans and lay-outs for school buildings approved many years ago are acceptable today and, therefore, consider it unnecessary to submit plans for criticism and approval. This is doubly la-mentable because these same school officials assume that instruc-tional methods and administrative procedures recommended a quarter of a century ago are all right for present day schools. It is the duty, the function and the practice of the Division of Schoolhouse Planning to continuously explore the field of school-house planning, to analyse the trends and to study the develop-ments in school plant practices to the end that "all new school-houses" may be plan-ned according to the most modern and effi-cient standards. All plans submitted to the Division are studied, evaluated and criti-cised according to these criteria. Those school units which avail them-selves of this service invariably secure bet- Appraised Value North Carolina Public Schools 33 ter buildings than those units that depend upon school ad-ministrators and school archi-tects of uncertain proficiency in schoolhouse planning. Illustrative of the recent developments in the field of schoolhouse planning may be mentioned : 1. A nev^ philosophy with regard to the housing facili-ties for primary and elemen-tary grade children. For a number of years a disproportionate emphasis v^as given to high school buildings. Lower grade chil-dren were quite generally housed in quarters inferior to those provided for the higher grades. School 34 Biennial Report of State Superintendent The minimum dimensions for specially designed modern day primary rooms are 22' in width by 40' in length. They are equip-ped with at least 20' of bulletin board and a like amount of black-board. Attention is directed to the emphasis placed on ample bulletin board, necessary for modern methods of teaching. These rooms should also be provided with bookcases, magazine racks, project lockers, storage chests—the tops of which can be covered with pallets for rest periods—individual room toilets, lavatories and drinking fountains. 2. Library units are now planned to meet the needs of the school according to scientifically developed standards. A small room, which was in reality simply a book storage room, is no longer considered adequate for a library in a standard school. The following criteria are used in evaluating our modern library rooms : a. Ample and attractive space for the books required to be read by the children in the school. b. Comfortable and inviting space where school children and others may assemble to read and study and become generally ac- The modern school plant is curefulhj planned from basement to roof. •BOOM-JCMLDULt- T PaiVATL DINIMING BCt^'M P DItTtClAllJ _gtii£L \ iwaTU CTcia? tiUlCi ) UAUUlAtlOH Ba^it ^ ai£LJ TUILLI t)6P« T"lLLr ) TIAM RQPM ntNlDCCJON-MISM-SCMOOL- •nCNDtE.SON-N<' tRJC-a-rL»NNAQih4 • IRCHITCCT- • ntNDca.30N-N<:- UHUtC^VATLD FSA.-;[LMtKlT- PLAKl. North Carolina Public Schools 35 •POOMOChLDULC- 0c»fict © TicKtT orrtct i STocASi e«K»* @ VAULT 0ccx)k: KOOM Q) CUOJ BOOM ©iTO&AGL BOOM JAN I TOES CU33tT @bcrr5 ToiU-T ® QIBU TTPlLtT @ VWCMLM TlA^HLtLS CL5T I^OCM MX»Ot;RAPMf 4 TYPmG @ COMMLCCIAL LAbOKAfpBY @ tOOKKLLPmq MUU BUT BOOM coftsiDoa IHKLS Vt_?TlbUt.C ©OUTLB VtSTieuUt. @COVLRtr WALK (§1 OOCntiTtLA PIT @ DbLAJINa ROOM ^IfUEMACt BI.X3M CJiTBAHCt ^ "^''W^JS' ^'-^ ftm Dt-BSON- HIGH -SCHOOL- • BCNDLajOH-N-C-taiC- G-PLANNAGAN- -AaCHlTtCT- •nCJMDt.05ON-NC-Auditorium, gynuiasium and cafeteria are integral parts of a school plant designed to meet all the needs of growing boys and girls. nnnM-gcrinPULt I torn I DOB a I 9MOK t ClttMktK.- t rtOJ.tCTtOW DOOTH-I LieBkK V I blOLOQr LAkOSATOKV. I OP^lCt - I STocAat- I at>>JLI.*L •ClOOC.fc' I OPMC t - I Oft I. K. ROOM. I CrltMiSTB.r 4 t>Hr5IC) LkB I STuPr KALL I WORK. KOOW • t COkJ P LAthJCt ftOOM - I CLOTMlua LfcB, I r tTTIUQ •OOi4 - I b CD BOOM - I L'VlkJO S.OOM 4 DrU E.TT e- I hOOD L *eOt k TOCT • I BOYS* TOI LtT I OIBLl' TOIL tr- I o^^tct4 3Toe•ot ) MtCMtUICftL 4 PBLLMAklf DK I MU3 IC Bi>OtHi I1t^lDC.R.SO^i • M IGM • 5CM OOL • • Ht>JDca50N-Nk:- taJC'G-rLANNAGAM' 'ABCMITtCT* • MtisJDta,soM-M<:- 3K:OMD-rLOOR.-PLAW- The ynodern school building is functionally designed; adequate lighting and ventilation are provided ivithout destroying the architectural beauty of the structure. quainted with books of all kinds and with magazines and period-icals. c. A work laboratory for history, literature, biology, science and indeed all the subjects in the course of study. Rules to determine the size of a library are : a. In small schools sufficient space to take care of an entire class. In a school accommodating up to 300, a reading and stack room 22' in width by 36' in length is the minimum. In addition to this there should be a work room of approximately 12' x 12' and a conference room approximately 10' x 12'. b. In large schools space sufficient to care for 10% of the en-rollment with from 20 to 25 square feet per reader is ample for the general library room, its furniture and equipment. Ample shelving is considered an integral part of the library room. 3. School cafeterias are now considered a definite and neces-sary part of a modern school plant. Research, study and experi-mentation have demonstrated that the properly constructed and efficiently administered cafeteria is the most satisfactory method of feeding large numbers of children economically and quickly. The health of school children is the justification for the pub-licly subsidized cafeteria. Therefore, the first consideration in planning it is that every feature should promote health. Sun-shine, ventilation and a type of construction that will make spot-less cleaning easy are fundamental prerequisites. Improvised rooms in damp, dark basements are no longer con-sidered acceptable for cafeteria purposes. Standards and details for satisfactory cafeterias have been prepared by the Depart-ment. North Carolina Public Schools 37 4. Plans for physical education buildings which meet the de-mands for the physical education programs required in standard schools have been prepared by the Department. 5. Approved plans for home economic cottages and vocational buildings embodying space and facilities recommended by ex-perts in these fields are available through the Department to any school unit desiring them. In summary, the Department of Public Instruction has avail-able materials and recommended practices in school plant plan-ning which are the product of the research and study of all the people in the country engaged in the planning of school plants. If school architects and school administrators will avail them-selves of the services available through the Department for fu-ture schoolhouse construction in North Carolina, there will be embodied in them the most modern principles of schoolhouse planning. The plan of the classroom and the selection of proper equipment combine to create an environment conducive to purposeful learning. 38 Biennial Report of State Superintendent TEXTBOOKS The State Textbook Commission has been functioning for three years. During the first year, 1935-36, elementary and high school books were rented. During the following year supplementary readers were added. The 1937 Legislature provided for free basal books in the elementary grades, and this program was started during the school year 1937-38. The table shown below will give some information as to the volume of business handled during these three years. The first part of this table shows the total expenditures for books by years and by departments. It will be noticed that the expenditures for elementary books increased notably in 1937-38 when these books were made free to all the children. The expen-ditures for supplementary readers also increased rapidly, while the expenditures for high school books remained reasonably steady through the three years. The second item is a statement of the number of books owned 1. Expenditures for books Elementary . . . North Carolina Public Schools 39 at the close of each fiscal year. These figures are net and do not include any books sold or lost. The sales and losses were deduct-ed at the end of each fiscal year in order to show the total num-ber of books to be carried forward for the beginning of the fol-lowing term. Section 3 of the table shows the income of the Textbook Com-mission since its beginning. It is quite noticeable that the income from rentals of high school books and supplementary readers is increasing steadily, and that the sales decreased to a great ex-tent during the year 1937-38. This trend is very much in keep-ing with the experiences of other agencies in the operation of the rental system. The sales diminished in elementary books during 1937-38 because these books were made free at that time. However, the deduction in sales for high school books was al-most as noticeable as in the elementary field. The damage fees increased steadily each year in keeping with the volume of busi-ness handled. In establishing a program of textbook rentals the State of North Carolina entered a field in which no other state had ever had any experience. Other states have watched with interest the developments of the system. Filling an order for textbooks. ^PIfe»»*'*'^'''«*A. 1^ Willingly and expectantly they come on foot. GETTING TO SCHOOL The mode of getting- to school in North Carolina, as in other states, varies. Many children walk, some go in private cars or other conveyances, while a great many are transported at pub-lic expense by bus. The pictures on this page illustrate that most ancient method of motivation, "foot travel." A majority of the boys and girls of North Carolina use this means of getting to school. Due to modern highway transportation methods, it will be observed that vigilance and care must be exercised in order that the chil-dren may get to school and return home "safe and sound." During the past biennium a concerted drive for safety has been carried on throughout the State. In practically all schools safety organizations such as the School Boy Safety Patrol have been formed. The State Highway Patrol and local law enforcement agencies have cooperated in the undertaking and many civic or-ganizations have sponsored campaigns for safety which have di-rectly affected the child in his going to and from school. Safely to scliool a)id safely hoiiie. North Carolina Public Schools 41 Under any system of vehicular transportation, there must be equipment. Practically all vehicular transportation under the State system is by motor bus. The picture below shows the motor transportation equipment in one county administrative unit. Part of the equipment used in transporting over a quarter of a million school children daily. Approximately 4,000 busses similar to these are operated in the State, carrying- daily almost 300,000 children to school and back home. According to the latest available information North Carolina has the largest transportation system in the Nation. Maintenance is an important factor in the eco-nomical and safe operation of school busses The cost of operating this bus system including replacement costs amounts to approximately $2,000,000 annually. On a per pupil hauled basis this is slightly less than $7.00 per year, which according to the latest records is the lowest of any state in the Nation. The average annual per pupil cost for the United States as a whole is $18.92. The pupil cost is highest in Nevada at $56.52 per year. 77(e policy of regular replace-ment insures adequate and modern equip-ment North Carolina Public Schools 43 Above—A inemher of the ftchool safety patrol protects disemba)ki)>g children until they are safely off the highway. Belotv—(1) The student driver must he examined and certified by the State Highway Patrol. (2) This STOP sign is the most widely respected traffic signal in the State. North Carolina Public Schools 45 THE SCHOOLS Due to the erection of large modern buildings and the pro-vision of transportation at public expense, it has been possible to care for larger numbers of children in a school. There is a definite tendency for the number of elementary schools to decrease for this very reason. At pres-sent, as the accompanying table shows, there are appro-ximately 4,000 elementary schools in operation in the State. In the development of a school attention is paid to cer-tain factors which are gen-erally recognized as essential to the adequate training of boys and girls for citizenship. S of term, (2) size of school, (3) ment, and (5) course of study. Number 4G Biennial Report, of State Superintendent Schools meeting certain standards with respect to these factors are given an ac-credited rating by the State. For the elementary schools this system was begun in 1924. At the end of the first year 56 schools met the stan-dards for accreditment. To-day a total of 589 elementary schools have met the require-ments prerequisite for the ac-credited rating. There are 946 schools in the State offering instruction on the high school level, 737 for white boys and girls and 209 for Negroes. Of this number, 832 have met all the requirements for accreditment. Average North Carolina Public Schools 47 THE TEACHING PERSONNEL The exact responsibility or place of the teacher in the scheme of education changes from decade to decade, but the primary importance of the teacher remains the same. She and the child still constitute the major elements that make up the educational pattern. They represent two sides of the triangle, the third, in a broad sense, being the environmental influences with which they are surrounded. Perhaps at no other time in our educa-tional history have we been more conscious that education in its final analysis never goes beyond Mark Hopkin's log with a teacher at one end and a student at the other. Twenty years ago there were slightly more than 16,000 teach-ers employed in the public schools of the State. Today the num-ber of teachers is approximately 25,000, at least 85 per cent of whom are women. During the two decades the number increased about 50 per cent. It will be observed that for the five-year period, 1931-32 to 1935-36, inclusive, fewer teachers were em-ployed annually than for the session 1930-31. This is due to the fact that (1) the teaching load, that is, the number of pupils per teacher, was increased by legislative enactment beginning with 1931-32 and (2) local tax districts were abolished eliminating supplementary tax, one purpose of which was often to employ extra teachers. The elementary school enrollment has about reached the saturation point. The gradual increase in the num-ber of teachers is due mainly to the increase in high school en-rollment and to the increase in the number of local tax districts. Out of 169 administrative units now in the State, 39 have voted upon themselves local tax with which to supplement their school program. Statutes require that a teacher be at least eighteen years of age, that she have sound health and that she hold a certificate in force, issued in accordance with the law. At the present time there would be little need for the legal minimum age since only the most precocious individual could be less than 18 vears of Number Student teachers observe and take notes on a highway safety project. age by the time she had secured the necessary formal education' to be issued a teacher's certificate. But this has not always been true. Fifteen years ago, one could teach in the elementary school when one had had only two years of high school education. Today the beginning elementary teacher must have had three years of college education, while the high school teacher, since 1931, has been a four-year college graduate. A prolonged period of education is necessary to properly equip a teacher. First of all she must be an intelligent citizen, not an easy task in this very complex and complicated age. Then she must have both breadth and depth of knowledge to serve the needs of children in this modern day. She must be familiar with the basic material constituting the curriculum of the school child, have a knowledge of children and know how to teach. Indicative of this concept of teacher edu-cation are the pictures which show some activities of stu-dent teachers. This student teaching is at the very heart of the professional education of the prospective teacher. Knowledge is important, an essential prerequisite in the (lualification of a teacher. But the i)rofession is replete with those who know but can not teach. Student teaching af-fords an opportunity to dis- Su North Carolina Public Schools 49 Enrollment in 50 Biennial Report of State Superintendent Year TRAINING OF TEACHERS AND PRINCIPALS WHITE RACE 1921-22 PERCENTAGE OF TEACHERS AND PRINCIPALS WITH FOUR OR MORE YEARS OF COLLEGE TRAINING. LEGEND WHITE ^ ^ NEGRO 1921-22 1924-25 1929-30 1934 35 1937-38 52 Biennial Report of State Superintendent North Carolina Public Schools 53 During the years of the depression not only did teachers re-ceive drastic reductions in salaries but they also taught more pupils. Beginning with 1931-32 the number of pupils per teacher —the basis for teacher allotment—was substantially increased. For white teachers in 1930-31, the year prior, the average daily attendance of pupils per teacher was 28.1, while in 1931-32 it was 31.6. For Negro teachers during the same years, the num-ber was 32.6 in 1930-31 and 34.9 in 1931-32. This increased teacher load is still operative. It will be observed, moreover, that the number of pupils per teacher in the elementary school is greater than the number for the high school teacher. Two ques-tions may be asked: What should be the optimum number of pupils per teacher? Should the elementary or the high school teacher have the larger number of pupils? 54 Biennial Report of State Superintendent 56 Biennial Report of State Superintendent The table presented indicates the shift in enrollment from the "less than 8 months" and "9 months" columns to the "8 months" columns, as a result of this legislation. Since 1933-34 there has been some decrease in the number of pupils enrolled in "8 months" schools and a corresponding in-crease, due to the voting of local taxes, in "9 months" schools. North Carolina Public Schools 58 Biennial Report of State Superintendent THE PROGRAM Perhaps the most significant changes in the public schools of the State in recent years have been made in the instructional program. Traditionally, the schools have offered a program de-vised to prepare students for college. Today, however, the great majority of boys and girls never go to college. Many educators, therefore, have modified their programs to meet the needs of boys and girls whose formal education is terminated in the public school. Teaching the three R's is no longer the only responsibility of the teacher. The school program has been expanded to include the vocational and cultural subjects and to provide opportunities for child development along many lines. A renewed emphasis is placed on the individual, and he is given an opportunity to learn by doing. The materials of instruction are organized into large units of work wherein integration is stressed and pupils are en-couraged to participate. The entire school program is concerned with the total personality of the child and has the following major aims: sound health; worthy home membership; mastery of the tools, techniques, and spirit of learning; faithful citizenship; vocational effectiveness; wise use of leisure; and ethical character. "Learn io read .... ; all other graces Will follow in their proper places.^'—Walker. North Carolina Public Schools 59 Language Arts The modem school attempts to make drill in spelling and uwid meaning purposeful- Group Work encourages cooperation The teacher guides the activities of the learner through supervised sti(dy. North Carolina Public Schools 61 Foreign Language Every high school provides an opportunity for pupils to take at least one foreign lan-guage, and the larger schools offer two or three foreign languages. The percentage of pupils taking Latin has steadily declined, but the per-centage who study French has remained almost constant for the last ten years. German has re-appeared in the curri-culum of a few schools and several Foreign 62 Biennial Report of State Superintendent Social Studies Geography contributes to World understanding These studies in the public schools are commonly referred to as the Social Studies : History, Economics, Government or Politics, Sociology, Geography, Anthropology, Psychology, and Philo-sophy. In the elementary school little attempt is made to segregate any one subject in the social studies and to offer highly special-ized training in it. In contrast to this type of instruction chil-dren are guided through a series of experiences and activities which involve learning from many fields. For example, the study of North Carolina as a center of interest includes study of the history of the State, its geographical backgrounds and implica-tions, its economic, political, and social life, and an appreciation and enjoyment of the culture of its citizenship. The teacher in this sort of learning situation is more interested in having the Indian relics awaken an inter-est in early American History. The ultimate goal of 2^ublic education is good citizenship. memx^ss^:^^ 64 Biennial Report of State Superintendent pupil gain clear concepts than in having him memorize numerous unrelated facts—she seeks integration and use of facts in pre-ference to mere retention. For these reasons the large unit method of instruction has steadily gained favor with teachers. The advantages of this method are easily recognized when one considers the possibilities for vitalizing the social studies and relating them to the lives of boys and girls. In the secondary school more specialized training is offered in the social studies, but the objectives are very much the same as those of the elementary school. In general they are as follows: 1. An understanding of the present social order. 2. Development of a new philosophy of life through a spirit of tolerance and open-mindedness and a sympathetic understanding of races, movements, and institutions. 3. Development of the habit of basing action on critical judgment rather than upon fear, force, superstition, tradition, and propa-ganda. 4. Development of a sense of the continuity and growth of human society. 5. Development of techniques of intelligent thinking and scientific in-vestigation which are peculiar to the social studies. 6. Development of a sense of interdependence of life and of the inter-relationship between hum.an life and natural environment. 7. Recognition of the fact that adaptability and the capacity to con-form to and to assist in change are requisites for the survival, progress, usefulness, and happiness of an individual or group. Aftictciirc Sii))'oit)idi)igs sfiDudafe iiidicidiial irork ill the Social Sciences Cooperation is encouraged through group work during the activity period. Each child is free to express himself creatively. 8. Preparation of every individual for the willing discharge of his obligations in society and the maximum enjoyment of the rights, privileges, and cultural benefits from worthy participation therein. Social studies required in the high school are Citizenship and American History. Most schools offer the following electives : World History, Ancient History, Modern History, Geography, Economics, Sociology, and Problems in American Democracy. Throughout the public school emphasis is laid on character education, citizenship, and guidance. While little formal, direct teaching is done in these subjects, there is much indirect, in-formal instruction which encourages these phases of child development. The modern school is a laboratory wherein children work and grow. Instead of merely reading about citizenship, children are guided in activities wherein they have opportunities to practice good citizenship and to grow socially as well as intellectually. The school is interested in the pupil's character development for the full twenty-four hours of the day and coordinates the work of the classroom with all community agencies such as the home, church, press, radio, cinema, parks, and civic clubs. 66 Biennial Report of State Superintendent The ever-increasing amount of leisure which a machine age makes possible has resulted in new demands upon the school. Provision for training and guidance in leisure time activities has become a necessity and schools are meeting this problem with more cultural and recreational activities which can be carried on in adult life. During the past biennium a keen interest has been awakened in the possibilities of more effective pupil guidance. The problem has been considered from all angles, personal, social, avocational, and vocational. A series of five State-wide vocational guidance forums was held, which has prepared the ground for more ef-fective work along this line in the future. In keeping with special legislation and the major aims of edu-cation, schools give special instruction in thrift and the subject of alcoholism and narcotism. This special instruction is inte-grated with regular classroom work and is a definite part of a program which looks to a well-rounded development of the whole child. When children are interested in their tvork, the problem of discipline disappears. Through large units of study all the subjects of the curricu-lum are integrated. In the elementary school the study of natural science is approached through the child's oum experiences. The illustration shotvs plants groiu-ing in the classroom and children caring for pets. Natural Science The curriculum in natural science proposes to help the child scientifically answer for himself his ever increasing questions of the environment about him. Factual science information takes its place in the interests of children equal to if not surpassing his interest in the imaginative and play form of things. The world promises today to be an ever greater scientific world. A continuous unified program of work is therefore needed to fill that place in the child's life which helps him to better understand some of nature's processes ; to help him know how these pro-cesses may be his limitations ; and to know how these pro-cesses may be better develop-ed to serve man's purposes. A science program functioning in the lives of individuals will give accurate satisfaction to the child's curiosity of the things about him. It will help him appreciate more fully the Natural Sciehce H. The microscope reveals the secrets of the world of nature. natural beauty in the world and stimulate an ever growing- in-terest in interpreting nature's conditions and resources. Instruction in grades one through eleven maintains in the forefront certain large scientific understandings as fundamental to the child. Space, time, change, adaptation, interrelationship and variety are considered and introduced in the form of themes and problems challenging to the child. Problems selected for study in the elementary and high school offer variety in purpose. Some deal with the development of scientific attitudes ; some are included because of their function in establishing health, eco-nomy, and safety in private and public life ; others are those that are considered essential to the interpretation of the facts of na-ture. The program of work has a suggested list of topics, tenta-tive in grade placement, selected because the principle contained is true in wide interpretation—such as, "all living things need air, water and sunshine" ; "change of season affects everything in nature", or "the earth is constantly changing." The Washington Field Museum— an outg roivth of the high school natural science program,, which has received national recognition. The classroom museum helps bring reality into the classroom. Activities in problem solution furnish real life situations for practice in the use of educational tools and skills. The work in-volves accurate recording-, keeping records, noting changes and reasons for changes, collecting natural specimens, reporting ac-curately observations, reading for information, relating experi-ences, establishing museums, and constructing experiment ap-paratus. Classrooms should show in exhibits these interests of boys and girls. The collecting of a specimen, however, or the de-tailed information in its record may end with little science growth or enthusiasm for more facts about it unless the activity shows itself a part of a large problem. The description of a bird may well be used when it is a part of the study of migration. Careful attention is given to what is done to vitalize teaching. Animals in a room, an aquarium, rock and soil collections, or growing plants may not constitute science teaching. Science is evolved when there is interpretation in terms of universal prin-ciples. The general science course offers a broad exploratory course experience in the field of science. Collecting, monntuig and preserving )iatural specimens are activities carried on in the nature study progiani. In particular, the aim of hig-h school science should contribute to the cardinal principles of secondary education—health, worthy home membership, vocation, citizenship, worthy use of leisure and ethical character. The continuous growth of the pupils in scientific attitudes, the development of individual projects and problems, in methods of procedures and application of scientific findings is noted in the higher grades. Classroom work consists largely of discussions, reports from readings, carrying on of ex-periments, and making summaries of laboratory work. There the pupil has an opportunity to directly apply knowledge gained to himself and to common life problems. Well planned and pre-pared field trips, excursions, museum study and other like acti-vities are encouraged to study living- organisms in their natural environment. Effort is made throughout the grades to maintain a balance in the unit themes of the program—that the pupils may in a modi-fied form draw upon several fields of science—biology, physics, geology, chemistry, or astronomy—taking therein those problems which his interests and maturity will allow him to pursue. Mani) of the mysteries of life are explained in the physics laboratory. North Carolina Public Schools 71 Health and Physical Education Health Examination of vital organs and measuretnent of bodily groirth a)'€ iniportant featu)-efi of the p)e-school clinic. Children attending the clinic are given physical examina-tions and free vaccinations when requested. When remedial de-fects such as poor eyesight, defective hearing, enlarged or di-seased tonsils, tooth decay, malnutrition, and faulty posture are discovered, parents are advised of conditions and urged to take their children to the family doctor for advice and correction be-fore the child enters school in the fall. In connection with the pre-school clinic schools usually have what is called a "Beginner's Day Program." This program is designed to create in the child a desire to attend school and to remove any fear of school that he may have. First grade teachers and children usually present this program and entertain the be-ginners and show them what the modern school is like. As parents usually attend with the pre-school children this day serves to interest patrons in the school and to bring about closer cooperation between home and school for the good of the child. North Carolina Public Schools T6 The work of the school nurse is another of the many school health services. There are 206 county health nurses and eight special nurses who do part-time work in the schools of 76 coun-ties. Several of the large cities have full-time school nurses in addition to those included in county health departments. These splendid health workers cooperate with the teacher in discovering contagious diseases and preventing their spread. They help in weighing and measuring pupils and assist with the periodic screening examinations which are given for the pur-pose of checking on the physical growth and development of all pupils. The cafeteria provides another service which in addition to furnishing wholesome lunches at a reasonable cost also acts as a special laboratory where opportunities are provided for pupils to actually learn to choose and eat balanced meals. Milk and other foods are obtained only from sources which are not con-taminated and inspection and rating of sanitation is made by the county sanitation officer at regular intervals. The theoretical knowledge taught in the classroom about pro-per diet and its relation to general health is made functional when the cafeteria is operated as a health service phase of the school. Dental clinics, another health service included in the health program, reach many unfortunate children who need dental care but whose parents are unable to pay for the service. T}ie school nurse cooperates tvith the teachei- in pi-omoting the general health of the child. The school cafeteria pro-vides well-balanced lunches at reasonable costs. Other health services that are inckided in the program of some schools are : health examinations and follow-up work for correc-tion of defects, pre-school clinics, and immunization programs. Health Education in its broadest sense is a responsibility of every teacher and is a by-product of every phase of school life. Schools obtaining maximum health results are emphasizing the physical, mental, social and moral aspects of health. The ideal of health is taken to mean not mere freedom from obvious deform-ities and pathological symptoms. It is the realization of the high-est physical, mental and spiritual possibilities of the individual. The health service programs are intended to be not only pro-tective and corrective in nature but also educative. Through these various services health education becomes a personal and functional matter. Health becomes a way of living. Health supervision (healthful school living) is concerned with the hygiene and sanitation of the school building, grounds, and equipment. This includes the supervision of the classrooms, cor-ridors, lavatories, toilets, drinking fountains, water supply, and care of the grounds. It also includes supervision of the heating, ventilating, and lighting of the whole school. The health prog ram nichtdcH de)ital care. The study of food creates interest in proper diet. Health instruction, including safety, is a responsibility of every teacher in the school even though special classes are offered in this subject. In the elementary grades it is a part of the daily program while, for the most part, in the high school it is inte-grated with such subjects as physical education, science, and home economics. Leaders in health education recommend that high schools devote at least one period each week for two years to definite health and safety education. The school st)-esses the functional value of education in safety and fi)-st aid. Play is a natural part of the child's life. Physical education programs in North Carolina include activi-ties such as free play on playground equipment, softball, volley-ball, basketball, baseball, soccer, tennis, rhythms and dances, track and field events, table tennis, swimming, golf, apparatus work, tumbling, self-testing stunts, and touch football. Prac-tically every school in the State conducts some of these activities, even though an organized program of physical and health edu-cation is not offered. It is true, however, that a large majority of the high schools confine their activities to the athletic teams. Baseball, football, basketball and track are the sports that are carried on by most of the city schools. The majority of the smaller schools have only baseball and basketball. The athletic programs of most schools, however, reach less than twenty-five percent of the students. In 1937-38 eleven high schools in the State employed twenty-three full-time certified physical and health education teachers. Thirty-five schools employed forty-six teachers who devoted part of their time to regular physical education classes. The physical education program includes rhythmics and folk dancing. Physical education develops muscular coordination and body control. Charlotte led in the number of full-time high school teachers with seven, High Point and Durham each employed four, Salis-bury, two, and Asheville, Mills Home, Greensboro, Waynesville, Henderson, Raleigh, and Lumberton each employed one full-time physical and health education teacher. In addition to the sixty-nine schools that employ special teach-ers many others carry on an activity program by the regular classroom teachers during the activity period and after-school hours. In the elementary schools that offer organized physical edu-cation activities the regular classroom teacher usually carries on this program. Principals' Annual Reports for 1937-38 indicate that approximately fifty percent of the elementary schools do have organized and classified activities for all of the pupils. The track meet -provides rigorous exercise on a competitive basis. In the classroom they study safety— Safety education is accepted as a responsibility of the schools to combat the increasing rate of accidents. Statistics compiled by the National Safety Council show that, while the percentage of accidents for adults and people over fourteen years of age has increased, the percentage for children of elementary age has shown a large decrease. This is a recognized result of the fine safety education carried on in our elementary schools. Many high schools carry on safety programs as an extra-cur-ricular activity, while there are a few schools that have special courses. The general trend has been to combine safety education as a part of the health and physical education program. This makes for economy and efficiency in the administration of the program and at the same time combines related subjects in such a manner as to provide opportunities for better instruction. In keeping with present educational requirements the school safety programs are being developed as a functional program closely related to everyday experiences, interests, and needs of North Carolina children. The programs are built around the eight main phases of safety education : home, school, street, out-of-doors, vacation and seasonal safety, fire prevention, and first aid. —To and f)-om school they practice it. North Carolina Public Schools Td Art Art Education H. S. Enrollments 1937-38 Subject All courses White Negro Total 947 117 1,064 Opportunity for creative expression is the right of every child. At one time crea-tive povi^ers were thought to exist in only a few people. Acceptable trends are now that every one should be privileged and encouraged to take part in a variety of expressive forms. This satisfaction to creative impulses may perfect itself through many media provided in the elementary and high school —paint, clay, crayon, charcoal, construction materials, ink, pen-cil or chalk. The child uses these materials to help him vivify an idea, to clarify a thought, to factually represent an event or to play with imaginative design. The useful side of art has a place from the beginner's chart to drama in the higher grades. Activi-ties in the simplest daily contacts with material objects should show recognition of line, form, color, proportion, balance, rhy-thm, and repetition. It is especially desirable that the pupil shall apply these principles in his most immediate choices, as in his clothing and home decoration. Appreciation for notable examples of art works is encouraged. Children love pictures. Long before reading powers are develop-ed they read mingled emotions into line and space forms. The program proposes to meet this desire by the presentation of seventy or more prints from grades one through seven—this list to be selected by the schools from a large number of masterprints. The art class provides opportunity for the child to express himself creatively. Art and literature meet in the puppet show. "Another side of art in the elementary school is the doing of things 'just for fun' ", says Jessie M. Todd. Through representa-tion the child draws upon a number of the major art expressions. He sees and feels art as directly a part of the theatre, costume, sculpture, architecture, drawing and painting, graphic arts and art in industry. By studying and collecting fine prints, casts, statuary, pottery, glass, china, wood-carving, iron-works, brass, and antiques much of the tastes and ways of living of people may be known. Periods in history are made to relive through repre-sentation; literature becomes alive; character impersonation brings the past to life; and, through it all the language arts— spoken and written English, reading, writing and spelling—are developed in a way meaningful and joyful to the child. Increasing numbers of schools are recognizing the value of art in the lives of boys and girls and are accordingly providing materials and instruction that is necessary for a most desirable program. Likewise many schools are demonstrating in the daily living of the boys and girls principles of simplicity, harmony of color scheme, pleasing arrangement, and selection of decorations acceptable in design, form and color. High school art students express themselves in various media. North Carolina Public Schools 81 Music Music H. S. Enrollments The toy orchestra broadcasts. In the development of the curriculum the pupils' exiDeriences in music need not be isolated and separate from their other class-room and home experiences. It should be a part of their total experience—contributing its part to the completeness and beauty and richness of that experience and receiving support and en-richment from all other phases of learning. Therefore, classroom teachers by giving instruction in music are contributing each year to the growth and development of the music education pro-gram. Special teachers of public school music and directors and supervisors of music instruction are employed in the larger city administrative units. Many types of programs are presented in school and commun-ity each year, thus offering opportunities for pupils to use their learnings in music. Special Days, Music Week, and Festivals, each provide a situation where large numbers of children can en-joy their musical learnings through participating in and con-tributing to good programs of music. A pupil leads the class in keeping time to the music. North Carolina Public Schools 83 Industrial Arts Industrial Arts subjects are recognized as an essential part of general education even though such activities may have vital relationship to vo-cational education. Industrial Arts and Shop Classes H. S. Enrollments—1937-38 White Negro Total 5,676 2,164 7,840 A comprehensive course in Industrial Arts includes such subjects as art, metal work, auto-mobile mechanics, concrete construction, electricity, general metal work, mechanical drawing, pottery, printing, sheet metal work, textiles, woodworking. The objectives of Industrial Arts are: 1. To contribute to the general social development of the pupil. 2. To develop that mechanical handiness so useful in the home, school and play life of the child. 3. To stimulate thinking on the part of the pupil and to afford him an opportunity to put his ideas into action. 4. To encourage a wholesome attitude toward work. 5. To develop in pupils the habit of an orderly method of procedure in the performance of a task. Besides furnishing industrial and occupational i7iformation, the indus-trial arts course frequently furnishes a background for specialized vocational training. The industrial arts course is exploratory in nature, often revealing talent and interest ivhich might remain undiscovered 6. To develop in each pupil the ability to select wisely, care for, and use properly the things he buys or uses, and cultivate an appre-ciation for the products of arts and industry. 7. To give helpful industrial and occupational information, and ex-perience in those fundamental processes which will aid the student to choose his life work more wisely. 8. To serve as an introduction to vocational training. 9. To provide an opportunity to develop skills and knowledge of tool processes which contribute to the learning of a skilled trade. North Carolina Public Schools 85 Vocational Education The providing of practical training as a part of the public school offerings has met a hearty response among the people of North Carolina, and there has been a steadily increasing demand for vocational education from the time the program wr& inaugu-rated under the authority of the Smith-Hughes Act passed by Congress in 1917. The demands of a modern complex civilization, coupled with the difficulties unskilled workers have had in securing jobs dur-ing the past decade, has developed a decided change in public sentiment toward those types of education which aim to prepare the individual for efficient entrance into his chosen vocation. This demand for skilled workers is present in every phase of life where men work for a living. The program of vocational education as carried on by the Division of Vocational Education provides instruction for per-sons who have entered upon or are preparing to enter upon the work of the farm, the factory, the home, and the commercial and distributive occupations. Not only does the program provide for the training of the normal healthy individual but through the de-partment of vocational rehabilitation is finding, re-training and placing in positions of economic independence hundreds of North Carolina citizens, who because of accident or disease have be-come incapacitated for earning a living at their chosen vocations. 86 Biennial Report of State Superintendent Agricultural Education A group of students of voca-tional agricul-ture in the classroom. the teacher at the end of the season. From these records the state report is made up. The students' labor income on projects for 1937-38 amounted to $1,367,809.80. The Young Tar Heel Farm-er organization, made up of the students taking vocation-al agriculture, is one of the State's most potent agencies for developing leadership, self-reliance and initiative. The two camps, one at White Lake and one at Barnardsville in Buncombe County, which are owned and operated by the Young Tar Heel Farmers, furnish camping facilities at very reasonable rates for from 4,000 to 5,000 farm boys each summer. The farm shop, which is a part of the program of vocational agriculture, holds the interest of many boys, who might not be interested otherwise, and provides training opportunities for thousands of boys to learn to repair farm machinery, to make simple appliances for the homes, and to do many jobs around the farm that are a great saving in money. Agriculture Enrollments A successful home project in vocational agriculture requires the cooperation of mother and father. A group of Young Tar Heel Farmers in front of their chapter house. Kitchen police duty at the Young Tar Heel Farmer's Camp lit White Lake. North Carolina Public Schools 89 Growth Learning the art of cookery. vocational instructor furthers this development through social activities such as banquets, parties, club organizations and camp life. In 1937-38 there were approximately six hundred and fifty home economics departments in the high schools offering instruc-tion to about thirty-eight thousand students. ^i- A desirable home economics cottage. In connection with the vocational program many teachers con-ducted classes for out-of-school youth and adults. The units of instruction were selected by each group, depending upon their needs and interests. One hundred and fifty-eight classes were held with an enrollment of 3,000 pupils. E)ijoijiiig a sivim at the annual home economics outing at White Lake. •M,-f '•.«- North Carolina Public Schools 91 Trade and Industrial Education Until recently the activities of the Trade and Industrial De-partment were devoted largely to giving training to persons al- Students in trade classes learn carpentry and printing. creased Federal funds, more attention has been given to the day-trade classes. In 1937-38 there were fifty-seven day trade teach-ers employed in the larger high schools of the State. These courses are designed to prepare boys to become advanced appren-tices in machine shop, printing, the building trades, auto me-chanics and textiles, A high school woodworking trades clast^ North Carolina Public Schools 93 Vocational Rehabilitation During the fiscal year just ended, 389 persons were placed upon a self supporting basis through the activities of the De-partment of Vocational Rehabilitation. In consideration of the fact that 128 of these have 341 persons dependent upon them for support, it is at once apparent that 730 persons have been re-moved from potential or actual relief status during the year. In-stitutional care for this number of people would have cost ap-proximately $200,000, which is about double the entire budget of our Rehabilitation Program for the year. The activities of this department consist of locating, testing, giving physical restoration, where possible, vocational training and placement of the vocationally handicapped persons in the State. In order to aid in the physical restoration of these cripples the orthopaedic surgeons of the State cooperate with the depart-ment in conducting free clinics located at convenient places throughout North Carolina, Each month these clinics are held and the cripples in that area are notified to meet the surgeon for advice and treatment. There are on the live roll 1,401 incapacitated persons, either in process of being rehabilitated or waiting for a training oppor-tunity. This program is severely hampered by the lack of funds for maintenance of cripples while in training. There at present 200 incapacitated persons waiting for training, who could be on Story of complete rehabilitation in three pictures Crippled Corrected Trained 94 Biennial Report of State Superintendent North Carolina Public Schools 95 Business Education Business education has the responsibility and the oppor-tunity of making- a maximal social contribution in a demo-cracy. Since many business activities, business problems and business mistakes will come to all people and to the institutions and organizations in which they may participate the subject matter of Business Education should be such as will function efficiently in the life of the individual and con-tribute to a citizenship that is tent in business matters. Business Education H. 9o Biennial Report of State Superintendent Library Service "Let's sing the praise of books." Num North Carolina Public Schools 97 98 Biennial Report of State Superintendent Many schools are very inadequately supplied with library books, and all schools feel that additional material could be used to advantage. Large, light, airy library rooms are being provided in the new school buildings, and space is being arranged for library quarters in many older buildings. Elementary school classrooms also pro-vide library corners for housing classroom collections or books to meet the requirements of class study on a given subject. Re-creational books are also usually included in classroom collec-tions. A variety of worthwhile reading material easily accessible promotes wise use of free time and provides mental stimulus for active minds. In order to provide effective service definite provision must be made for housing the school library so that the books are avail-able at all times. A separate library room is provided in most of the high schools. In many elementary schools there is a library room, in others classroom library corners have been provided. Suitable quarters of these three types are shown in this publica-tion. The atmosphere of study and interest is apparent where suitable library rooms and books are supplied. Wide reading youths should develop into clear thinking adults. The classroom library fosters and develops the child's love for books. North Carolina Public Schools 99 Teache Children in ungraded classes are taught to use their hands and to develop habits of good citizenship. Special Classes In many communities new demands are being made upon the public school in the interest of the unsuccessful school child. To meet his peculiar needs special class work has been provided in many schools for the purpose of preventing more serious dis-ability and for correcting faults already discovered. When the child's difficulties in learning are understood and he is placed in a small group, it is possible for the teacher to give him more in-dividual attention, to guide him into activities which are within the scope of his abilities, and to restore his confidence and self-respect. If North Carolina is to make further progress in education, it will be made not only through development of the normal healthy child, but also through maximum development of the possibilities of the handicapped child. Every child, regardless of his physical, mental, or social endowments should be ofl'ered the opportunity of making his best contribution to society. The first sight-mving class i)i the State. A special teacher and special equipment are needed for this work. North Carolina Public Schools 101 Commencement A new type commencement is characteristic of many schools. Progressive schools have gotten aw^ay from the stereotyped class history, prophecy and last will and testament. The new kind of commencement presents a program built around a central theme. Illustrative of this type may be a pageant on "Democracy and Youth," symbolizing the democrative ideals of today in contrast with the reality, with its various parts written and acted by the students themselves. 25,000 strong they march forward to assume the privileges and duties of citizenship. 102 Biennial Report of State Superintendent Adult Education The Legislature of 1937 appropriated the sum of $25,000 for a State-Aided Adult Education Program. During the session 1937- 38, 98 teachers were employed and 4,544 adults were taught. The following city and county administrative units participated in this program: Anson, Buncombe, Burke, Kannapolis, Catawba, Cleveland, Durham County and Durham City, Winston-Salem, Gaston and Gastonia, Guilford, Greensboro, High Point, Jackson County, Mecklenburg, Charlotte, Moore, Orange, Richmond, Salisbury, Rutherford, Stanly, Albemarle, Surry, Swain, Tyrrell, and Union. No great civilization has ever been nor can ever be built upon ignorance. Ignorance builds no factories, constructs neither highways nor railroads, blazes no airplane trail, founds and fos-ters neither worthy homes nor schools and establishes and main-tains no satisfactory form of government. Ignorance is the foe of the church, the enemy of the home, the obstacle to the school, the destroyer of the state, and is at this moment the menace of civilization. What the commonwealth of North Carolina needs is not less education but more and better. '"Tis life not death foi- which we pant, More life and fuller that we want." Teaching adults the fundamental learning tools helps reduce illiteracy in the State. |