Biennial report, Public Schools of North Carolina

              PART III
REPORT OF STATE INSPECTOR OF PUBLIC HIGH SCHOOLS, 1916.'17.
REPORT OF STATE INSPECTOR OF PUBLIC HIGH SCHOOLS, 1917-'18.
REPORT OF STATE BOARD OF EXAMINERS AND INSTITUTE CON-DUCTORS.
REPORT OF COLORED NORMAL SCHOOLS, 1916-'17, AND 1917-'18.
REPORT BUREAU OF COMMUNITY SERVICE.
REPORT DIRECTOR SCHOOLS FOR ADULT ILLITERATES.
CIRCULAR LETTERS OF STATE SUPERINTENDENT.
TENTH ANNUAL REPORT
STATE INSPECTOR OF PUBLIC HIGH SCHOOLS
OF
NORTH CAROLINA
FOR THE
SCHOLASTIC YEAR ENDING JUNE 30, 1917
INCLUDING
A REPORT OF THE TOWN AND CITY HIGH SCHOOLS
BY
N. W. WALKER
PROFESSOR OF SECONDARY EDUCATION IN THE UNIVERSITY OF NORTH CAROLINA
AND STATE INSPECTOR OF PUBLIC HIGH SCHOOLS
LETTER OF TRAIN SMITTAL
Chapel Hill, N. C., December 17, 1917.
Honorable J. Y. Joyner,
State Superintendent of Public Instruction,
Raleigh, N. C.
Dear Sir:—I have the honoi* to submit herewith my tenth Annual Report
of the Public High Schools, established under an act of the Legislature of
1907, for the scholastic year ending June 30, 1917.
I have included, also, in accordance with your instructions, such a report
of the city and town high schools as could be made from the reports sent in
to your office by the superintendents and principals of these schools. It was
impossible to make this part of the report complete, since so many of the city
superintendents make to your office no separate report of their high school
work. It will be noted, by reference to the tables for the city high schools,
that the statistics used for several schools are those reported for the year
1915-'16; but where this is the case attention is calledi to the fact by a foot-note.
So few reports were sent in by the principals of the private schools
that it was not deemed worth while to include them in this report.
I beg to submit as a supplement to this report High School Leaflet No. 13,
entitled, "A Check List of High Schools and Other Schools Doing Work of
Secondary Grade in North Carolina, 1917-'18." This list, published in Novem-ber,
1917, shows that there are 578 white schools in North Carolina doing
work of secondary grade. These schools are of the following types: "State
high schools," 246; city and town high schools, 80; "local high schools," 157;
State normal schools, 3; private schools, 26; church schools, 66. An examina-tion
of this list, county by county, will throw considerable light on our sec-ondary
school situation, and for this reason I wish to submit it as a supple-ment
to this report. It should be followed by another list showing precisely
what facilities each and every one of these schools has for doing high school
work, and how effectively each is performing its function. Such facts as the
following, for example, should be shown, certainly for each school operated
at public expense—the program of studies, the number of teachers, the number
of pupils, the cost and the efficiency of instruction, the value of the plant, and
the school's classification. Most of the facts here mentioned are to be found
in this report in the case of the State and city high schools. Tliey should all
be given in a succeeding publication for all high schools operated at public
expense, and such of them as can be obtained should be given also for the
private and church schools. In this way we should have a fairly complete
survey of our secondary school facilities.
6 Letter of Transmittal
I have no further recommendations to make at this time. After completing
the survey suggested in the foregoing paragraph, I shall have further recom-mendations
to make which I shall hope to submit with my next annual report.
There are three items of progress for this year which I should like to record
here before closing. They are: (1) an increase in the annual State appropri-ation
for public high schools from $75,000 to $100,000, granted by the Legis-lature
of 1917; (2) a plan for classifying the high schools of the State adopted
under a resolution of the State Board of Education, October 6, 1917, and pub-lished
in Part Three of this report; (3) a recent decision of the Supreme
Court declaring the public high school operated under the public high school
law of 1907 to be an organic part of the general and uniform system of public
schools required by the Constitution. This decision is given in full in Part
Three of this report. It opens wide the door of a new era of high school de-velopment
in North Carolina.
Respectfully submitted,
N. W. Walker,
State Inspector of Public High Schools.
REPORT OF THE STATE INSPECTOR OF PUBLIC
HIGH SCHOOLS, 1916-1917
RURAL PUBLIC HIGH SCHOOLS
SUMMARY OF THE YEAR'S PROGRESS*
Number, Classification, and Distribution of Scliools.—During the scholastic
year covered by this report, 1916-1917, there were 213 public high schools in
operation receiving State aid. Five schools w^ere discontinued and six new
schools established, making a net increase of one in the number in operation.
The number of schools reporting four-year courses increased from 114 to
128; the number reporting three-year courses decreased from 77 to 65; and
the number reporting two-year courses decreased from 21 to 20. There are
now only five counties in which no public high schools are in operation,
namely, Chowan, New Hanover, Pasquotank, Perquimans, and Watauga.
Enrollment and Attendance.—The enrollment this year increased from
10,379 to 10,986, and the average daily attendance from 7,873 to 8,290. The
increase in enrollment over the preceding year was 605, or 5.83 per cent, and
the increase in daily attendance was 417, or 5.16 per cent. The number of
students enrolled from outside the local districts increased from 3,053 to
3,664, and the number of boarding students enrolled increased from 1,947 to
2,444.
Teaching Force.—The number of teachers employed increased from 464 to
493, and, as has been the case for the past several years, there was urgent
need for more assistant teachers in many of the more prosperous schools.
In too many cases inadequate funds made it impossible to meet this need.
Receipts and Expenditures.—The total receipts this year increased from
$265,534.73 to $275,182.25, and the total expenditures increased from $256,-
251.73 to $266,574.60, making a net increase of $9,647.52 in receipts and $10,-
322.87 in expenditures.
The average salary paid the high school principal was increased from
$840.35 to $855.63. There were 76 principals who received $1,000 or more.
The number who received less than $500 was increased from four to five.
The total expenditures for principals' salaries increased from $178,154.61 to
$181,448.22. The amount expended for the salaries of assistant teachers was
increased from $64,591.77 to $73,541.49.
The average amount expended per student enrolled was $24.26; the average
cost per student in daily attendance was $32.16.
Length of Term.—The average length of term per school was 31.25 weeks,
as against 31.3 weeks for the preceding year. Or, taking the teacher as the
unit and not the school, the average length of term was 31.79. There was
1 school having a term of 38 weeks, 17 having a term of 36 weeks, 1 having a
*This part of the report pertains only to the Rural Publie Hiph Schools operated under the Pub-lic
High School Law of 1907. For a report of the City and Town High Schools, see Part II of this
report.
8 Public High Schools, 1916-1917
term of 35 weeks, 3 having a term of 34 weeks, 5 having a term of 33 weeks,
127 having a term of 32 weeks, 2 having a term of 31 weeks, 16 having a term
of 30 weeks, 2 having a term of 29 weeks, 35 having a term of 28 weeks, and
4 having a term of less than 28 weeks.
Buildings and Equipment.—The campaign for better buildings and equip-ment
for the high schools which has been in progress for the past several
years, has gone on unabated. Marked progress has been made in the way of
constructing new buildings better adapted to high school needs, in providing
dormitories, in enlarging, remodeling, and otherwise improving old buildings
already in use, and in providing better equipment. The campaign must go
on until every high school receiving State aid is well housed in a modern
building that is sufficiently equipped to enable the school to do well the work
it undertakes to do.
During the last year (up to December 15, 1917) new buildings for 18
schools have been erected, or are now under construction, totaling a cost of
$268,100; 40 schools now own 70 dormitories worth $190,500 as against 39
schools owning dormitories worth $174,200 a year ago; 35 schools report
scientific apparatus worth $7,552 as against 24 reporting apparatus worth
$9,561 a year ago; 153 schools report that they have 33,702 volumes of refer-ence
works and fiction as against 29,176 such volumes reported by 146 schools
a year ago. Twelve other schools have made provision for erecting new
buildings not yet begun that will cost $144,100. (Of course, it must be
understood that the buildings in which these State-aided high schools are
housed are used also to accommodate the elementary schools of the com-munities
in which the high schools are located.)
The following tables will show the schools that have erected new build-ings,
improved old ones, provided dormitories, etc., and the amount spent in
each case, as well as the total value of the school plants.
Value of Buildings and Plants
(At close of school year.)
Value of main buildings (213 schools) $1,585,950
Value of 70 dormitories owned by 40 schools 190,500
Value of 213 school plants 1,977,178
Cost of improvements since last report (up to December 15) 155,078
Number of Buildings and Plants of Different Values
_, , , School Entire
Vamect at BuUdings Plant
Less than $1,000 6 2
From $1,000 to $2,500 64 52
From $3,000 to $4,500 50 45
From $5,000 to $9,500 45 46
From $10,000 to $14,000 13 26
From $15,000 to $19,000 14 12
From $20,000 to $24,000 3 8
From $25,000 to $34,000 14 13
From $35,000 to $44,000 3 6
From $45,000 to $50,000 1 3
Public HicxH Schools, 1916-1917
New Buildings Erected or Under Construction
{December 5, 1916, to December 15, 1917.)
County School Cost
Anson Polkton $ 7,000
Bladen Bladenboro 20,000
Buncombe West Buncombe.. 18,000
Duplin Beulahville 5,000
Granville Knap of Reeds.... 7,500
Harnett Angler 20,000
Haywood Clyde 12,000
Hoke Raeford '. 35,000
Martin Williamston 25,000
Pitt Bethel 23,000
Grifton 23,000
Richmond Hoffman 14,000
Sampson Newton Grove 6,000
Transylvania Penrose 3,600
Tyrrell Columbia 8,000
Warren Macon 18,000
Washington Creswell 15,000
Yadkin Boonville 8,000
Rema7-ks
New building under construction.
New building ready.
New building ready.
New building ready.
New building ready.
New building ready.
New building under construction.
New building ready.
New building under construction.
New building ready.
New building ready.
New building ready.
New building ready.
New building ready.
New building under construction.
New building ready.
New building under construction.
New building ready.
$268,100
Kew Buildings Not Yet Under Construction, Proyided for by Bonds
or Otherwise
County School Amount
Guilford Pleasant Garden.. $40,000
Harnett Lillington 5,000
Hertford Aulander 10,000
Macon .Higdonville 2,000
Madison Spring Creek 600
Mecklenburg Paw Creek 12,000
Northampton Rich Square 25,000
Pamlico Alliance 5,000
Richmond Ellerbe 12,500
Rockingham Stoneville 7,000
Surry Dobson ...
Union Waxhaw
5,000
20,000
Rem arks
Bonds voted for new building.
Subscriptions for dormitory.
Additional bonds for enlarge-ments
and equipment.
Subscriptions and tax for dormi-tory
to cost $4,000.
Subscriptions for dormitory.
Bonds voted for new building,
to cost $20,000.
Bonds voted for new building.
Bonds voted for new building.
Bonds voted for new building.
Bonds voted for new building,
to cost $12,000.
Bonds voted for new building.
Bonds voted for new building.
$144,100
Summary of Building Activities Since Last Report—Up to December 15, 1917
Cost of 18 new buildings completed $268,100
Provision made for 12 buildings not yet begun 144,100
Part III—1 $412,200
10 Public High Schools, 1916-1917
MISCELLANEOUS STATISTICS
Boarding Students:
Number of boarding students enrolled 2,444
Boys I'OSl
Girls 1'393
Outside Students:
Number of students enrolled from outside local district 3,664
Boys I'^O^
Girls 1'861
Pupils and Teachers in Elementary Scliools:
Pupils enrolled in elementary schools operated in connection with
public high schools *42,221
Number of teachers in elementary schools operated in connection
with public high schools 1,260
Cost Per Higli School Student:
Average cost per pupil enrolled $24.26
Average cost per pupil in daily attendance 32.16
Principals' Salaries:
Number of principals receiving $1,000 or more 76
Number of principals receiving $900 or more, but less than $1,000.. 19
Number of principals receiving $800 or more, but less than $900.... 46
Number of principals receiving $700 or more, but less than $800.... 40
Number of principals receiving $600 or more, but less than $700.... 20
Number of principals receiving $500 or more, but less than $600.... 7
Number of principals receiving less than $500 5
Average salary paid principals $855.63
RURAL PUBLIC HIGH SCHOOLS
Schools :
Number of schools established 213
Schools reporting four-year courses 128
Schools reporting three-year courses 65
Schools reporting two-year courses 20
Teachers:
Total number of high school teachers 493
Number giving full time to high school instruction 383
Number giving part time to high school instruction 110
Number of male teachers 250
Number of female teachers 243
*Several of the high school principals did not furnish any information as to the number of pupils
enrolled in the elementary school.
Public High Schools, 1916-1917 11
Number of male principals 202
Number of female principals 11
Enrollment:
Total number of students enrolled 10,986
Boys enrolled 5,186
Girls enrolled 5,800
Number of fourth-year students enrolled 995
Number of third-year students enrolled 1,988
Number of second-year students enrolled 3,038
Number of first-year students enrolled 4,965
Number of students in four-year high schools 7,752
Number of students in three-year high schools 2,635
Number of students in two-year high schools 609
Attendance:
Total average daily attendance 8,290
Average daily attendance, boys 3,690
Average daily attendance, girls 4,600
Graduates, 1917:
Boys 282
Girls 513
Total 795
EURAL PUBLIC HIGH SCHOOLS
(Number of students pursuing the different branches.)
English :
Grammar 5,210
Composition and rhetoric 5,917
Literature 6,963
Mathematics :
Advanced arithmetic 5,107
Algebra 6,544
Plane geometry 1,610
Solid geometry 181
Trigonometry 23
History :
English history 3,016
General history 1,929
Ancient history 2,179
American history 1,320
History of North Carolina 270
Modern history 274
Literary history 21
12 Public High Schools, 1916-1917
Foreign Languages:
Latin 7,410
Greek 3
French 1.016
German 451
Spanish H
Science :
Physical geography 1.965
Physics '^05
Introduction to science 2,403
Agriculture 855
Botany - 462
Physiology 661
Chemistry 303
Biology 22
Miscellaneous :
Commercial geography 152
Drawing 294
Music 127
Singing 410
Civics 308
Spelling 6,071
Domestic science 1,382
Education 13
Economics 12
Writing 128
Manual training 93
Psychology 19
Sanitation 22
Bible 29
Commercial Branches:
Bookkeeping 94
Commercial arithmetic 137
Shorthand 78
Typewriting 176
RURAL PUBLIC HIGH SCHOOLS
Receipts :
From local taxation $ 96,566.34
From private donations 8,754.56
From county apportionments 80,508.87
From State appropriation 76,125.00
Balance on hand from last year 9,048.14
Overdrafts paid from local funds 4,179.34
Total receipts $275,182.25
Public High Schools, 1916-1917 13
Disbursements :
For principals' salaries $181,448.22
For salaries of assistant teachers 73,541.49
For fuel, janitors, and incidentals 11,584.89
Total expenditures $266,574.60
*Balance on hand $ 8,607.65
I
14 Public High Schools, 1916-1917
Public High Schools, 1916-1917 15
Showing Receipts, Salaries, Expenditures, Etc
16 Public High Schools, 1916-1917
Public High Schools^, 1916-1917 17
Receipts
o
50, O (U fc;
500.00
300.00
400.00
300.00
500.00
500.00
250.00
450.00
300.00
300.00
300.00
500.00
500.00
400 01
400.00
200.00
200.00
200.00
450.00
500.00
500.00
250.00
250.00
200.00
500.00
500.00
250.00
500.00
250.00
350.00
200.00
500.00
250.00
250.00
250.00
400.00
Expenditures
S 2,017.75
1,093.06
1,350.00
900.00
2,220.00
1,500.00
750.00
1,556.40
900.00
900.00
900.00
2,300.00
2,661.00
1,523.00
1.263.00
750.00
800.00
750.00
1,459.72
1,489.87
1,600.00
750.00
750.00
708.75
1,500.00
1,500.00
750.00
1,723.00
1,212.39
2,246.83
720.00
1,000.00
873.40
855.00
1,026.94
1,457.10
03
0,.
$ 900 .00
880.00
1,000.00
700.00
500.00
266.67
630.00
1,112.00
800.00
600.00
630.00
1,000.00
1,200.00
1,000.00
1,000.00
750.00
800 00
750.00
880.00
796.87
1,000.00
550.00
750.00
700.00
787.50
900.00
750.00
825.00
705.00
1,500.00
720.00
1,000.00
700.00
800.00
700.00
937.50
S 520.00
100.00
350.00
150.13
1,520.00
1,105.00
444 .40
100.00
270.00
240.00
1,150.00
1,300.00
420.00
680.00
fl a> ^ ai
1-5 jj O 2
560.00
450.00
700.00
660.00
898.00
473.29
495.00
157.50
450.00
55.22
200.00
128.33
11.00
30.00
30.00
150.00
161.00
90.00
90.00
9.30
243.00
8.75
12.50
214.00
34.10
251.83
8.15
55.00
37.15
66.63
Ti 03
o X a HW5
S 1,475.22
980.00
1,350.00
850.13
2,220.00
1,500.00
641.00
1,556.40
900.00
900.00
900.00
2,300.00
2,661.00
1,510.00
1,770.00
750.00
800.00
750,00
1,449.30
1,489.87
1,000.00
550.00
750.00
708.75
1,500.00
1,774.00
750.00
1,723.00
1,212.39
2,246.83
720 .00
1,000.00
865.65
855.00
737.15
1,454.13
C3 r1 « O
$ 542.53
113.06
49.87
U3 o
p
109.00
13.00
507.00
10.42
600.00
200.00
7.75
289.79
2.97
274.00
18 Public High Schools, 1916-1917
Public High Schools^ 1916-1917 19
Receipts
o
03 rv
400.00
200.00
375.00
500.00
O D f;
500.00
20 Public High Schools, 1916-1917
Public High Schools, 1916-1917 21
Receipts
tu o
^ o.
500.00
500 00
350.00
325.00
250.00
500.00
500.00
200.00
350.00
350.00
400.00
500.00
•300.00
300.00
350.00
350.00
500.00
500.00
500.00
£00.00
400.00
400.00
500.00
500.00
350.00
350.00
200.00
500.00
250.00
500.00
350.00
200.00
400.00
400.00
500.00
O 0) >H
2,100.00
1,520.00
1,440.00
1.575.00
1,250.00
1,639.34
1,500.00
600.00
1,290.00
1,230.00
1,350.00
1.500.00
*900.00
900.00
1,050.00
1,050.00
3,000.00
1,522.85
1,566.25
1,620.00
1,420.00
1,384.69
1,620.00
1,500.00
1,075.00
1,200.00
945.00
2,4.50.00
1,590.00
1,738.00
1,700.00
840.00
2,000.00
2,010.00
3,858.00
1,616.28
Expenditures
03
a u
1,000.00
800.00
900.00
1,080.00
800.00
1,000.00
600.00
600.00
800.00
800.00
870.00
825.00
*750.00
750.00
1,050.00
1,050.00
1,500.00
1,000.00
1,000.00
1,100.00
900.00
1,000.00
1,000.00
950.00
1,075.00
640.00
560.00
1,000.00
1,000.00
1,000.00
1,200.00
800.00
1.000.00
1,000.00
1,200.00
900.00
M ta
o3 <u
$ 1,060 00
680.00
520.00
450 00
400.00
360.00
840.00
520.00
400 .00
480.00
525.00
1,320.00
440 .00
560.00
520.00
520.00
200.00
540.00
340.00
400.00
335 00
1,300.00
540.00
640.00
440.00
40.00
1,000.00
880.00
2,125.00
592.00
ti QJ si CD
P a dr
X
f^ iSmIi]
40.00
40.00
20.00
45.00
50.00
150.92
60.00
30.00
30.00
111.55
*55 .00
50.00
180.00
150.00
6.25
27.73
80.00
210.00
50.00
150.00
50.00
98.00
60.00
130.00
533.00
124.28
^ d o)
*J P.
O X fci
$ 2,100 00
1,520.00
1,440.00
1,575.00
1,250.00
1,510.92
1,500.00
600.00
1,350.00
1,230.00
1,350.00
1,461.55
*805 .00
800.00
1,050.00
1,050.00
3,000.00
1,590.00
1,566.25
1,620.00
1,420.00
1,227.73
1,620.00
1,500.00
1,075.00
1.040.00
945.00
2,450.00
1,590.00
1,738.00
1,700.00
840.00
2,000.00
2,010.00
3,858.00
1,616.28
» t3d
d "
« o
128.42
60.00
38.45
*95.00
100.00
67.15
156.96
160.00
22 Public High Schools, 1916-1917
Public High Schools, 1916-1917 23
Receipts
o o
200.00
245.00
500.00
500.00
250.00
250.00
500.00
500.00
500.00
350.00
400 .00
400.00
250.00
400.00
400.00
250.00
400.00
500.00
250.00
400.00
250.00
500.00
200.00
250.00
400.00
500.00
500.00
200.00
250.00
500.00
250.00
350.00
250.00
200 .00
300.00
o a ^
784 .04
1,155.77
1,520.00
1,680.00
848.59
1,193.02
1,500.00
1,500.00
1,680.00
1,083.25
1,230.50
1,300.00
1,485.00
1,495.00
1,273.77
800.00
1,410.00
2,064.93
1,325.00
1,328.57
1,223.00
2,460.50
806.00
698.00
1.200.00
1,500.00
1,500.00
600.00
750.00
2,000.00
750.00
1,059.53
838.93
643.46
1,299.11
Expenditures
c3
.2->.
$ 720.00
800.00
1,040.00
1,200.00
195.00
420.00
1,168.75
1,200.00
1,100.00
640.00
800.00
800.10
900.00
1,000.00
800.00
800.00
1,100.00
1,757.70
825.00
899.99
798 .00
995.00
800.00
675.00
1,100.00
870.00
700.00
600.00
750.00
1,000.00
750.00
699.53
700.00
630.00
750 00
CO
400.00
480.00
480.00
524.25
455.00
492.00
775.00
520.00
443.25
245.95
472.60
585.00
495 .00
350.00
400.00
P (D C5 GO
1-5 .Hi d M
d a 2 X
18.28
25.00
420.00
420.00
385.00
1,438.50
100.00
630.00
800.00
"101.04
2 "634. 75
51.15
184.55
28110.00
50.00
11.45
75.00
80.00
8.58
40.00
27.00
6.00
23.00
980.00
360.00
375.00
20.00
51.82
13.46
90.64
d
24 Public High Schools, 1916-1917
Public High Schools, 1916-1917 25
Receipts
26 Public High Schools, 1916-1917
NOTES TO TABLE
*Taken from Principal's Annual Report.
tEstimated from incomplete reports from treasurer and principal.
Jlncludes $1,500 for Farm-Life Department.
Includes overdraft of $495.11.
2Error in 1915-'16 report of Sl.OO.
'This amount was borrowed.
^Last year's report showed a balance of .$2.34.49.
'Last year's report showed a balance of S2.34.
6Last year's report showed a balance of $323.50.
'Last year's report showed a balance of $63.28.
*Last year's report showed a balance of $1.25.
'Last year's report showed a balance of $.76.
"Last year's report showed a balance of $35.61.
'Last year's report showed a balance of $30.00.
^Last year's report showed a balance of $50.00.
'Last year's report did not show any balance.
^Overdraft of last year.
'Last year's report showed a balance of $.46.
^Last year's report showed a balance of $100.35.
'Last year's report showed a balance of $.78.
sLast year's report showed a balance of $509.00.
'Last year's report showed a deficit of $613.30 which was assumed by the County Board.
2 "Last year's report showed a balance of $57.00.
2iThe Treasurer's report did not state from what source this amount was derived.
'^Last year's report showed a balance of only $37.63.
2 'This was an overdraft from last year.
2<$625.75 of this amount was overdraft from last year.
2'Last year's report showed a balance of $1.50.
''Last year's report showed a deficit of $80.91.
"Last year's report showed a balance of $42.
'^Last year's report showed a deficit of $163.38.
2'Last year's report showed a deficit of $64.93 instead of a balance of that amount.
'"Last year's report showed a balance of $41.21.
'Last year's report showed a deficit of $186.00 not accounted for in this report.
'^Last year's report showed deficit of $7.50 not accounted for in this report.
"Last year's report showed no balance.
'••Incidental expenses had not been paid when this report was made out.
"Last year's report showed a deficit of $9.50 instead of a balance.
CITY AND TOWN HIGH SCHOOLS
GENERAL COMMENT
City and Town High Scliools Not Operated Under Public Higli Scliool Law.
We have in North Carolina three types of public schools doing high school
work: (1) State high schools, (2) city high schools, and (3) local high
schools. An account of the progress of the State high schools, that is, those
operated under the public high school law and receiving State aid, is to be
found in Part One of this report. Local high schools, or high school depart-ments,
are those operated under the general school law as a part of the
county system, and not under special charter, and that do not receive State
aid. The city high school is organized as a part of the city public school
system, which is operated, as a rule, under a special charter, and is, there-fore,
independent of the operation of the public high school law, unless ap-proved
as a county high school under section 6 of this law.* Local and city
high schools are not required by law to make to the State Superintendent of
Public Instruction separate iinancial and statistical reports, as the State
high schools are, and so it is impossible to give in detail the complete and
accurate information regarding the operation of this part of our public high
school system that is given for the rural public high schools which receive
State aid.
New Buildings During Tear.—The reports of the superintendents and prin-cipals
show that during the past year the towns and cities listed below have
erected new buildings for their high school departments, have voted bonds
for new buildings, or have new buildings under construction. It should be
understood that in nearly all cases these buildings accommodate not only the
high school grades, but some of the lower grades as well.
Badin New building completed $ 25,000
Biltmore New building ready for use 50,000
Black Mountain New building under construction 42,000
Charlotte Bonds voted for new buildings 250,000
Cornelius New building completed 25,000
Edenton Additional bonds to complete building 10,000
Lowell Bonds voted for new building 20,000
Red Springs Additional bonds to complete building 7,500
Woodfin New building completed 18,000
Other Information.—The main facts regarding the city and town high
schools will be found in Tables IV and V, Part Two of this report. For the
progress report during the past year the reader is referred to the abstracts
from the superintendents' reports printed below. Of course, this statement
*The high school departments of the following six towns and cities are approved under this sec-tion
as county high schools: Hendersonville, Laurinburg, Louisburg, Marion, Southport and Tar-boro.
The statistics for these six schools will be found in Tables I, II, III, giving the statistics for
the rural public high schools. For the year 1917-'18 the high schools of the following additionb,
towns and cities became State high schools: Hickory, Mount Gilead, Norlina, Sanford, Shelaly
Washington, and Wilmington.
28 Public High Schools, 1916-1917
of the past year's progress is incomplete, since many of the superintendents
failed to report improvements. The list of graduates from the city high
schools offering four-year courses are given in Part Three of this report.
CITY AND TOWN HIGH SCHOOLS
Schools:
Number of schools reporting 83
Schools reporting four-year courses 57
Schools reporting three-year courses 23
Teachers :
Total number of high school teachers 403
Number giving full time to high school instruction 341
Number giving part time to high school instruction 62
Number of male teachers 143
Number of female teachers 260
Number of male principals 83
Number of female principals
Enrollment:
Total number of students enrolled 9,684
Boys enrolled 4,071
Girls enrolled 5,613
Fourth-year students enrolled 1,057
Third-year students enrolled 1,945
Second-year students enrolled 2,734
First-year students enrolled 3,946
Attendance :
Total average daily attendance 7,840
Graduates, 1917:
Boys 285
Girls 586
Total 871
CITY HIGH SCHOOLS
(Number of students pursuing the different branches in the City High
Schools.)
English :
Grammar 3,546
Composition and rhetoric 5,431
Literature 6,694
Mathematics :
Advanced arithmetic 2,749
Algebra 5,812
Public High Schools, 1916-1917 29
Plane geometry 1,685
Solid geometry 274
History:
English history 1,653
Ancient history 1,997
General history 1,051
American history 1,280
North Carolina history 56
Modern history 404
Foreign Languages:
Latin 6,878
French 874
German 520
Spanish 263
Greek 27
Science:
Physical geography 912
Physics 833
Introduction to science 2,020
Agriculture 103
Botany 323
Chemistry 287
Biology 225
Physiology 516
Zoology 4
Miscellaneous :
Commercial geography 107
Drawing 315
Commercial law 19
Domestic science 1,325
Manual training 307
Singing 265
Civics 435
Spelling 4,072
Penmanship 120
Mechanical drawing 44
Music 32
Commercial English 55
Elementary economics 36
Printing 21
Commercial Branches:
Bookkeeping 412
Commercial arithmetic 249
Shorthand 317
Typewriting 365
30 Public High Schools, 1916-1917
CITY AND TOWN PUBLIC HIGH SCHOOLS—Showing Schools, Superintendents, Enrollment and
Attendance, Statistics, Etc.
High School,
1916-'17
Public High Schools, 1916-1917 31
High School,
1916-'17
32 Public High Schools, 1916-1917
High School,
1916-'17
MISCELLANEOUS
A.—CONSOLIDATED SUMMARIES OF STATISTICS FOR RURAL AND
CITY HIGH SCHOOLS
General Summary
Schools: Rural. City. Total.
Number of schools 213 83 296
Schools reporting four-year courses 128 57 185
Schools reporting three-year courses 65 23 88
Schools reporting two-year courses 20 20
Teachers :
Total number of high school teachers 493 403 896
Number giving full time to high school instruc-tion
383 341 724
Number giving part time to high school instruc-tion
- 110 62 172
Number of male teachers 250 143 393
Number of female teachers 243 260 503
Number of male principals 202 83 285
Number of female principals 11 H
Enrollment:
Total number of students enrolled 10,986 9,684 20,670
Boys enrolled 5,186 4,071 9,257
Girls enrolled - 5,800 5,613 11,413
Fourth-year students enrolled 995 1,057 2,052
Third-year students enrolled 1,988 1,945 3,933
Second-year students enrolled 3,038 2,734 5,772
First-year students enrolled 4,965 3,946 8,911
Attendance :
Total average daily attendance 8,290 7,840 16,130
Graduates, 1917:
Boys 282 285 567
Girls 513 586 1,099
Total
'
795 871 1,666
General Summary
(Number of students pursuing the different branches in both rural and city
public high schools.)
English: Rural. City. Total.
Grammar 5,210 3,546 8,756
Composition and rhetoric 5,917 5,431 11,348
Literature 6,963 6,694 13,657
34 Public High Schools, 1916-1917
Mathematics : Rural.
Advanced arithmetic 5,107
Algebra 6,544
Plane geometry 1,610
Solid geometry 181
Trigonometry 23
History:
English history 3,016
Ancient history 2,179
General history 1,929
American history 1,320
North Carolina history 270
Literary history 21
Modern history 274
Foreign Languages:
Latin 7,410
Greek 3
French 1,016
German 451
Spanish 11
Science :
Physical geography 1,965
Physics 705
Introduction to science 2,403
Agriculture _ 855
Botany 462
Chemistry 303
Biology 22
Physiology 651
Zoology
Miscellaneous :
Commercial geography 152
Drawing 294
Commercial law
Domestic science 1,382
Manual training : 93
Music 127
Singing 410
Civics 308
Spelling 6,071
Penmanship 128
Education 13
Economics 12
Mechanical drawing
Psychology 19
City.
Public High Schools, 1916-1917 35
Commercial Branches: Rural. City. Total.
Bookkeeping 94 412 506
Commercial arithmetic
Shorthand
Typewriting
Commercial English
Elementary economics
Printing
137
36 Public High Schools, 1916-1917
grammar and intermediate grades of the local elementary school operated
in connection with the high school; and, too, certain lines of extension
work and home project work are carried on in the community not only
during the regular session, but also in vacation time.
There are now in operation twenty-one (21) farm-life school departments.
These 21 schools are located in 18 counties, as follows: Guilford, Wake, and
Durham each have 2, Iredell, Craven, Robeson, Harnett, Nash, Wilson,
Rowan, Gaston, Forsyth, Moore, Mecklenburg, Bertie, Catawba, Northamp-ton,
and Vance have one each. They are distributed over the central part
of the State—from Craven and Bertie in the east to Catawba in the west.
It is the hope of the State Superintendent of Public Instruction that even-tually
every county in the State shall have at least one such school.
The Craven County Farm-Life School at Vanceboro is the only school
established under the original act providing for farm-life schools. Under
the requirements of this original act there is operated in connection with
this farm-life school a four-year high school which receives State aid under
the general high school law. The Forsyth County Farm-Life School at
Clemmons is operated under a special act. There is a high school depart-ment
operated in connection with this school, but it does not receive State
aid from the special appropriation for public high schools for the reason
that Forsyth County was already receiving State aid for four high schools,
the maximum number allowed when this school was converted into a farm-life
school. With the exception of these two schools, the farm-life schools
are operated under what is known as the Guilford County Farm-Life School
act, which was passed in 1911, and was made of State-wide application in
1913, and under the provisions of this act are, as stated above, departments
of the public high schools in connection with which they are operated. It is
true that special acts were passed authorizing some of the counties to estab-lish
farm-life departments, yet, except as noted above, the appropriations
are made and the schools conducted as provided for in the Guilford act.
The figures given in the following tables are taken in the main from
special reports sent in by the principals of the schools in November and in
some cases from the final reports submitted last spring. The data on attend-ance,
length of term, number of students pursuing the various branches, etc.,
for the several schools having farm-life departments will be found in tables
I and II of Part One of this report.
The values of property shown in the following tables are estimates given
by the principals and are given as a rule in round numbers. They can be
regarded in most cases only as approximations. It should be understood
that the buildings, dormitories, and apparatus in these several schools are
used for the entire high school, and not simply for the farm-life depart-ments,
and that the value given for the plant is for the entire plant which
is used for the community's elementary school and for the State-aided high
school as well.
The farm-life departments of the public high schools are supervised by
Mr. T. E. Browne, Professor of Vocational Education in the North Carolina
State College of Agriculture and Engineering, West Raleigh.
Public High Schools, 1916-1917 37
TABLE 1.—RECEIPTS AND
38 Public High Schools, 1916-1917
TABLE II.—ESTIMATED RECEIPTS AND EXPENDITURES FOR MAINTENANCE, 1917-'18.
Farm-Life Schools and
Counties in Which They
Are Located
Receipts
State
County
School
Fund
County
Commis-sioners
Other
Sources
Total
Total
Expendi-tures
Bebtie
Aulander
Catawba
Startown
Craven
Vanceboro
DUKHAM
Lowe's Grove
Parrish Agric. H. S..
FOHSYTH
Clemmons
Gaston
Dallas
Guilford
Jamestown
Pleasant Garden
Harnett
Lillington
Iredell
Harmony
Mecklenburg
Pineville
Moore
Eureka
Nash
Red Oak
Northampton
Rich Square*
Robeson
Philadelphus
Rowan
China Grove
Vance
Middleburg
Wake
Wakelon
Gary*.
Wilson
Rock Ridge
$ 1,500.00
1,500.00
2,500.00
1,250.00
1,250.00
1,600.00
2,500.00
1,100.00
1,100.00
1,500.00
1,500.00
1,500.00
2,300.00
2,500.00
1,500.00
1,500.00
2,500.00
2,000.00
1,250.00
1,250.00
1,250.00
$ 1,500.00
1,500.00
1,250.00
1,250.00
1,600.00
2,500.00
600.00
600.00
1,500.00
1,500.00
2,500.00
1,500.00
750.00
2,000.00
1,250.00
1,250.00
1,250.00
2,500.00
1,100.00
1,100.00
1,500.00
750.00
2,500.00
1,000.00
800.00
623.35
700.00
800.00
200.00
$ 3,000.00
4,000.00
5,800.00
2,500.00
2,500.00
3,823.35
5,000.00
2,800.00
2,800.00
3,000.00
3,000.00
3,000.00
2,300.00
5,000.00
3,700.00
3,000.00
5,000.00
4,000.00
3,300.00
2,500.00
2,700.00
3 3,000.00
4,000.00
6,175.00
3,000.00
2,500.00
3,400.00
5,000.00
2,800.00
2,800.00
3,000.00
2,750.00
2,150.00
10,400.00
2,900.00
3,700.00
3,000.00
5,000.00
3,540.00
3,300.00
2,500.00
2,700.00
Totals. 34,850.00 24,300.00 9,450.00 4,123.35 72,723.35 77,615.00
*No report for this year. Figures brought forward from last year's report.
Public High Schools, 1916-1917 39
TABLE III.—VALUE OF BUILDINGS, FARM, AND EQUIPMENT.
Farm-Life Schools and
Counties in Which They
Are Located
Bertie
Aulander
Catawba
Startown
Craven
Vanceboro
Durham
Lowe's Grove
Parrish Agrio. H. S...
FORSYTH
Clemmons
Gaston
Dallas*
Guilford
Jamestown
Pleasant Garden
Harnett
Lillington
Iredell
Harmony
Mecklenburg
Pineville
Moore
Eureka
Nash
Red Oak
Northampton
Rich Square*
Robeson
Philadelphus- -.
Rowan
China Grove
Vance
Middleburg
Wake
Wakeldn
Cary*
Wilson
Rock Ridge
Totals.
School
Building
30,000
2,000
6,000
6,000
4,700
9,800
10,000
35,000
11,000
30,000
3,000
20,000
5,000
20,000
10,000
15,000
4,500
8,000
40,000
33,000
15,000
Dormi-tories
2,500
22,000
4,000
5,000
8,300
5,000
10,000
7,000
10,000
4,500
1,300
tt49,000
t5,500
3,500
3,000
17,400
10,000
11,000
12,500
2,700
Acres in
Farm
318,000 219,500
35
22
80
172
21
40
48
24
t89
50
67
21
81
30
45
**35
20
20
15
16
27
958
Value of
Farm
$ 6,000
2,000
8,000
8,000
1,200
4,000
7,000
4,000
1,500
2,000
4,500
2,100
2,430
6,000
4,500
2,500
2,000
2,000
1,200
2.700
73,630
Barn
Farm
Stock and
Equip-ment
600
650
1,200
1,000
1,200
800
1,200
800
600
1,000
700
1,000
600
1,060
500
800
1,500
700
15,910
S 550
350
600
300
655
1,300
1,000
1,000
600
1,250
Present
Value
of
Plant*
1,700
1,200
1,050
25,585
880
300
900
$ 37,150
7,150
37,550
19,600
12,400
23,555
24,500
50,800
20,500
43,200
14,250
23,400
58,830
33,700
19,500
19,650
51,045
20,500
54,680
50,000
22,000
39,220
'Figures taken from last year's report.
180 acres of this land is rented and the value of same is not given.
ttThis includes a $12,000 hospital.
JThis includes the new dining hall under construction.
**This school has rented 35 acres of land.
643,960
»
ELEVENTH ANNUAL REPORT
STATE INSPECTOR OF PUBLIC HIGH SCHOOLS
OF
NORTH CAROLINA
SCHOLASTIC YEAR ENDING JUNE 30, 1918
INCLUDING
A REPORT OF THE TOWN AND CITY HIGH SCHOOLS
N. W. WALKER
PROFESSOR OF SECONDARY EDUCATION IN THE UNIVERSITY OF NORTH CAROLINA
AND STATE INSPECTOR OF PUBLIC HIGH SCHOOLS
Part III—3
LETTER OF TRANSMITTAL
CiiArEL Hill, N. C, December 30, 1918.
Honorable J. Y. Joyner,
State Superintendent of Public Instruction,
Raleigh, N. C.
Dear Sir:—I have the honor to submit herewith my eleventh Annual Report
of the Public High Schools of North Carolina for the school year ending
June 30, 1918.
Part I of this report deals with the "State" high schools—that is, the public
high schools receiving special state aid; Part II deals with the "City" and
"Local" high schools; in Part III will be found consolidated summaries of
statistics for all public high schools that reported to your office, the current
list of "Accredited Schools," a list of the graduates for 1918 of all four-year
high schools that reported, and the list of the apportionments for the year
1918-19.
This is the last high school report I shall have the honor of addressing to
you, now that you have tendered to the Governor your resignation as State
Superintendent of Public Instruction, to take effect January 1, 1919. I feel
that I should be lacking in gratitude if I did not take this occasion to express
to you the deep sense of personal obligation I feel for your constant coopera-tion
with me in my work as Inspector of High Schools, and for the sympa-thetic
encouragement and never-failing assistance you have given me in ways
and instances too numerous to be recorded here. Through your abiding in-terest
in promoting high school development, your understanding and appre-ciation
of the many problems and factors involved in stimulating and direct-ing
this development along intelligent lines, and your sympathetic leader-ship,
you have indeed made my work a labor of love during the years it has
been my privilege to be associated with you. My hope is that the high school
as an organic part of our public school system may, in the years to come,
completely justify your faith in it as an effective agency for the promotion of
human happiness, prosperity, and progress, by living up more nearly to its
possibilities and by functioning in a fuller measure and in a more effective
way than it has been possible for it to do during the pioneer stage of its
development under your administration.
Respectfully submitted,
N. W. Walker,
State Inspector of High Schools.
FOREWORD
The time has come when the public high schools should be made an organic
part of each county school system, provided for by state and county taxation,
as are the elementary public schools, without restriction upon the number in
each county except the restriction of the needs and the ahility to support them.
It will be observed that under the six-months school bill recommended by me,
if enacted into law by this General Assem,bly, the same provision is made for
the maintenance of the high schools by state and county taxation as an organic
part of the state and county school system as is made for the maintenance of
the elementary intblic schools for six months. The districts maintaining high
schools should be required to supplement these funds by local taxation or
private subscription, or otherwise, by an amount at least equal to the amount
apportioned to the high school by the state, and at least sufficient to extend
the high school term tivo or three tnonths. The present high school lata
should be revised so as to set iip proper standards for high schools and place
necessary restrictions for the maintenance of these standards and for the
projycr supervision of all high schools.—From the Biennial Recommendations
of Superintendent J. Y. Joyner, December, 1918.
During the year covered by this report, the high schools, of course, suffered
heavily because of war conditions, as did all other institutions. Many of their
best male principals and teachers were called in the draft for military service,
and substitutes had to be provided who, in a great many cases, were not nearly
so well prepared for high school teaching. On account of this, it was not
humanly possible to keep the class work up to the academic standards of
normal times. The big fact of war was one that the high schools, like every-thing
else, had to accept and make the best of it they could. They accepted it
in a patriotic spirit, and the response they made to the Nation's needs and the
Government's appeals was sufficient to give the counties in which they were
located a new birth of patriotism. No appeal that the Nation made to or
through the high schools of North Carolina was made in vain. Every appeal
met with a hearty, enthusiastic, and patriotic response. This fact must
not and cannot be overlooked by our citizenship now that we are face
to face with problems of reconstruction, readaptation, and readjustment, the
proper solution of which must depend upon the response we now make to the
financial need of the high schools. I think the fact that even under the stress
and strain of war, both the enrollment and the attendance in the high schools
of the State kept up the normal rate of increase, is one in which we should
take pride and find encouragement. The enrollment in the State high schools
increased 16.4 per cent, and the attendance, 16.3 per cent over the preceding
year.
One other matter I should call attention to in this connection: In October,
1917, it was decided that State diplomas would be issued to graduates of
standard four-year high schools, beginning in 1918. On account of the general
conditions that the war brought about, which tended toward demoralization
in so many schools, it was decided not to issue these diplomas in 1918, but
to wait until the return of normal conditions under which good standards of
work should be maintained. It now seems that it will be wise further to post-pone
the awarding of State diplomas for another year, or until 1920.
44 Public High Schools, 1917-1918
INCREASED SUPPORT FOR HIGH SCHOOLS NECESSARY
The question of providing increased support for the public high schools
must be viewed in its relation to the two sharply defined policies of financing
the entire public school system which the Legislature will be called upon
to consider: the present policy, and that proposed in the paragraph quoted
above from Dr. Joyner's recommendations. In case the Legislature decides
to continue the present policy, then a greatly increased State appropriation
for high schools will be necessary; if, on the other hand, it should decide to
abandon the present policy and base the school revenue act upon the principle
proposed above, then the high school will become in fact an organic part of
the public school system, and as such will receive greatly increased support
from both county and State. In this case, no special State appropriation for
public high schools will be necessary, if provision is made to prevent the dis-sipation
of resources and energies under the plan proposed. How the neces-sary
increase in financial support for public high schools shall be provided
will depend, then, entirely upon the general policy that the Legislature adopts
regarding the raising and distribution of school revenue in general. Let
us look for a moment at the two general policies under consideration.
Our present plan does not provide for a large State school fund to be paid
into the State Treasury and distributed from there to the various counties.
The revenue derived from the general State school tax of 20 cents on the $100
of property valuation is retained in the various counties. The State aids the
counties out of the State treasury in the following ways: (1) By an annual
appropriation of $250,000 to be distributed among all the counties upon the
basis of school population; (2) by setting aside 5 cents of the annual ad
valorem tax levied and collected for State purposes on every $100 of property
valuation (yielding now about $465,000); (3) by a special annual appropria-tion
of $100,000 for public high schools.
Under the general plan advocated since the passage of the constitutional
amendment, it is proposed to create a State school fund sufficient to run all
the public schools for three months, and to require the counties to levy a
special county-wide tax sufficient to run them another three months, thus
meeting the constitutional requirement of a six-months school term. If the
school revenue act is based upon this principle, all the general school tax now
levied, together with the present equalizing fund, the $250,000 per capita
appropriation, and the $100,000 appropriation for high schools will go into the
State Treasury as a State school fund—which will be as large as can be raised
under the constitutional limitation of 66 2/3 cents (on the $100 of property
valuation) for general State and county purposes. The rate of State taxation,
therefore, for school purposes will be at least 30 cents; it may be as much as
32 cents. After this constitutional limitation has been reached, any tax
that the Legislature may require the counties to levy will be levied as a
special county tax and will not be subject to the constitutional limitation men-tioned
above. This fact constitutes really the strongest argument for the
proposed change of policy: it puts every county in the State under a special
county-wide tax, thus almost doubling over school revenues, and it unifies
and consolidates all our public school work—elementary and secondary.
Now, since the public high schools have been declared by the Supreme
Court to be an organic part of the public school system contemplated in the
Constitution, provision must be made to support them for at least six months
Public High Schools, 1917-1918 45
from State and county funds, leaving the revenue derived from special local
taxes for extending the term another three months, for paying larger salaries,
for building purposes, etc. This provision will apply to all public high schools
(State, city, and local) fulfilling the requirements of the law.
With the provision that no salaries shall be decreased under the operations
of the proposed plan, and with the further provision that the State Superin-tendent
of Public Instruction be authorized to formulate rules and regulations
providing for the payment of high school teachers' salaries on a lower attend-ance
basis than is likely to be possible in the case of the elementary schools,
the public high schools of all classes will be sufficiently safeguarded and the
amount of money available for high school instruction from State and county
funds will be multiplied several times over. The second plan, therefore, with
the two necessary safeguards mentioned above, will operate to put the high
school wo;:'k on a substantial financial basis, and it will unify all our school
work—elementary and secondary—in a more effective way than can ever be
possible under the present policy.
SUGGESTIONS AND REC03OIENDATI0NS
1. In my judgment, it will be well to consider carefully the advisability of
reorganizing elementary and secondary school work on the 6-3-3 plan, so as
to provide for Junior High Schools (grades 7-8-9) and Senior High Schools
(10-11-12). The reorganization can be effected under either of the proposed
financial policies. But if the present policy is continued, a greatly increased
State appropriation will be necessary in order to take care of the seventh
grade work, which will fall in the Junior High School, and further increase
will be necessary to take care of the twelfth grade work, which should be
added to our present course. This whole matter, beyond the question of pro-viding
the necessary financial support, is not primarily a matter of legisla-tion,
since it can be worked out and put into effect by the State Department
of Education under the existing laws. I am convinced that the reorganiza-tion
of our high school work on the 6-3-3 plan, so that the courses of Instruc-tion
in the Junior High Schools could be better adapted to the needs of the
pupils of the 7th, 8th, and 9th grades, and the courses of instruction in the
Senior High Schools could be intensified and otherwise strengthened, would
greatly improve our high schools by increasing their efficiency in many ways.
I need not go into a further discussion of the problem at this point.
2. The limit in the number of high schools of both Junior and Senior grade
that a county may establish should not be limited to four as at present: it
should depend, rather, upon the needs of each county for high school facilities,
the willingness and the ability of the county and the local districts to support
such schools, and to meet the State's requirements as to attendance, length
of term, and necessary facilities. If the present financial policy is continued,
an increase in the State high school appropriation ought to be secured, if
possible, in order that more high schools can be aided in places badly in need
of high school facilities. If the second plan is adopted, the financial problem
will take care of itself in so far as State revenues are concerned.
3. The buildings and equipments of Senior High Schools ought to be stand-ardized,
on the basis of modern principles of school architecture; and definite
requirements should be set up regarding (1) laboratory equipment, (2)
library facilities, and (3) the keeping of full and accurate records.
46 Public HiCxH Schools, 1917-1918
4. Provision should be made for erecting dormitories and teachers' homes in
connection with Senior High Schools, and for transporting pupils where this
is desirable and feasible.
5. Provision should be made for establishing negro high schools. This
problem will take care of itself if the proposed policy is put into effect. If
the present policy is continued, the appropriation will have to be increased,
and the limit in the number of schools a county may establish will have to
be increased.
6. The machinery of administering the high school work should be further
simplified.
7. If the present financial apportionment is continued, the maximum appor-tionment
to public high schools should be increased from $600 to $1,200 in
order that, by requiring a like amount for both the county and the local dis-trict,
it may be possible for developing schools that are now financially
cramped to continue their development; that they may be enabled to hold the
stronger high school principals in service by paying them living salaries.
If this is not done, the high schools will be sure to lose many of their best
teachers who can command better wages in some other calling.
8. The annual State appropriation ought to be increased from $100,000 to
$250,000 if the present policy is continued. If the proposed policy is adopted,
no special State appropriation to high schools will be necessary.
REPORT OF THE STATE INSPECTOR OF PUBLIC
HIGH SCHOOLS, 1917-1918
PART ONE-STATE HIGH SCHOOLS
SUMMARY OF THE YEAR'S PROGRESS*
Number, Classification, and Distribution of Scliools.^—During the scholastic
year covered by this report, 1917-1918, there were 246 public high schools
in operation receiving State aid. Three schools were discontinued and thirty-six
new schools established, making a net increase of thirty-three over the
preceding year. The number of schools reporting four-year courses increased
from 128 to 161; the number reporting three-year courses increased from 65
to 68; and the number reporting two-year courses decreased from 20 to 17.
There were only three counties in which no public high schools receiving
State aid were in operation, namely, Chowan, Perquimans, and Watauga.
(State aid has been granted for high schools in these three counties for the
year 1918-19, so that really every county in the State has at least one public
high school receiving State aid.)
Enrollment and Attendance.—The enrollment this year increased from
10,986 to 12,788, and the average daily attendance from 8,290 to 9,644. The
increase in enrollment over the preceding year was 1,802, or 16.4 per cent,
and the increase in daily attendance was 1,354, or 16.3 per cent. The number
of students enrolled from outside the local districts Increased from 3,664 to
3,790, and the number of boarding students enrolled increased from 2,444 to
2,455.
Teaching Force.—The number of teachers employed increased from 493 to
639, and, as has been the case for the past several years, there was urgent
need for more assistant teachers in many of the more prosperous schools.
In too many cases inadequate funds made it impossible to meet this need.
Receipts and Expenditures.—The total receipts this year increased from
$275,182.25 to $366,093.30, and the total expenditures increased from $266,-
574.60 to $351,233.49, making a net increase of $90,911.05 in receipts and
$84,658.89 in expenditures.
The average salary paid the high school principal was decreased from
$855.63 to $855.44. There were 83 principals who received $1,000 or more.
The number who received less than $500 was increased from five to seven.
The total expenditures for principals' salaries increased from $181,448.22 to
$210,439.81. The amount expended for the salaries of assistant teachers was
increased from $73,541.49 to $118,774.82. The average amount expended per
student enrolled was $27.44; the average cost per student in daily attendance
was $36.38.
*This part of the report pertains only to the State High Schools operated under the Public
High School Law of 1907. For a report of the City, and Local High Schools, see Part II of
this report.
48 Public High Schools, 1917-1918
Length of Term.—The average length of term per school was 31.15 weeks,
as against 31.25 weeks for the preceding year. There were 18 schools having
a term of 36 weeks, 4 having a term of 34 weeks, 165 having a term of 32
weeks, 1 having a term of 31 weeks, 14 having a term of 30 weeks, 1 having
a term of 29 weeks, 38 having a term of 28 weeks, and 5 having a term of less
than 28 weeks.
61111(1111? Actiyity.—On account of war conditions building activity came to
a stand-still this year. A few places that had previously voted bonds went
ahead with the erection of their buildings for school and dormitory purposes.
Others voted bonds but postponed the sale of them, and consequently the
erection of new buildings, until after the war should end. The following
record, though not complete, includes most of the building activity, except
for repairs and enlargements, among the State high schools up to Decem-ber
15, 1918:
County School Amount
Bertie Mars Hill $ 5,500
Beaufort Pantego 6,000
Cleveland Shelby 18,000
Duplin .Calypso 30,000
Gaston Dallas 25,000
Halifax Enfield 30,000
Harnett Lillington .... 5,000
McDowell Nebo 20,000
Macon lotla 4,000
Mecklenburg .... Paw Creek . ,
Mitchell Spruce Pine
Northampton Seaboard . . . ,
Transylvania . . . .Brevard
Vance Middleburg ,
. 20,000
. 12,000
8,000
. 25,000
. 10,000
$218,500
Remarks
Bonds sold.
Spent on dormitory and repairs.
Bonds for additional high school
rooms.
$16,000 in bonds and $14,000 in
private subscriptions for new
building.
Bonds for new building.
New building completed.
New dormitory completed.
Bonds for new building.
Private subscriptions for dormi-tory.
New building completed.
New building completed.
New dormitory completed.
Bonds for new building.
New dormitory completed.
Value of Buildings and Plants
(At close of school year, June 30, 1918)
Value of main buildings (226 schools reporting) $2,196,056.89
Value of 54 dormitories owned by 35 schools 204,900.00
Value of 164 school plants reporting 2,228,269.00
Cost of improvements since last report (up to December 15) ... . 64,993.52
I
Public High Schools, 1917-1918 49
Number of Buildings and Plants of Different Values
School Entire
Valued at Buildings Plant
Less than $1,000 4 3
From $1,000 to $2,500 40 45
From $3,000 to $4,500 54 39
From $5,000 to $9,500 43 55
From $10,000 to $14,000 40 36
From $15,000 to $19,000 20 23
From $20,000 to $24,000 14 15
From $25,000 to $34,000 19 16
From $35,000 to $44,000 7 11
From $45,000 to $50,000 5 3
MISCELLANEOUS STATISTICS
Boarding Students:
Number of boarding students enrolled 2,455
Boys 952
Girls 1,503
Outside Students:
Number of students enrolled from outside local district 3,790
Boys 1,693
Girls 2,097
Pupils and Teachers in Elemental^ Schools:
Pupils enrolled in elementary schools operated in connection with
public high schools *49,824
Number of teachers in elementary schools operated in connection
with public high schools 1,560
Cost Per High School Student:
Average cost per pupil enrolled $27.44
Average cost per pupil in daily attendance 36.38
Principal's Salaries :
Number of principals receiving $1,000 or more 83
Number of principals receiving $900 or more, but less than $1,000 27
Number of principals receiving $800 or more, but less than $900. . 57
Number of principals receiving $700 or more, but less than $800. . 36
Number of principals receiving $600 or more, but less than $700. . 18
Number of principals receiving $500 or more, but less than $600. . 18
Number of principals receiving less than $500 7
Average salary paid principals $855.44
* Several of the high school principals did not furnish any information as to the number of
pupils enrolled in the elementary school.
50 Public High Schools, 1917-1918
RURAL PUBLIC HIGH SCHOOLS
Schools:
Number of schools established 246
Schools reporting four-year courses 161
Schools reporting three-year courses 68
Schools reporting two-year courses 17
Teachers :
Total number of high school teachers 639
Number giving full time to high school instruction 504
Number giving part time to high school instruction 135
Number of male teachers 276
Number of female teachers 363
Number of male principals 224
Number of female principals 22
Enrollment:
Total number of students enrolled 12,788
Boys enrolled 5,544
Girls enrolled ; 7,244
Number of fourth-year students enrolled 1,329
Number of third-year students enrolled 2,363
Number of second-year students enrolled 3,578
Number of first-year students enrolled 5,518
Number of students in four-year high schools 9,732
Number of students in three-year high schools 2,587
Number of students in two-year high schools 469
Attendance :
Total average daily attendance 9,644
Average daily attendance, boys 3,892
Average daily attendance, girls 5,752
Graduates, 1918:
Boys 347
Girls 642
Total 989
STATE HIGH SCHOOLS
(Number of students pursuing the different branches)
English :
Grammar 5,518
Composition and rhetoric 7,128
Literature 9,588
I
Public High Schools, 1917-1918 51
Mathematics :
Advanced arithmetic 5,321
Algebi-a 8,454
Plane geometry 1 ,964
Solid geometry 228
Trigonometry 17
History :
English history 3,258
General history (including modern history) 2,601
Ancient history 2,805
American history 1,594
History of North Carolina 120
Foreign Languages:
Latin 8,540
French 1,695
German 365
Spanish 62
Science :
Physical geography 2,237
Physics 644
Introduction to science 3,542
Agriculture "^94
Biology 136
Botany ^^'^
Chemistry ^^^
Physiology—hygiene, sanitation, and health 861
Zoology lOS
Miscellaneous :
Commercial geography 1^3
Drawing ^'^^
Music ^^^
272
Singing
Civics
^^^
Spelling ^'^24
Home economics 2,056
Expression
. 78
Manual training '°
Commercial Branches:
Bookkeeping
102
Commercial arithmetic
Shorthand ^^^
220
Typewriting
Business English
52 Public High Schools, 1917-1918
STATE HIGH SCHOOLS
Receipts :
From local taxation |127,409.99
From private donations 15,557.46
From county apportionments 114,564.82
From State appropriation 95,500.00
Balance on hand from last year 8,808.62
Overdrafts paid from local funds 4,852.41
Total receipts $366,093.30
Disbnrsemeiits :
For principals' salaries $210,439.81
For salaries of assistant teachers 118,774.82
For fuel, janitors, and incidentals 22,018.86
Total expenditures 351,233.49
Balance on hand $ 14,859.81
*This is in fact not a true balance since there were many outstanding vouchers at the
time the reports were rendered.
54 Public High Schools, 1917-1918
Public High Schools^ 1917-1918 55
Showing Receipts, Salaries, Expenditures, Etc.
Receipts
56 Public High Schools, 1917-1918
Public High Schools, 1917-1918 57
Receipts
c3 o
400.00
300.00
300.00
300.00
250.00
500.00
500.00
500.00
300.00
400.00
300. 00
500.00
500.00
300.00
450.00
300.00
300.00
500.00
300.00
500.00
500.00
400.00
400.00
300.00
250.00
300.00
250. 00
500.00
500.00
500.00
300.00
300. 00
300.00
300.00
300. 00
500.00
500.00
03 ^
— ^^
O (P tH
1,359.00
900.00
1,149.00
900.00
815.51
5,100.00
2,042.53
1,500.00
1,013.06
1,440.00
1,300.00
2,417.93
1,867.00
900.00
1,700.00
900. 00
900.00
5,620.00
900.00
2,300.00
2,700.00
1,213.00
1,707.00
800.00
800.00
800.00
828. 75
1,510.42
1,500.00
1,600.00
1,100.00
900.00
900. 00
900.00
900. 00
1,675.00
1,5G0.00
Expenditures
03
P..
Pmcc
800.00
435.00
595.00
875.00
450.00
*1,000.00
1,000.00
1,000.00
880.00
1,000.00
800.00
1,200.00
266.66
760.00
1,250.00
700.00
525.00
2,000.00
756.00
1,000.00
1,200.00
1,000.00
1,500.00
800.00
800. 00
800.00
788.75
787.50
850.00
1,000.00
750.00
875.00
700.00
600.00
875.00
600.00
1,000.00
o «
515.00
465.00
114.00
*4,000.00
750.00
400.00
55.00
440. 00
440.00
880.00
1,340.00
450.00
200.00
375.00
3,170.00
144.00
1,150.00
1,260.00
420.00
480.00
ti <D si r/l
455.00
60.00
600.00
900. 00
962.50
6300.00
25.00
13.50
noo.oo
14.63
60.00
337.93
260.34
450. 00
1.50.00
240. 00
40.00
20.00
110.01
25.00
20.63
3 c3
O X fcl
1,315.
900.
1,009.
900.
463.
5,100.
1,764.
1,400.00
1,440.
1,300.
2,417.
1,867.
760.
1,700.
900.
900.
5,620.
900.
2,300.
2,700.
1,420.
1,980.
800.
800.
800.
828.
1,262.
1,020.01
47.50
160.00
1,600.
750.
900.
720.
600.
875.
1,547.
2,122.
W o
44.00
140.00
342.01
277.90
100.00 !.
78.06 I.
58 Public High Schools, 1917-1918
Receipts
County High Schools
Public High Schools, 1917-1918 59
Receipts
a> o
'I ft
300.00
500.00
300.00
350.00
300. 00
500.00
375.00
450.00
350. 00
450.00
400.00
400.00
500.00
600.00
500.00
400.00
400.00
300.00
300.00
300.00
500.00
300.00
300.00
300.00
300.00
300.00
600.00
400.00
600.00
350.00
300.00
500.00
375.00
500.00
450.00
450.00
500. 00
300.00
o a> tl
1,152.50
2,191.25
920.00
2,939.17
1,420.00
1,000.00
1,132.75
1,350.00
1,339.79
1,352.97
1,450.00
1,260.00
1,566.00
2,300.00
1,500.00
1,200.00
1,224.00
1,024.00
1,020.00
1,552.27
1,700.00
900.00
1,200.00
900.00
900.00
900.00
1,837.73
1,200.00
1,824.01
1,252.46
900.00
1,300.00
1,391.43
1,870.00
1,350.00
1,462.72
2,522.00
993.68
Expenditures
05
ft.
750.00
885.50
520.00
1,383.75
920.00
750.00
900.00
735.00
800.00
1,000.00
800.00
1,375.00
2,000.00
1,125.00
750.50
600.00
720.00
560.00
1,300.00
900.00
750.00
800.00
900.00
680.00
1,200.00
800. 00
1,214.20
800.00
52
PkH
987.47
800.00
800.00
800.00
630.00
900.00
402.50
1,295.75
400.00
1,487.75
400.00
362.50
400.00
400. 00
440.00
400.00
400.00
1,820.00
380.00
300.00
180. 00
840.00
400.00
450.00
637. 73
400.00
680.00
400.00
822.05
1,500.00
375.00
920.00
400.00
400.00
1,485.00
'q3 *-• J a; c3 en
1-5 +j d m
3 ca H X
10.00
67.67
100.00
121,000.00
4.50
50.00
41.34
112.97
50.00
60.00
13237.16
39.71
18.83
10.00
16148.31
30.00
65.00
64.00
13 c«
ci «><
+> ft
O H S
"42.63
7.42
89.73
28.96
150.00
70.00
50.00
407.00
17.00
1,152.50
2,191.25
920.00
2,939.17
1,420.00
1,000.00
1,117.00
1,3,50.00
1,176.34
1,352.97
1,450.00
1,260.00
1,375.00
2,000.00
2,057.16
1,125.00
1,170.21
918.83
910.00
1,548.31
1,700.00
900.00
1,200.00
830.00
965.00
744.00
1,837.73
1,242.63
1,901.62
1,289.73
822.05
1,500.00
1,391.43
1,870.00
1,270.00
1,2.50.00
2,522.00
917.00
V
S»5
« o
15.75
163.45
191.00
300.00
75.00
53.79
105.17
110.00
3.96
Q
557.16
70.00
65.00
156.00
77.95
42.63
77.61
37.27
200.00
80.00
212.72
76.68
60 Public High Schools, 19 17-1918
Public High Schools, 1917-1918 61
Receipts
B
a
o
o o
02 <!
450.00
300.00
300.00
500.00
300.00
300.00
300.00
450.00
300.00
300.00
400.00
450.00
j
500.00
500.00
350.00
2.50.00
300.00
500.00
400.00
500.00
300.00
450.00
400.00
450.00
300.00
500.00
300.00
300.00
350.00
500.00
500.00
550.00
350.00
550.00
500. 00
300.00
500.00
out;
Expenditures
1,475.00
1,360.00
975.00
2,734.41
1,225.00
900.00
1,000.00
1,350.00
900.00
900.00
1,520.00
1,450.00
1,875.00
1,650.00
1,150.00
1,700.00
1,300.00
1,628.42
1,300.00
1,500.00
900.00
1,515.59
1,240.73
1,480.00
1,000.00
1,500.00
900.00
900.00
1,050.00
1,500.00
1,970.00
3,517.50
2,550.00
1,650.00
1,500.00
900.00
3,000.00
r2 a
'3 6
$ 920.00
800.00
680.00
1,185.83
825.00
566.25
900.00
560.00
700.00
529.15
1,000.00
800.00
920.00
1,000.00
800.00
1,200.00
800.00.
1,040.00
800.00
620.00
700.00
900.00
800.00
1,000.00
1,000.00
1,100.00
525.00
800. 00
1,050.00
1,000.00
1,000.00
1,650.00
1,200.00
940.00
1,000.00
540.00
1,375.00
$ 480.00
480.00
120.00
1,486.25
375.00
o
.•S p.-
C <u o3 tc
o « o
424.00
150.00
212.50
520.00
470.00
880.00
600.00
300.00
4.50.00
400.00
400.00
500.00
880.00
520.00
400.00
480.00
400.00
500.00
720.00
1,467.50
950.00
1,075.00
1,080.00
220.00
1,040.00
75.00
80.00
62.33
25.00
100.00
2 "64. 40
21337.75
2 252.50
141.32
75.00
50.00
50.00
50.00
100.00
188.42
48.00
40.00
6.50
25.00
•a 03
O X ^
250.00
400.00
400.00
105.00
100.00
40.00
353.00
$ 1,475.00
1,360.00
800.00
2,734.41
1,225.00
566.25
1,000.00
1,048.40
1,187.75
794.15
1,520.00
1,411.32
1,875.00
1,6.50.00
1,150.00
1,700.00
1,300.00
1,628.42
1,300.00
1,500.00
700.00
1,468.00
1,240.00
1,480.00
1,000.00
1,500.00
531.50
825.00
1,0.50.00
1,500.00
1,970.00
3,517.50
2,550.00
2,120.00
2,180.00
800.00
2,768.00
a
fq o
175.00
333.75
301.60
105.85
38.68
U3
Q
287. 75
200.00
47.59
.73
368.50
75.00
470.00
680.00
100.00
232.00
62 Public High Schools, 1917-1918
Public High Schools, 1917-1918 63
Receipts
64 Public High Schools, 1917-1918
Public High Schools, 1917-1918 65
Receipts
66 Public High Schools, 1917-1918
Public High Schools, 1917-1918 67
Receipts Expenditures
CI o
02-91
300.00
300.00
400.00
300.00
600. 00
450.00
600.00
300.00
300.00
300.00
325.00
400.00
350.00
400.00
450.00
400.00
300.00
500.00
400.00
400.00
500.00
250.00
500.00
_ an
o (u tj
$ 990.00
1,300.00
1,780.00
1,124.00
2,137.44
1,566.11
2,545.35
1,115.35
1,600.00
2,162.38
1,312.00
1,300.00
1,050.00
1,065.00
1,391.40
1,228.40
1,050.00
1,500.00
1,683.00
1,332.00
1,559.87
974.12
2,166.25
> e3
700.00
1,000.00
1,100.00
800.00
1,320.00
787.50
1,291.60
900.00
1,062.50
1,081.25
880.00
720.00
1,000.00
800.00
900.00
720.00
630. 00
1,000.00
1,100.00
907.00
675.00
1,000.00
c3 a
210.00
200.00
720.00
240.00
807.50
350.00
1,040.00
175.00
400.00
972.50
400.00
540.00
160.00
240.00
480.00
480.00
425.00
480.00
1,317.00
400.00
600.00
C] a> "^ 03
r=' a Sri
50.00
60.00
60.00
42.00
9.94
428.61
213.75
40.35
65.00
108.63
32.00
40.00
25.00
25.00
75.00
103.00
15.00
54.00
106.59
o X !- HH.2
$ 960.00
1,250.00
1,880.00
1,082.00
2,137.44
1,566.11
2,545.35
1,115.35
1,527.50
2,162.38
1,312.00
1,300.00
1,160.00
1,040.00
1,380.00
1,225.00
655.00
1,500.00
1,683.00
1,332.00
1,361.00
675.00
1,706.59
m o P
30.00
50.00
100.00
42.00
72.50
110.00
25.00
11.40
3.40
395.00
198. 87
299.12
459.66
68 Public High Schools, 1917-1918
NOTES TO TABLE
'Amount estimated.
fTaken from Principal's Annual Report.
tTaken from Principal's Annual Report and not added in statistics.
§Incomplete. No report from Principal or treasurer on this item.
iTreasurer reports that this includes an overdraft of $361.22 from last year. Last year's report
showed an overdraft of $249.22. Discrepancy not explained.
2Tuition charges of $100.00.
^Last year's report showed a balance of $44.00. Not accounted for on this year's report.
^Report shows overdraft of $200.00 from last year, but previous report shows a balanced account.
^Includes $20.69 reported as paid on overdraft of last year.
ePaid on borrowed money for preceding year.
'Last year's report showed a balance of $55.57.
^Report for last year showed a balance on hand of $49.87.
'Reported as
" derived from other sources."
'"Last year's report showed a balance of $109.00.
1 iLast year's report showed a balance of $600, and an outstanding note of $500 which would absorb
this balance.
'^Reported as "paid out by the local treasurer."
i^Inoludes $153.30 reported as paid on overdrafts of last year.
'iReported as "derived from incidentals."
'^Reported as "derived from other sources."
i^Includes $32.91 reported as paid on overdraft of last year.
^'Includes $15.54 reported as paid on overdraft of last year.
isJncludes $61.50 reported as "derived from other sources."
1 'Reported as "derived from tuition."
2 "Includes $57.45 reported as paid on overdraft of last year.
2 'Includes $304.00 reported as paid on overdraft of last year.
2 2Paid on overdraft of last year.
2 3Last year's report showed a balance on hand of $38.45.
2^Last year's report showed a balance of $95.00.
2 5Last year's report showed a balance of $100.00.
2 5Reported as "derived from other sources."
2 'Special donation from Farm Life.
2SLast year's report showed a balance of $156.96 instead of $136.96.
2 'From tuition fees and entertainments.
soFarm Life Fund.
3'Reported as "derived from tuition fees."
3 -Paid on overdraft from preceding year.
3 3Last year's report showed a balance of $129.34.
3 'Last year's report showed a balance of $318.02.
ssReported as "derived from Bethel Graded School District No. 4."
3^Paid on overdraft from preceding year.
"Reported as "derived from Farmville Graded School District No. 3."
^sPaid on overdraft from preceding year.
3'Reported as "derived from Grifton Graded School, Swift Creek No. 1."
^"Last year's report only showed a balance of $8.85.
"Tuition of $12.00 added.
•^Includes $82.70 reported as paid on overdraft of last year.
4 3Paid on overdraft of $72.90 from last year.
4 'Last year's report showed a balance of $232.23.
^^Includes $495.00 reported as paid local treasurer.
<5Reported as "derived from local taxes transferred."
"Includes $4.50 reported as paid on overdraft of last year.
PART TWO-CITY AND LOCAL HIGH SCHOOLS
GENERAL COMMENT
City and Local High Scliools Not Operated Under Public High School Law.
We have in North Carolina three types of public schools doing high school
work: (1) State high schools, (2) city high schools, and (3) local high
schools. An account of the progress of the State high schools, that is, those
operated under the public high school law and receiving State aid, is to be
found in Part One of this report. The city high school is organized as a part
of the city public school system, which is operated, as a rule, under a special
charter, and is, therefore, independent of the operation of the public high
school law, unless approved as a county high school under section 6 of this
law. Local high schools, or high school departments, are those operated under
the general school law as a part of the county system, and not under special
charter, and that do not receive State aid. Local and city high schools are
not required by law to make to the State Superintendent of Public Instruction
separate financial and statistical reports, as the State high schools are, and
so it is impossible to give in detail the complete and accurate information
regarding the operation of this part of our public high school system that is
given for the State high schools which receive State aid.
Other Information.—The main facts regarding the city and local high
schools will be found in Tables IV and V, Part Two, of this report. For the
progress report during the past year the reader is referred to the abstracts
from the superintendents' reports printed below. Of course, this statement
of the past year's progress is incomplete, since many of the superintendents
failed to report improvements. The list of graduates from the city high
schools offering four-year courses are given in Part Three of this report.
CITY AND LOCAL HIGH SCHOOLS
Schools:
Number of schools reporting 112
Schools reporting four-year courses 64
Schools reporting three-year courses 30
Schools reporting two-year courses 18
Teachers:
Total number of high school teachers 461
Number giving full time to high school instruction 386
Number giving part time to high school instruction 75
Number of male teachers 148
Number of female teachers 313
Number of male principals 103
Number of female principals 9
70 Public High Schools, 1917-1918
Enrollment:
Total number of students enrolled 10,673
Boys enrolled 4,411
Girls enrolled 6,262
Fourth-year students enrolled 1,180
Third-year students enrolled 2,170
Second-year students enrolled 2,897
First-year students enrolled 4,426
Attendance :
Total average daily attendance 8,670
Graduates, 1918:
Boys 283
Girls 629
Total 912
CITY AND LOCAL HIGH SCHOOLS
(Number of students pursuing the different branches in the City High
and Local Schools)
English:
Grammar 4,649
Composition and rhetoric 5,526
Literature 6,782
Mathematics :
Advanced arithmetic 3,123
Algebra 6,424
Plane geometry 1,694
Solid geometry 182
Trigonometry ^5
History :
English history 1,147
Ancient history 3,137
General history 1,862
American history 1,094
North Carolina history 9"^
Foreign Languages:
Latin 6,453
French 1,673
German 466
Spanish 43
Public High Schools, 1917-1918 71
Science:
Physical geography 1^266
Pliysics 'g09
Introduction to science 2,630
Agriculture 243
Botany 219
Chemistry 295
Biology 413
Physiology 277
Miscellaneous :
Commercial geography 217
Drawing 138
Home economics 1,764
Manual training 316
Singing 141
Civics 568
Spelling 4,366
Commerce and industry 141
Social problems 40
Music 54
Commercial English 63
Astronomy 10
Commercial Branches:
Bookkeeping 839
Commercial arithmetic 744
Shorthand 556
Typewriting 476
PART THREE-MISCELLANEOUS
A.—CONSOLIDATED SUMMARIES OF STATISTICS FOR RURAL, CITY
AND LOCAL HIGH SCHOOLS
General Summary of Tables I and IV
Schools: State
Number of schools 246
Schools reporting four-year courses 161
Schools reporting three-year courses 68
Schools reporting two-year courses 17
Teachers :
Total number of high school teachers 639
Number giving full time to high school instruc-tion
504
Number giving part time to high school instruc-tion
135
Number of male teachers 276
Number of female teachers 363
Number of male principals 224
Number of female principals 22
Enrollment:
Total number of students enrolled 12,788
Boys enrolled 5,544
Girls enrolled 7,244
Fourth-year students enrolled 1,329
Third-year students enrolled 2,363
Second-year students enrolled 3,578
First-year students enrolled 5,518
Attendance :
Total average daily attendance 9,644 8,670 18,314
Graduates, 1918:
Boys 347
Girls 642
Total 989
City and
I
»
Public High Schools, 1917-1918 73
General Summary of Tables
(Number of students pursuing the different branches in State, City, and Local
public high schools)
English: State
Grammar 5,518
Composition and rhetoric 7,128
Literature 9,588
Mathematics :
Advanced arithmetic 5,321
Algebra 8,454
Plane geometry 1,964
Solid geometry 228
Trigonometry 17
History :
English history 3,258
Ancient history 2,805
General history 2,601
American history 1,594
North Carolina history 120
Foreign Languages:
Latin 8,540
French 1,695
German 365
Spanish 62
Science:
Physical geography 2,237
Physics 644
Introduction to science 3,542
Agriculture 794
Botany 437
Chemistry 490
Biology 136
Physiology—hygiene, sanitation, and health... 861
Zoology 108
Miscellaneous :
Commercial geography 163
Drawing 244
Home economics 2,056
Manual training 78
Music 808
Singing 272
Civics 648
Part III—5
ityand
74 Public High Schools, 1917-1918
State
Miscellaneous—Continued :
Spelling 6,524
Commerce and industry
Social problems
Astronomy • • • •
Commercial Branches:
Bookkeeping 133
Commercial arithmetic 102
Shorthand 114
Typewriting 220
Commercial English 17
City and
Local Total
4,366
Public High Schools, 1917-1918 75
Location and Name
Clayton:
High School
Clinton:
High School
Columbus:
Stearns High School
Concord:
High School
Conover :
Concordia College
Dallas :
High School
Dunn:
High School
Durham :
*City High School
*Trinity Park School
East Durham:
High School
Eclenton:
*High School
Elizabeth City:
*High School
Enfield:
High School
Farmville:
High School
Fayetteville:
Donaldson Military School
Fayetteville High School
Fremont:
High School
Gastonia:
High School
Goldsboro :
*High School
Greensboro:
*High School
Greenville:
-High School
Hamlet:
High School
Harmony :
High School
Henderson :
High School
Hendersonville:
*High School
*Fassifern School
*Blue Ridge School for Boys
of School—Continued
Hickory:
High School
High Point:
High School
Huntersville:
High School
Jamestown:
High School
Kinston:
*High School
LaGrange:
High School
Laurinburg:
*High School
Leaksville:
High School
Lenoir:
High School
Lexington :
High School
Lillingtoh:
High School
Lincolnton:
High School
Louisburg:
High School
Lumberton :
High School
Marion :
High School
Mars Hill:
*Mars Hill College
Maxton:
High School
Monroe :
*High School
Montreat:
Montreat Normal School
Mooresville:
High School
Morganton :
High School
Mount Airy:
High School
Mount Holly:
High School
Mount Olive:
High School
76 Public High Schools, 1917-1918
Location and IVanie of School—Continued
Mount Pleasant:
Collegiate Institute
Mont Amoena Seminary
New Bern:
High School
Newton:
Startown High School
North Wilkesboro:
High School
Oak Ridge:
*Oak Ridge Institute
Oxford:
Oxford High School
Pleasant Garden:
High School
Raleigh:
*High School
Red Springs:
Philadelphus High School
Reidsville:
High School
Rocky Mount:
*High School
Red Oak High School
Rutherfordton:
High School
*Westminster School
Salisbury:
High School
Sanford:
High School
Scotland Neck:
High School
Selma:
High School
Shelby:
High School
Smithfield:
*High School
Spencer:
High School
Statesville:
High School
Tarboro :
High School
Troy:
High School
Vanceboro:
Craven Co. Farm-life School
Vass:
Sand Hill High School
Wadesboro:
High School
Warsaw:
High School
Washington:
High School
Whiteville:
High School
Waynesville:
High School
Williamston:
High School
Wilmington:
*High School
Wilson:
*High School
Winston-Salem:
*High School
*8alem Academy
Zebulon:
Wakelon High School
REPORT
STATE BOARD OF EXAMINERS
INSTITUTE CONDUCTORS
1917-1918
LETTER OF TRANSMITTAL
Raleigh, January 1, 1919.
Hon. J. Y. Joyner,
Superintendent Public Instruction,
Raleigh, N. C.
My Dear Sir:—I beg leave to submit herewith a running account of the
work of the State Board of Examiners and Institute Conductors from the
time of their appointment, June 1, 1917, up to December 1, 1918. This covers
the first year and a half's wor.k of the Board. Most of this material was
collected last December, but, owing to the various changes and plans, it has
not been submitted to you until now.
Respectfully, E. E. Sams,
Secretary Board of Examiners.
THE FOLLOWING REPORT IS DIVIDED INTO FOUR PARTS—
FIRST. THE INSTITUTES.
SECOND. THE CERTIFICATION OF TEACHERS
THIRD. THE READING CIRCLE WORK
FOURTH. BULLETINS PREPARED BY MEMBERS OF THE BOARD
I. INSTITUTES
When the members of the Board were appointed as Institute Conductors
they had to enter upon their duties almost immediately without any time
for laying out plans for institute work or for agreeing upon any uniform
plan of action. The term of office began on June 1, 1917, and four institutes
opened on June 4 of that year. Three members of the Board had other
engagements that they had to fill, so substitutes were furnished for the insti-tutes
for the first six weeks. All the members of the Board were working
at the institutes continuously from June 4 until November 1, 1917. If you
recall this was at the beginning of the war with Germany. There was a
great deal of unrest among the teachers as to whether they should continue
to teach or enter the service of the government. For this reason the insti-tutes
were not as well attended as they had been in previous years.
The Board spent the winter of 1917-'18 in preparing bulletins and trying
to lay out a definite plan for the certification of teachers, and in preparing
a definite institute plan for the summer of 1918. A schedule of institutes was
issued for the summer of 1918 extending from April 15 to November 12 and
this institute schedule was carried out as planned until it was interrupted
by the epidemic of Spanish influenza the first of October 1918. The insti-tutes
that were held in 1918 were held under a great disadvantage on
account of the pressure of the war. Teachers in the rural districts felt
compelled to be engaged in war work, in canning and preserving food for
the necessities of war which were upon us. For this reason the institutes
of 1918 were not attended as well even as the institutes of 1917. The teachers
who had attended as a rule were the teachers who were less well prepared—
the better prepared teachers being engaged in war work of various kinds.
INSTITUTES FOR WHITE TEACHERS
In accordance with Chapter 146, Section 8, of the Public Laws of 1917,
the State Board of Examiners and Institute Conductors, since their appoint-ment
on June 1, 1917, have conducted Institutes in the following counties:
Alamance Cherokee
Alexander Chowan
Alleghany Cleveland
Anson Columbus
Ashe Craven
Beaufort • Cumberland
Bladen Currituck
Brunswick Dare
Buncombe Davidson
Bertie Duplin
Cabarrus Edgecombe
Caldwell Forsyth
Camden Gaston
Carteret Gates
Caswell Granville
Catawba Green
82 Report Board of Examiners
Haywood Person
Henderson Polk
Hertford Richmond
Hoke Robeson
Hyde Rockingham
Iredell Rowan
Jones Rutherford
Lee Sampson
Lenoir Stanly
Macon Scotland
McDowell Surry
Madison Swain
Martin Transylvania
Mecklenburg Tyrrell
Mitchell Union
Montgomery Vance
Moore ' Warren
Nash Washington
New Hanover ' Wayne
Northampton Wilkes
Onslow Wilson
Pasquotank Yadkin
Pender Yancey
Perquimans
Institutes have been provided and conducted as an agency for the training
of teachers already in the service, and also, to some extent, as a means of
equipping those just entering the service. The Institute was never intended
as a substitute for college or normal school training, or even for summer
school attendance; it was provided in order that every teacher might have
an opportunity to secure at least a limited amount of professional training.
The limitations of the Institute are well recognized by the Board of Insti-tute
Conductors. The time—two weeks—is too short to do a great ^mount
of constructive work. Then, too, in many cases, the number of teachers
in attendance has been too large to make it possible to adopt the work most
profitably to the needs of each teacher, since the members of the group
varied so greatly in training and experience. However, the aim in the
Institute has been to give the teachers some knowledge of subject matter
and method, to increase their craft consciousness, and to contribute some-what
to their general efficiency as teachers. And there is reason to believe
that many teachers have had their vision broadened and their effectiveness
Increased by attendance upon the Institute.
A part of the Reading Circle work has been done in connection with the
Institute. In 1917 the professional work was based upon Kendall & Mirick's
"How to Teach the Fundamental Subjects." In 1918 Leiper's "Language
Work in the Elementary Grades," was used. The test was studied with the
teachers with a view to their comprehending the subject matter, and an
attempt was made to apply the principles of the book in the actual teach-ing
exercises.
An examination was given on each book and when a teacher passed the
examination successfully credit was given on that portion of the Reading
Circle work.
Report Board of Examiners 83
INSTITUTE FOR 1917-1918-WHITE.
County
S4 Report Board of Examiners
Institute fob 1917-1918—White—Continued.
II. CERTIFICATION OF TEACHERS
When the Board was appointed, as said in the first part of this report,
the members entered at once upon the institute work and stayed continuously
in the field until November. It was, therefore, necessary to certify tem-porarily
all the teachers who were in service in the year 1916-17. The plan
was to certify temporarily every teacher in specially chartered schools and
every first gi-ade teacher in the rural schools and every superintendent so
that they could continue in the work they had been doing before the Board
was appointed. This temporary action on the part of the Board made
necessary by the exigencies of the occasion multiplied beyond measure the
work of the Secretary of the Board. This necessarily resulted in consider-able
confusion and dissatisfaction on the part of the teachers of the State
because the Board had no definite plan of action and had no opportunity
to get together to confer on a plan of action.
When the institute season was over in 1917 the Board met in the office
of the State Superintendent and spent the larger part of the winter in
preparing bulletins and in laying out a definite plan for the certification
of teachers. This definite plan required that all the teachers who held tem-porary
certificates on account of service in 1916-17 must be certified per-manently
in order to comply with the provisions of the law. The basis of
the various classes of certificates were decided upon but they have since
been modified to some extent. I insert herewith a plan showing the basis
of each class of certificate when obtained on a transcript from an educa-tional
institution. In the following you will find the classes of certificates
with an outline of both the academic and professional training required to
obtain these certificates.
HOW CERTIFICATES ARE ISSUED
BASES OF ISSUANCE
The State Board of Examiners and Institute Conductors will issue certifi-cates
as explained below:
A. Upon the basis of training.
If the transcript of a college or a school record shows that the appli-cant
has met the requirements of the certificate applied for, such cer-tificate
on the scholarship of the applicant will be issued. When this
certificate is countersigned by the superintendent under whom the
holder applies to teach, it becomes a valid certificate in all the public
schools of the State for the work specified on its face, as long as it is
kept in force.
B. Upon the basis of examination.
If the grades on the examination papers submitted show that the appli-cant
has met the requirements for the certificate applied for, such cer-tificate,
on the scholarship of the applicant, will be issued. When this
certificate is properly countersigned by the county superintendent of the
county, or the city superintendent of the city, in which the examination
was held, it becomes a valid cei'tificate in all the public schools of the
State for the work specified on its face as long as it is kept in force.
gg Report Board of Examiners
A superintendent's signature on a certificate indicates ttiat the holder is
of good moral character, and otherwise, aside from scholarship, fitted for
teaching.
Note—If a Special Certificate is sought on the basis of examination, it will be necessary
for applicant to notify the secretary of the board, in writing, at least sixty days before the
examination is to be held. Upon such notification, the secretary will furnish to the superin-tendent
holding examinations questions on this special subject, at the place mentioned on the
notification and at the times set by the law for holding all state-wide examinations. No
questions on these special subjects will be found in the regular examination questions. To
all successful applicants certificates will be issued in the same way and under the same rules
for validating and for renewal as pertain to all other certificates.
A. Certificates Issued Upon Basis of Training
The subjects upon which certificates are Issued without examination are
divided into two distinct groups—Academic and Professional.
Elementary Teacher's Term Certificate. Valid for two years in grades
1-7. Renewable as provided in section 37.
a. Academic Credits. The minimum academic credit required for an ele-mentary
teacher's term certificate without examination is graduation from a
standard four-year high school, approved by the board, or its undoubted
equivalent. For the purpose of this board, a standard high school is one
employing not fewer than three whole-time high school teachers, exclusive
of the teachers of music, domestic science, manual arts, running not less than
32 weeks a year, and doing 16 units of work. (Application Blank No. 1.)
Note.—These credits will be allowed only when applicant shall have met the professional
requirements by college, normal school, or summer school credits as provided m paragraph b
below, but not by examination.
b. Professional Credits. The minimum professional credits for the ele-mentary
teacher's term certificate without examination are the following:
1. Twelve hours in North Carolina School Law.
2. One three-hour course in elementary education pursued for one year
in an approved college or normal school. (Application Blank No. 1.)
3. Or in lieu of No. 2 above, three five-hour courses in elementary educa-tion
pursued for six weeks in an approved summer school, or its
undoubted equivalent in summer school work. (Application Blank
No. 11.)
Primary Teacher's Term Certificate. Valid for two years in grades 1-7.
Renewable as provided in section 43.
a. Academic Credits. Applicants for a primary teacher's term certificate
without examination must show by transcript from an A or B gi-ade college
the following academic credits:
1. Two years of college work beyond graduation from a standard four-year
high school.
2. In lieu of No. 1 above, graduation from an approved normal school.
(Application Blank No. 1.) •
b. Professional Credits. The applicant must show by transcript from an
A or B grade college with an approved normal department, or from an
approved normal school, the following professional credits:
1. Twelve hours in North Carolina School Law.
*2. Two three-hour courses in elementary education, one of which must
show work in special primary methods.
3. In lieu of No. 2 above, not less than three years of successful teach-ing
experience in the primary grades. (Application Blank No. 1.)
*Equivalent summer school credits, in full or in part, will be accepted.
Report Board of Examiners 87
Grammar Grade Teacher's Term Certificate. Valid for two years in grades
1-7. Renewable as provided in section 46.
a. Academic Credits. Applicants for a grammar grade teacher's term cer-tificate
without examination must show by transcript from an A or B grade
college the following academic credits:
1. Two years of college work beyond graduation from a standard four-year
high school.
2. In lieu of No. 1 above, graduation from an approved normal school.
(Application Blank No. 1.)
b. Professional Credits. The applicant must show by transcript from an
A or B grade college with an approved normal department, or from an
approved normal school, the following professional credits:
1. Twelve hours in School Law.
*2. Two three-hour courses in elementary education, one of which must
show work in special grammar grade methods. (Application Blank
No. 1.)
3. In lieu of No. 2 above, not less than three years successful teaching
experience in the grammar grades. (Application Blank No. 1.)
Supervisor's Term Certificate. Valid for two years. Renewable as pro-vided
in section 49.
a. Academic Credits. Applicants for a supervisor's term certificate without
examination must show by transcript from an A or B grade college, or from
an approved normal school, the following academic credits:
1. Two years of college work beyond graduation from a standard four-year
high school.
2. In lieu of No. 1 above, graduation from an approved normal school.
(Application Blank No. 1.)
b. Professional Credits. Applicants must show by transcript from an A or
B grade college with an approved normal department, or from an accredited
normal school, the following professional credits:
1. Twelve hours in North Carolina School Law.
*2. Two three-hour courses in elementary education. (Application Blank
No. 1.)
c. Expei'ience:
1. Two years successful teaching experience. (Satisfactory evidence
from supervising officer must be submitted.)
2. Or. in lieu of 2 under b above, and 1 under c above, five years suc-cessful
experience in teaching in elementary schools on an elementary
or higher certificate.
Note 1.—a. From and after January 1, 1921, the academic requirements for a
supervisor's certificate will be graduation from an A grade college
or its equivalent,
b. The professional requirements will be 9 hours work in an approved
normal college or an apjiroved normal department in an A grade
college, provided that three five-hour courses in practical sui)ervision
at an approved summer school be accepted for three hours of the
nine hours required,
e. The requirements in experience will be two years successful teaching
experience.
Note 2.—The provisions of a, b, c in note 1 above will not ai)ply to teachers
entering the profession in the fall of 1919 or iirior thereto.
*Equivalent summer school credits, in full or in part, will be accepted.
88 Report Board of Examiners
High School Teacher's Term Certificate. Valid for two years. Renewable
as provided in section 52.
a. Academic Credits. An applicant for a high school teacher's term cer-tificate
without examination must show by transcript from an A or B grade
college the following academic credits (see section 23) :
1. Two years of college work in each subject on which credit is sought
beyond graduation from a standard four-year high school. (Applica-tion
Blank No. 1.)
Note.—The State Board of Examiners and Institute Conductors reserves the
privilege of rejecting all records of college work not altogether satisfactory and of re-quiring
a partial or complete examination of each applicant if deemed necessary.
b. Professional Credits. Applicant must show by transcript from an A or
B grade college with an approved normal department the following profes-sional
credits:
1. Twelve hours of North Carolina School Law.
2. Six semester hours, or three hours through the year in education.
(Application Blank No. 1.)
3. In lieu of No. 2 above, applicant may present credit for three five-hour
courses in education of not less than six weeks at an approved sum-mer
school. (Application Blank No. 11.)
Note.—No professional credit will be allowed an appFcr-nt who shall not have
met the academic requirements for this certificate, either by transcript or by exami-nation.
High School Principal's Term Certificate. Valid for two years. Renewable
under provisions of sections 56.
a. Academic Credits. An applicant for a high school principal's term cer-tificate
without examination must show by transcript graduation from an
institution in group A (section 23). An applicant will receive credit on his
certificate for all subjects that have been successfully pursued for two years
In college, or with which the college has credited him for graduation. The
board reserves the right to reject all transcripts that are not entirely satis-factory
and to require a partial or a complete examination. (Application
Blank No. 1.)
Note.—An applicant who is a graduate of an institution in another state may, upon com-plying
with the board's regulations and presenting satisfactory records of work done, be
granted academic and professional credits similar to those herein outlined. But before such
credits can be granted the institution must furnish evidence satisfactory to the board that
it is entitled to be classed with the institutions in group A or group B, as the case may be.
For this purpose the board will accept the rating given by the United States Bureau of
Education. This applies only to applicants who are graduates from institutions in states not
having state certification of teachers. See section 21.
b. Professional Credits. An applicant for professional credits on a high
school principal's term certificate must show by transcript from an approved
normal department in an institution in group A (section 23) the following
professional credits.
1. Twelve hours in North Carolina School Law exclusive of No. 2 below.
2. Twelve semester hours in education, not less than six of which must
be in secondary education. (Application Blank No. 1.)
Note 1.—In lieu of this requirement as to professional work done in an
apj^oved
department of education the board will give due consideration to successful experi-ence
in teaching for a period of not less than five years, and to work done in pro-fessional
subjects at accredited summer schools and through high school teachers'
reading courses, when satisfactory evidence thereof is presented. A special blank will
be furnished for the information desired of applicants to this class.
Note 2.—No department of education will be approved for this purpose which does
not have at least one well-trained instructor of professorial rank giving full time
to the work of the department.
Report Board of Examiners 89
SupeiHntendent's Term Cei-tificate. Valid for two years. Renewable under
the provisions of section 59.
a. Academic Credits. The academic requirements for a superintendent's
term certificate are the same as the requirements for a high school princi-pal's
term certificate.
b. Professional Credits. These are the same as the professional credits for
a high school principal's term certificate.
c. Experience. An applicant for a superintendent's term certificate must
be able to meet any one of the following requirements for experience:
1. Two years experience in teaching on a high school principal's cer-tificate
within the five years next preceding the application.
2. Not less than two years, of not less than twenty weeks each, of suc-cessful
experience in school teaching or in supervising schools within
the five years next preceding the date of issuance of the certificate.
3. Three years continuous service in supervising schools within the seven
years next preceding the application.
4. Five years continuous service in supervising schools within the ten
years next preceding the application.
An applicant presenting the experience mentioned in No. 3 and No. 4
above, if he has been out of school work for more than three years, will be
required to present summer school credits showing not less than three five-hour
courses in supervision; or in lieu of a part of this summer school
work, the applicant may present such professional reading and study as
the board may prescribe.
Assistant SuperintendenVs Term Certificate. Valid for two years. Re-newable
under section 62.
The requirements for an assistant superintendent's term certificate will be
the same as for a superintendent's term certificate, except that one year's
experience in teaching is required instead of two.
Fat^m-Life Term Certificate, Special. Valid for two years. Renewable
under section 64.
A graduate of the North Carolina State College of Agriculture nad Engi-neering
who has pursued for two years or more the regular courses in
agriculture may be granted, without examination, a special certificate in
agriculture entitling him to teach this subject in any of the public high
schools and farm-life schools.
Mechanic Arts Term Certificate, Special. Valid for two years. Renewable
under section 64.
A graduate of the North Carolina State College of Agriculture and Engi-neering
who has pursued for two years or more the regular courses in
the mechanic arts may be granted, without examination, a special certificate
in such subjects, entitling him to teach them in any of the public high
schools and farm-life schools.
Home .Economics Term Certificate, Special. Valid for two years. Renew-able
under section 64.
A graduate of The North Carolina College for Women who has pursued
for two years or more courses in home economics may be granted, without
examination, a special certificate entitling her to teach this subject in any
of the public high schools and farm-life schools.
Graduates of other institutions of equal rank with the North Carolina
State College of Agriculture and Engineering or The North Carolina College
Part III—6
90 Report Board of Examiners
for Women, as the case may be, who have pursued for two years special
courses in agriculture, mechanic arts, or home economics may, upon sub-mitting
satisfactory records, be granted the same credits as are granted to
graduates of these institutions.
Note 1.—High school or elementary certificate in home economics 'will be issued to an
applicant who has met the requirements for high school or elementary certificate and, in
addition, has had not less than two years training in home economics in an A or B grade
college.
Note 2.—S])ecial farm-life and home economics certificates do not permit the holders
thereof to teach any branch except the branch or branches specified in the certificate.
Other Special Term Certificates. Valid for two years. Renewable under
section 64.
a. Other special term certificates valid for two years in kindergarten, com-mercial
branches,* physical training, music, manual training, drawing, and
public speaking, will be granted to applicants who have met the academic
requirements for an elementary teacher's certificate and who, in addition
thereto, may furnish satisfactory evidence of having completed a two-year
course of study in an institution of collegiate rank approved for this purpose
by the State Board of Examiners and Institute Conductors. Advanced or
college study must be sufficient to earn a credit amounting to not less than
sixty semester hours, including not less than thirty semester hours in the
special branch in which a certificate is applied for, and three semester hours
each in psychology, methods of teaching and school management, or other
equivalent branches in education,, and three semester hours in methods of
teaching the special branch for which the certificate is sought. For certifi-cates
in music, applicants must have not less than six semester hours of
credit in methods of teaching public school music.
b. All credits except the minimum of sixty semester hours in the special
branch may be obtained by examination.
c. Successful experience in the teaching of any special branch in which a
certificate is provided for will be duly considered as partially or wholly meet-ing
the requirements for this certificate until 1921.
d. Special certificates do not entitle the holder to teach any branch except
the branch or branches specified in the certificate.
Professional Life Certificates. Valid for all public school work except that
covered by special certificates.
A graduate of an A grade college who has completed thirty semester hours,
or fifteen year hours in education, including psychology, history and prin-ciples
of education, school management and administration, methods of
teaching, and educational psychology, will be granted a probationary life
certificate, which, upon completion of two years successful experience in
teaching, as evidenced by the endorsement of a superior supervising officer,
will be converted into a life certificate. Said graduate is exempted from all
Reading Circle work.
Certificates From Other States. The State Board of Examiners and Insti-tute
Conductors of North Carolina will recognize certificates issued by State
Departments of Education in other States.
A teacher holding a state certificate granted in another state, this certifi-cate
being the equivalent of a certificate issued by the State Board of Exam-iners
and Institute Conductors of North Carolina, may be granted the equiva-lent
certificate, provided the teacher presents satisfactory evidence of sound
moral character and passes a satisfactory examination on North Carolina
*Shorter term courses will be accepted in the commercial branches.
Report Board of Examiners 91
history and the Public School Law of North Carolina. Applicant will he
allowed one year in which to meet the refiuirement relative to North Caro-lina
history and the Public School Law of North Carolina.
Applicants entitled to the North Carolina professional life certificate will
not be required to take examination on North Carolina history and the
Public School Law of North Carolina.
Note.—Applicants desiring certificates above the elementary class must present transcript
of college or normal school record, or copy of examination record, as a basis for interpreting
value of the out-of-State certificate in terms of North Carolina certificate.
THE WORK OF THE SECEETART
The amount of work that has been transacted by the Secretary is colossal
in its detail. The uncertainty in the minds of the teachers of the State
caused by the indefiniteness of the plans of the Board brought to the Secre-tary's
desk a tremendous volume of correspondence. This was cared for as
well as could possibly be expected considering the number of people who
were engaged in the work of the Secretary's office. Some idea of the volume
of business that was transacted through this office may be obtained by a
casual observation of the following table of certificates that have been issued
through the Secretary's office.
STATEMENT OF CERTIFICATES ISSUED FROM JUNE 1, 1917, TO NOVEMBER 30, 1918
Class
ill. READING CIRCLE WORK
The standards for the Elementary Teacher's certificate, as set by the
board, are admittedly low. However, they are above the educational facilities
of the State for preparing teachers in numbei^s large enough to meet the
demands for new teachers each year. In order to meet this deficiency in
original training and to acquaint the new teachers with the literature of
the profession, the board attaches a certain amount of reading circle work
to every term certificate issued. This reading circle work is checked up
periodically and credit for this work is given on the certificate. By means
of reading circle work and successful teaching experience, these certificates
may be matured into permanent certificates or into Life certificates. At the
second renewal period a teacher may apply for a permanent or a life cer-tificate
and submit a record of her work. Either a Life certificate or a per-manent
certificate may be issued at that time under the rules of the board,
in accordance with the record submitted. In s me instances the class of
the certificate may be raised in place of developing the certificate held
towards a life certificate.
As far as possible the reading circle work has been made to fit the needs
of the teachers holding the various classes of certificates. The reading circle
requirements are stro ger during the first years of teaching than latterly.
The board has also tried to arrange the renewal requirements in such a way
as to encourage young teachers to attend summer schools. The equivalent of
all reading circle work may be done in the summer schools on the basis of
one five-hour summer school course for each reading circle book required.
When there is any variation from this rule, it is specifically stated in the
rules.
The renewal of certificates is based largely upon Reading Circle work.
County and City Superintendents of the State have responded most cordially
by organizing the Reading Circle groups, as set forth in the Rulse and Regu-lations,
section 37 B-4, and I feel confident in saying that in spite of the
epidemic of Infiuenza in the year 1918 by which the schools were suspended
and the Reading Circle work demoralized that more Reading Circle work
has been done in North Carolina in the last year than in three or four years
previously. Alfred Williams & Company report that they have sold more
than 4,000 copies of the Rapeer's "How to Teach Elementary Subjects,"
which is about twice the sale of any Reading Circle book previously adopted.
The sale of the Rapeer book is not yet completed as they will be used in the
summer of 1919 in the Institutes and County Summer Schools. This seems
to me to be quite a promising indication of what the Reading Circle work
may mean to the teaching profession of the State. I insert herewith a list
of the Reading Circle books adopted for the year 1917-18.
Kepokt Board of Examiners 93
LIST OF BOOKS FOR 1918
The following books have been selected for the Reading Circle, and go on
the active list on July 1, 1918, and remain active for one, two or three years,
as indicated below. See Rules and Regulations, Chapter VII. Each book
goes off the active list upon June 30th of the year given.
I. Elementary.
Required:
Rapeer, Hoio to Teach The Elementary Subjects—1919.
Optional:
City teachers select either one of the following:
Terman, Hygiene of the School Child—1919.
Dean, Our Schools in War Time—And After—1919.
Rural teachers select either one of the following:
Woofter, Teaching in Rural Schools—1919.
Foght, The Ru)-al Teacher and His Work—1919.
II. Primary.
Required:
1. Rapeer, Hoiv to Teach the Elementary Subjects—1919.
2. Klapper, Teaching Childi'en to Read—1920.
Optional:
City. Same as Elementary.
Rural. Same as Elementary.
III. Grammar Grade.
Required:
1. Rapeer, How to Teach the Elementary Subjects—1919.
2. Strayer & Norsworthy, How to Teach, pages 34-237—1920.
Optional:
City. Same as Elementary.
Rural. Same as Elementary.
IV. Elementary Supervisor.
Required :
1. Rapeer, How to Teach the Elementary Subjects—1919.
2. Either Klapper, Teaching Children to Read—1920; or Strayer
and Norsworthy, How to Teach—1920.
3. Maxwell, The Observation of Teaching—1920.
V. Primary Supervisor.
Required:
1. Rapeer, Hoiv to Teach the Elementary Subjects—1919.
2. Klapper, Teaching Children to Read—1920.
3. Maxwell, Observation of Teaching—1920.
94 Report Board of Examiners
VI. Grammar Grade Supervisor.
Required:
1. Rapeer, Hoto to Teach the Elementary Subjects—1919.
2. Strayer and Norsworthy, How to Teach—1920.
3. Maxwell, The Observation of Teaching—1920.
VII. High School Teacher.
Required:
1. Colvin, Introduction to High School Teaching—1919.
VIII. High School Principal.
Required:
1. Johnston, The Modern High School—1921.
2. Colvin, Introduction to High School Teaching—1919.
IX. Superintendents.
Required :
1. Rapeer, Hoiv to Teach the Elementary Subjects—1919.
2. Cubberley, Public School Administration—1921.
X. Special Certificates.
Reading Circle work is waived for the year 1918-1919.
IV. BULLETINS ISSUED BY THE BOARD
The following named bulletins have been issued by the State Board of
Examiners and Institute Conductors.
1. Rules and Regulations of the State Board of Examiners and Institute
Conductors.
2. The North Carolina Teachers' Reading Circle.
3. Institute Manual for Teachers' Institutes.
4. Outline Course of Study—Vol. I.
5. Educational News for April 1918.
The contents of each of the above mentioned bulletins are here briefly
sketched.
Rules and Regulations of the State Board of Examiners and
Institute Conductors.
This is a bulletin which (1) lists the different classes of certificates
issued; (2) shows the basis upon which they are issued; (3) the profes-sional
work required for renewal; (4) how certificates may be transformed
into a higher class; (5) how converted into permanent and life certificates.
Detailed plans for the above are shown elsewhere in this report.
The North Carolina Teachers" -Reading Circle.
This bulletin sets forth the close and vital relationship which exists
between the Teachers' Reading Circle and the renewal of all classes of
certificates. The credits offered for Reading Circle work are definitely
stated.
The purpose of the Reading Circle is to provide the means through in-dependent
and class study by which the teacher may become progressively
efficient through intensive study of the best literature on methods of teach-ing
which thereby increases the teacher's preparation and thus improves
his or her efficiency.
Institute Manual for Teachers' Institutes.
This is a bulletin containing 76 pages outlining the work to be done in
the Primary, Intermediate, High School and General Sessions of the Teach-ers'
Institutes.
Content as follows:
General Sessions:
Agriculture and Health—10 lessons.
Leiper's Language Work in Elementary Schools—10 lessons.
Writing—5 lessons.
Drawing—5 lessons.
96 Repokt Board of Examiners
Primary Section :
Reading—10 lessons.
Phonics—7 lessons.
Spelling—3 lessons.
Arithmetic—10 lessons.
Language—10 lessons.
Intermediate Section:
Reading—13 lessons.
Geography—5 lessons.
History—5 lessons.
Arithmetic—10 lessons.
Language—9 lessons.
High School Section:
Nine lessons from Hollister's High School and Class Management.
Opening Exercises—10 lessons.
The above lessons show in detail the lesson procedure.
Outline Course of Study. Vol. I.
The following subjects were revised and are included in Volume I: Read-ing
for Grades One-Three; Language for Grades One-Three; Writing for
Grades One-Seven; Spelling for Grades One-Seven; Drawing for Grades
One-Seven.
The work above outlined is based upon the state adopted books.
The section of the Course of Study on Reading attempts to show teachers
how simple and natural are the essential principles of teaching young chil-dren
to read and to show the influence of the best literature on the life
of the child.
An essential knowledge of phonics for the teacher is indicated; sugges-tions
are given for a systematic presentation of phonic facts to be taught in
connection with the (1) Primer; (2) First Reader; (3) Second Reader.
Lessons are selected from the readers taught in the primary grades and
definite and specific directions are given for teaching these lessons in accord-ance
with the most approved methods.
The section on Language attempts to show how the teacher is to reach
out in the life of the child and use his interests as a means of growth in
expressional powers. Suggestive subject matter is given.
Suggestions and outlines are given indicating the scope of work to be
accomplished in writing in the grades.
The section on spelling is divided in two parts: (1) A general discussion
of teaching of spelling, (2) Lesson Plans, using type lessons taken from
the New World Speller for each grade.
While the section on drawing gives help in the teaching of practical les-sons
its primary purpose is to show the far reaching influence that the
teaching of this subject has in the development of true art appreciation.
The April number of Educational News shows the scope of work covered
by the State Board of Examiners. It also shows the extent to which members
of the Hoard were able to take part in the County Teachers' meetings.
REPORT OF SUPERINTENDENT
OF
STATE COLORED NORMAL SCHOOLS
AND
CHEROKEE NORMAL SCHOOL OF ROBESON COUNTY
FOR THE
YEARS 1916-1917 AND 1917-1918
E. E. SAMS, Superintendent
LETTER OF TRANSMITTAL
To State Board of Education,
Hon. J. Y. Joyner, Secretary.
Honored Sirs: I herewith submit my report as Superintendent of the
State Colored Normal Schools and the State Cherokee Normal School of
Robeson County, from July 1, 191.6, to June 30, 1917, and from July 1, 1917,
to June 30, 1918. This report includes the statements of the principals re-garding
the growth and conditions of their respective schools.
Respectfully submitted, B. B. Sams,
Su-perintendent State Colored Normal ScJiools
and State Cherokee Normal School of Robeson County.
SUMMARY
Under your direction the Superintendent has visited from time to time
the Negro State Normal Schools at Winston-Salem, Elizabeth City, Fayette-ville
and the Cherokee Normal School of Robeson County at Pembroke. With
the local boards of managers and principals he has held frequent meetings
and conferences relative to the managemnt of their respective properties
and to the improvement of their equipment, course-of-study and teaching
force. He has met with the teachers and pupils of all these schools and
conferred and advised with them as to the best methods of instruction and
the proper preparation of the future teachers of our State.
The Colored Normal Schools
In these schools there were enrolled in 1916-17 1,468 pupils in the regular
term and 601 in the summer schools—a total of 2,069; in 1917-18 1,345 in
the regular term and 594 in the summer schools—a total of 1,939. The
scarcity of teachers due to war conditions and the consequent increased
demand for teachers has made it very difficult to hold the older pupils in
the school to complete their training. During the past and present year we
have found it impossible to hold all our former teachers because other schools
offered higher salaries with which we could not compete. It has been next
to impossible to secure a suitable and adequate teaching force with the
meager appropriations made to these schools. I earnestly recommend and
strongly urge that you ask our next General Assembly to consider the
advisability of more adequately meeting the needs of these schools, both
as to maintenance and as to permanent improvements. It seems that this
is not only a matter of duty and justice on the part of the State but one
of splendid opportunity of guiding and directing through its own officials
the training of the future teachers and leaders of the Negro race, thus
guaranteeing the inculcation of those ideals and traditions which have
always cemented the friendship and good feeling between the races. Unless
the State pursues a more liberal policy in this matter a great opportunity
will be missed for many of our brightest and most ambitious Negro boys
and girls be forced to seek in other states the training they desire. This
training will be secured in many instances in communities where there are
few or no Negroes and where conditions are not what they are in our own
State. These boys and girls will stay away or will return to go through
an unhappy period of readjustment, or will continue to live as dissatisfied
members of society, a menace to the peace and happiness of both races. In
other instances this training will be secured ihrough teachers employed by
persons and paid by funds from without the State without special reference
to the conditions and needs of our people or the policies of our State. Should
our Negro boys and girls be forced to rely on either or both of these methds
of securing that which should be an inalienable right of every North Caro-lina
boy and girl, white and black, an opportunity of securing an education,
and of preparing for leadership under the direction of our own oflioials, after
the order of our own teachers and leaders imbued with our own ideals and
traditions, the result will be that these boys and girls will be driven from
us and not drawn to us with ties of sympatlietic understanding and good
will.
I
100 Colored ISTormal Schools
With respect to the needs of these schools, the conditions have not changed
since my report for 1914-16 was submitted except that these needs are more
acute and are more keenly felt, owing to the unusual times through which
we are passing. After careful consideration the following recommendations
are made with the earnest hope that through you they may be brought to
the sympathetic and favorable consideration of the General Assembly of
1919:
Slater Industrial and State Normal School at Winston-Salem
1918-19 1919-20
For support $13,500 $14,000
Purchase, improvement and equipment of the
old Slater Hospital property for Industrial
Building for Girls ; 15,000
Boys' dormitory 20,000
Dormitory equipment 1,000 1,000
School room equipment 500 500
Shop and Farm equipment 4,000
$34,000 $35,500
State Normal School at Elizabeth City
1918-19 1919-20
For support $12,000 $13,000
Water and sewerage system 10,000
Barn 2,500
Equipment manual training and laundry
building 700
Repairs 500
Cottage for principal 2,500
Dormitory for boys 20,000
$28,200 $33,000
Fayetteville State Normal School
1918-19 1919-20
For support $10,500 $12,000
Girls' dormitory (present girls' dormitory to
be used for boys) 30,000
Heating Plant 15,000
Water and Sewerage System 8,500
Industrial building 4,000
Barn 2,500
$49,000 $31,000
Cherokee Normal School of Robeson County at Pembroke
1918-19 1919-20
For support $ 3,600 $ 3,600
Repairs 750
Equipment 500
$ 4,850 $ 3,600
REPORT OF PRINCIPAL OF SLATER INDUSTRIAL AND
STATE NORMAL SCHOOL
Winstox-Salem, N. C, November 29, 1918.
Prof. E. E. Sams,
Supervisor of Teacher Training,
Raleigh, N. C.
Dear Sir:—I beg to submit my biennial repoi't for tlie period ending
June 30th, 1918.
Statistics
102 Colored I^okmal Schools
This improvement includes granolithic sidewalks and asphaltic concrete
streets to the very heart of the school property. We are now thus reached
by one of the finest thoroughfares in the entire city.
3. Another valuable improvement is the school sidetrack which has been
built from the Southern Railway to the school property near our Central
Heating Plant.
This greatly facilitates the handling of fuel and other supplies for the
school, especially building material; and is, thus, a most important item in
our progress during this biennial period.
Other Special Cojs^tribxjtions and Donations
Besides the splendid donations of the citizens of Winston-Salem and the
General Education Board to our twenty-fifth anniversary fund for the
erection of a boys' industrial building, we have received assistance from
the Jno. F. Slater fund and from the Federal Board for Vocational Educa-tion
toward Household Economics Teacher training and other vocational
training.
We regret to note, however, for the last year of the biennial period the
withdrawal of the aid usually received from the Jno. F. Slater fund.
Becoming a Real Normal School
We have for years attained a gratifying degree of success in our Grammar
School and Industrial Training; but our objective has been standard
teacher-training in a standard Normal School. We are glad to report that
this objective is gradually being approached.
With your counsel and advice as Supervisor of Teacher-Training and with
the advice of Prof. N. W. Walker, State Inspector of Public High Schools,
we have developed a high school course that is followed by a Teacher-
Training Course which we expect soon to become a standard normal course;
and, thus, by setting up and pursuing standard High School and Normal
courses, we look forward toward soon becoming a recognized standard
Normal School.
Witn the necessary money to furnish the instruction demanded by such
courses we shall gather teaching material in increasing quantities and
gradually realize the object of our eager and hopeful endeavor.
War Time Work of Our Teachers, Stldents and Graduates
Our school organization is proud of the contribution it has made to the
winning of the war.
Several of our teachers and scores of our graduates and students are in
the National Army, many of them being overseas and a part of the fighting
forces on the Western front in Europe.
Besides our teachers and students at home have answered every call,
whether it was for purchase of Government securities or for contributions
to the great mercy organizations in camp