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.