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07 BIENNIAL REPORT AND RECOMMENDATIONS SUPERINTENDENT OF PUBLIC INSTRUCTION NORTH CAROLINA, GOVERNOR CHARLES B. AYCOCK, Scholastic Years 1902-1903 and 1903-1904. Religion, morality and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.—N. C. Con-stitution, Article IX, Section 1. The people have a right to the privilege of education, and it is the duty of the State to guard and maintain that right. — Bill of Rights, Section 27. RALEIGH : E. M. Uzzell & Co., State Printers and Binders. 1904. LETTER OF TRANSMITTAL. State of North Carolina, Department of Public Instruction, Raleigh, K C, Dec. 1, 1904. To His Excellency, Charles B. Aycock, Governor of North Carolina. Dear Sir :—In accordance with section 2540 of The Code, I have the honor to submit my Biennial Report for the scho-lastic years 1902-1903 and 1903-1904. Very respectfully, J. Y. JOYNER, Superintendent of Public Instruction. STATE BOARD OF EDUCATION. Charles B. Aycogk, Governor, Cliavrman. J. Y. Joyner, Superintendent of Public Instruction, Secretary. \Y. I). Turner, Lieutenant-Governor. J. Bryan (Crimes, Secretary of State. B. R. Lacy. State Treasurer. B. F. Dixox, State Auditor. R. D. Gilmer, Attorney-General. DEPARTMENT OF PUBLIC INSTRUCTION. J. Y. Joyner. Superintendent of Public Instruction. John Duckett, General Clerk. R. D. W. Connor, Special Clerk for Loan Fund, Rural Libraries, etc Miss Ella Duckett, Stenographer. C. L. Coon. Superintendent of Colored Normal Schools. REPORT AND RECOMMENDATIONS State Superintendent of Public Instruction GOVERNOR CHARLES B. AYCOCK. To His Excellency, Governor Charles B. Aycock : For the information of your Excellency and of the mem-bers of the General Assembly, I beg to submit a brief report of the present condition- of the public schools in North Carolina, of the work done and the progress made in pub-lic education during the two scholastic years beginning July 1, 1902, and ending June 30, 1904, and to suggest some of the work to be done and some means of doing it. I. THE WORK DONE AND THE PROGRESS MADE. Enrollment and Average Attendance.—The tables of en-rollment and attendance printed elsewhere in this report show that there was an increase of 2,752 white children and of 7,7:>7 colored children in the enrollment of_1903, and an in-crease of 17,455 white children and a decrease.of 3,281 col-ored children in the enrollment of 1904, making a total in-crease of 20,207 white children and of 4,476 colored children in the enrollment of the two years ; that there was an increase of 8,591 white children and of 3,565 colored children in average daily attendance of 1903, and an increase of 5,300 white children and of 7,276 colored children in the average daily attendance of 1904, making a total increase of 13,891 white children and of 7,276 colored children in the average daily attendance during the two years. 4 BIENNIAL REPORT OF THE Compared with the preceding two scholastic years there has been an increase of 47,652 in the enrollment of white children reported and 20,332 in the enrollment of colored children, and an increase of 35,808 in the average daily attendance of white children and of 16,631 in the average daily attend-ance of colored children. In other words, during the past two years there have been these many more white and col-ored children, respectively, enrolled and in daily attendance in the public schools than during the preceding two years. During these two school years the white school population has increased only 6,819 and the colored school population has increased only 625. The increase, therefore, in enroll-ment and average daily attendance has been largely in ex-cess of the increase in school population. During the past two years, as compared with the preceding two years, there has been an increase of 7.8 per cent, in the white enroll-ment and 6.9 per cent, in the colored enrollment, and an in-crease of 9 per cent, in the white daily attendance and 10 per cent, in the colored daily attendance. These figures show continuous and encouraging increase in enrollment and average daily attendance, indicating an increase in interest, in public confidence and in public sen-timent for education. School Fund.—The total school fund from all sources except local taxation in 1903 was $1,353,108.48, and in 1904, $1,565,361.64. The total amount raised for special districts by local taxation was in 1903, $231,113.65, and in 1904, $335,875.65. The total school fund from all sources except local taxation for the two preceding years was $2,443,- 303.89 and the total amount raised by local taxation during the two preceding years was $176,907.81.* There has, there-fore, been an increase of $475,166.23 in the general school "There were not full reports of the amount of local taxes for schools in 1901, but these figures are approximately correct. SUPERINTENDENT OF PUBLIC INSTRUCTION. 5 fund and of $390,081.49 in the amount raised by local taxa-tion during the past two years. These figures do not include cash balances for the respective years in Treasurer's hands. School-houses.—In 1903, $140,495.47, and in 1904 $179,081.39 were spent for building and repairing school-houses, making a total of $319,576.86' for the two years for these purposes. The total spent for these purposes during the preceding two years was $145,751.83. showing an in-crease of $163,825.03. In other words, the expenditures for new school-houses and for improving and enlarging old ones during the past two years are more than double those for the same purposes during the preceding two years. The total value of school property in 190.°, was $1,632,- 349; in 1904, $1,908,675, showing an increase of $276,326 in the value of public school property in one year.' an in-crease of $441,905 during the two years. In 1903, 348 and in 1904, 346 new houses were built, making a total of 694 new school-houses built during the two years, more than one new school-house a day for every working day in the two years. There has also been an in-crease of $61.29 in the average value of public school-houses. It is evident, therefore, that there has been very com-mendable progress in the number and value of new houses built, in the equipment of these houses and in the improve-ment and equipment of old houses. The Loan Fund, a fuller report of which will be found further on in this report, has been an important factor in this progress. School Term.—In 1903 the average school term in weeks was, white 16.7, colored 15.63, and in 1904, white 17, col-ored 16.01. There has been an increase of 2.34 weeks in length of white school term and of 2.3 weeks in length of colored school term during the past four years. Salary of Teachers.—In 1903 the average monthly salary of white teachers was $28.36 and of colored teachers $22.63; in 1904 the average monthly salary of white teachers was $29.05 and of colored teachers $22.27. 6 BIENNIAL REPORT OF THE Institutes and Summer Schools.—During the two years 128 white and 79 colored teachers' institutes and summer schools were held, in which 7,923 white teachers and 3,287 colored teachers were enrolled. During the summer of 1904 1,402 teachers were enrolled in the summer schools at A. and M. College, the University and Davidson College, and 4,866 teachers were enrolled in the county institutes and summer schools. A number of these county institutes con-tinued for two, three, or four weeks. A number of counties united in summer schools, lasting for several weeks. Prob-ably so large a number of public school-teachers have never before attended institutes and summer schools in one summer, and these probably offered better advantages than were ever before offered to the public school-teachers in institutes and summer schools. Bural Libraries.—During the two years 328 rural li-. braries have been established, making a total of 795 rural libraries now established. Besides these there have been 82 rural libraries established without State aid, making in all 877. These libraries contain about 83,315 volumes. The establishment of these rural libraries is one of the most pro-gressive steps yet taken in public education in jSTorth Caro-lina. In proportion to the investment they have probably yielded and will continue to yield a larger interest than any other investment made for the public schools in this genera-tion. These thousands of books, masterpieces of thought and feeling and style, are daily going into hundreds of homes, bearing to young and old their messages of hope, love, beauty, wi.-clom, knowledge, morality, reverence, religion and joy, cultivating a taste for literature, forming the reading habit, and leaving in their wake a touch at least of that higher cul-ture which comes only from communion through books with the greatest minds and souls of the ages. Local Taxation.—During these two years 150 local tax districts have been established. Most of these are in rural SUPERINTENDENT OF PUBLIC INSTRUCTION. 7 districts or in villages containing less than five hundred inhabitants. The total number of local tax districts in the State now is 228. In 1900 there were only 30. The total amount raised by local taxation in 1903 was $231,113.65; in 1904, $335,875.65 making a total of $566,989.30 during the two years, an increase of $104,762 in the amount raised from this source in one year, and an increase of $390,081.49 over the amount raised from this source during the preceding two years. There are now local tax districts in seventy counties of the State, extending from Dare to Cherokee. Guilford with 25, Dare with 18, Mecklenburg with 15 and Alamance with 9, lead the State in local taxation. When we remember that in 1900 there were only 30 local tax districts in the en-tire State, that during the past four years there has been an increase of 198, and during the past two years an increase of 150, that most of these districts have been established in distinctly rural communities, that they are scattered from the mountains to the sea, that every district established un-der favorable conditions will become a standing object lesson for the establishment of others, there would seem to be much reason to hope for such a multiplication of local tax districts within the next few years as will make possible a good school in every district of reasonable size in the State. < Consolidation.—During the two years there has been by consolidation a decrease of 441 in the number of school districts. This decrease in the number of districts by con-solidation during these two years is more than double that of the preceding two years. As every consolidation repre-sents the abolition of two or more little districts, at least 1,000 little districts must have been abolished for larger ones during the past two years. Since the close of the school year a number of additional consolidations have been made not included in this report. No month passes, scarcely a week passes, in which the State Superintendent does not receive invitations to speak to interested communities on 8 BIENNIAL REPORT OF THE the subject of consolidation and local taxation. These facts indicate a sure and healthy growth of sentiment in favor of consolidation. County Supervision.—Under the amendment passed by the last General Assembly to the School Law allowing an increase in the salary of the County Superintendent, there has been a marked improvement in county supervision. The average salary of County Superintendents was $406.54 in 1903 and $506.63 in 1904, as against $245.80 for 1901 and $355.50 for 1902, an increase of $51.04 in 1903 and of $100.09 in 1904 in the average salary of the County Super-intendent. The total average salary of the County Superin-tendent for these two years is $311.87 more than the total average salary for the preceding two years. The average salary of the County Superintendent has been more than doubled since 1901. A number of counties have taken advantage of this amend-ment to put competent Superintendents in the field for all their time. Under the ruling of the State Superintendent declaring the law requiring County Superintendents to visit the schools to be mandatory, all County Superintendents have spent considerable time in visiting the public schools, acquainting themselves with the merits and demerits of the teachers and with the needs of the schools, coming into per-sonal touch with the children, the school committeemen and the patrons. Many township meetings for teachers and patrons have been conducted by these Superintendents with great profit to the school interests. With better pay for their work and more time to devote to it, the County Superintend-ents have been able to do more work and better work than ever before. The results have been noticeable in every de-partment of the public school work. County supervision has been greatly aided and improved by the State Association of County Superintendents. Through this organization the County Superintendents have been SUPERINTENDENT OF PUBLIC INSTRUCTION. 9 brought together for conference with the State Superintend-ent and with each other at least once a year. The results have been a better organization, a more hearty co-operation, a more uniform plan of work, more systematic methods of ma n aging the finances and reports and an exceedingly helpful interchange of ideas about the common work. The five District Associations of County Superintendents have profitably supplemented the work of the State Asso-ciation. I believe there has been decided progress in the efficiency of the results of the strengthening of county supervision has enthusiasm for it and in the people's estimate of its value and importance. Organization and Systematization of the Work.—One of the results of the strengthening of county supervision has been a better organization of the school forces in the county and a decided improvement in the management of the de-tails of school work and school business. No effort has been spared to promote this better organization of the educational forces and this systematization of the work. One weakness of the school system in the past has been lack of organization, lack of uniformity, lack of systematic business methods in the management of school work and finances. There have been ninety-seven county systems, more or less separate and dis-tinct, some good, some bad, some indifferent, and no unified State system. More progress has perhaps been made dur-ing these two years than ever before in organizing and sys-tematizing the public school work. In many counties the teachers have been organized for co-operative work in teachers' associations, many of which are doing excellent work. Through the township meetings patrons have been aroused, committeemen have been reached, and, in many in-stances, all have been interested and put to work for better schools. A uniform set of rules and regulations, printed elsewhere 10 BIENNIAL REPORT OF THE in this report, for the better management of the public schools, was sent out from the State Superintendent's office, and they have been adopted by many County Boards of Edu-cation. A graded course of study has been carefully pre-pared and placed in the hands of ever}' public school-teacher. The adoption of this course of study and its enforcement in the public school can but prove very helpful in bringing order out of chaos by giving definiteness, direction and some degree of uniformity to the course of study in the public schools. The pamphlet containing the carefully arranged course of study contains also many helpful suggestions to teachers and full courses of supplementary work for long-term schools. It has been sought, however, to make the course so flexible as to be usable in short-term schools as well as long-term schools. The pamphlet contains also schedules of recitations for schools with one, two and three or more teachers respectively, so arranged as to give proper emphasis to each subject accord-ing to its importance by the number of recitations and time allotted to it. Educational Bulletins.—The following bulletins have been issued from the office: 1. Consolidation of Districts; 2. Progress in Public Education in North Carolina; 3. A Year's Progress in Public Education and the Work Yet to be Done; 4. Some Suggestions for Teaching Agriculture in the Schools; 5. Local Taxation Necessary for Better Classi-fication and Better Teaching; 6. What Local Taxation Costs; 7. An Address on Defects, Needs, Remedies of the Public School System of the South ; 8. Powers and Duties of School Committeemen; 9. A Course of Study for the Elementary Public Schools of North Carolina (Grades 1-7). Pamphlets containing programs and material for celebration of North Carolina Day in Public Schools, one in 1902 on "The Albe-marle Section"; one in 1903 on "The Lower Cape Fear Sec-tion." As the names of these bulletins suggest, the purpose of SUPERINTENDENT OF PUBLIC INSTRUCTION. 11 them is (1) to teach the general public, to give them infor-mation about the work, to make public sentiment for it, to arouse interest in it. (2.) To reach the school officers, to interest them in their duties, to arouse them to activity in their work and to aid in directing their efforts along wise and progressive lines. (3.) To reach the teachers, give them practical help in their school-room work and stimulate them to better methods of teaching and to wider reading for profes-sional and general culture. This is something of a departure in the work of the Department of Public Instruction. This work has hardly been feasible heretofore because of lack of office force. With the addition of one clerk for all his time and another for a part of his time, both of whom are trained, experienced professional teachers, we have been able by their aid to do this work and hope to be able to continue and im-prove it. I deem this work very important, and I am con-fident that it has proved very helpful. Hundreds may be reached through such work where one can be reached through public speeches. These bulletins have supplemented ad-mirably the work of the speakers in the educational cam-paign for the cultivation of public sentiment and the work of the institutes and summer schools in the professional im-provement of teachers. I shall have more to say about this department of the work in a subsequent division of my report. The Public Campaign jar Education.—In addition to the campaign for education and for professional improvement carried on through the educational bulletins, a somewhat vigorous campaign for education has been carried on under the direction of the Campaign Committee for the Promo-tion of Public Education in North Carolina, consisting of the State Superintendent of Public Instruction as Chairman, Dr. Charles D. Mclver, District Director of the Southern Education Board, and Governor Charles B. Aycock, with Mr. E. C. Brooks as Secretary. Seventy-eight counties have been covered by this campaign. A large number of speakers 12 BIENNIAL REPOBT OF THE have taken part in it, among them representative teachers, editors, lawyers, preachers, business men, public officials and others. In addition to the campaign carried on through the summer months, we have endeavored throughout the year to send speakers to every community asking for the agi-tation of the question of local taxation and consolidation, and to communities in which an election on the question of local taxation for better public schools was pending. The State Superintendent has engaged in this campaign all the year, using all the time that he could spare from his work in the office for field work. I beg to acknowledge the in-debtedness of all true friends of public education for the invaluable assistance rendered in this campaign by your Excellency. I think it may be truthfuly stated that the Governor has used practically all the time that he could spare from the duties of his office in campaign work for public education. It would be difficult to measure the beneficial results and the far-reaching and lasting influence of this campaign. Perhaps no one factor has been more potent in the accom-plishment of whatever educational progress may have been made during the past two years. So far as it has been participated in by speakers other than the Governor and the State kSuperintendent of Public In-struction, this campaign has been made possible through the generous aid of the Southern Education Board in providing funds for the payment of the expenses of the speakers. The direction of the campaign has been absolutely under the con-trol of the State Superintendent and the committee named above, no condition of any sort having been attached to the appropriation of the money for expenses by the Southern Education Board. When it is so manifestly the purpose of this board simply to help us help ourselves without inter-ference or dictation from them, I feel that I can speak for every real broad-gauge friend of public education when I SUPERINTENDENT OF PUBLIC INSTRUCTION. 13 return sincere thanks for such timely assistance to this board and to its District Director, Dr. Charles D. Mclver, whose wise counsel and enthusiastic co-operation in every move-ment for the promotion of public education have been in-valuable. The Silent Campaign for Education.—This public cam-paign for education and the campaign carried on through the educational bulletins issued from the office of the Superin-tendent of Public Instruction have stimulated and helped another even more potent campaign. In many communities this campaign has been quietly carried on by County Super-intendents and other school officers, and by influential, earn-est, patriotic private citizens as they move in and out among their people, by the fireside, around the church door, around the store, on the public highway, in the quiet fields. I weigh my words when I declare it to be my deliberate conviction that the great masses of the people in North Carolina are interested as never before in this question of the education of their children, that they are talking about it among them-selves more than ever before, and that a deep-seated con-viction and a quiet determination that their children shall be educated are finding surer lodgment in the minds and hearts of the people than ever before. This is to my mind one of the most significant evidences of progress. Mighty revolutions are always noiseless and must be wrought first in the minds and hearts and wills of the masses. I believe that such a revolution upon this question of the education of all the people is well under way in North Carolina. Growth in Public Sentiment.—As one logical result of persistent agitation and better organization there has been a very noticeable growth in public sentiment for public edu-cation and in public confidence in the public schools. This is one of the most encouraging evidences of past progress and one of the most hopeful auguries for future progress. All permanent progress in all governmental functions in a re- 14 IllEXMAL REPORT OF THE public must be based upon a healthy public sentiment. It cannot far outrun the will and desire of the people. Wise leaders will always recognize this truth and seek to educate the people to the point of desiring better things and of de-manding what they desire. The leader must lead, but he will find himself helpless if his people do not follow. The fanatic is the fellow who is often right, but who too often trusts in his own rectitude for the accomplishment of his purpose in a crooked and perverse world instead of wisely winning others to his way of thinking. Only by exercising a little patience and sympathy with their faults and foibles, and even with what may seem the perversity of their natures, may the co-operation of the many in whom the power of a republic dwells be secured. In a republic, public sentiment must always be reckoned with. State Institutions of Learning.—No surer evidence of this progress in public sentiment for education could be offered perhaps than the overflowing condition of all the State's institutions of learning, as will appear elsewhere in this volume from the reports of the heads of these institutions. You will observe a noticeable increase in enrollment and an enlargement and improvement in the equipment of all these institutions that is a cause of profound thankfulness. Some of them are compelled to turn away from their doors every year for lack of room scores of worthy sons and daugh-ters of the State. There is something inexpressibly pa-thetic, almost tragic, in the spectacle of an ambitious young man or woman yearning for a higher life and a nobler use-fulness in his day and generation, turning in hope to one of these institutions of his native State, only to find that it is too late—there is no room. The closing of the door of such an institution in the face of such a young man or young woman, even for lack of room, is often the closing of the door of hope and opportunity. A great State should greatly make room for all her sons and daughters. SUPERINTENDENT OF PUBLIC INSTRUCTION. 15 Colleges and High Schools.—Reports from the denomina-tional colleges and the private high schools and academies of the State tell a similar story, and indicate an era of unprece-dented prosperity for these worthy institutions of learning, these most important and necessary factors in our educa-tional life. In this prosperous condition of all educational institutions in the State may be found additional evidence that stimulation of educational interest, agitation of edu-cational questions and cultivation of educational sentiment must in the very nature of the case help all educational insti-tutions of every proper sort. North Carolina Dai/ and Growth of the Literary and His-torical Spirit.—In the report of the progress of these two years I feel that the increased interest in the celebration of North Carolina Day in the public schools deserves more than a passing mention. The Legislature of 1901 set apart one day to be devoted to the consideration of North Carolina history in the public schools of the State. Through the aid of the mem-bers of the Executive Committee of the State Literary and Historical Association and through the co-operation of other patriotic citizens of North Carolina, deeply interested in her history and progress, we have been able to prepare and send out in neat pamphlet form each year an interesting pro-gram dealing with the history of the State, taking up the study of its history somewhat in its chronological ordei\ Each of these pamphlets contains a number of original arti-cles by living North Carolinians, each writer selected in each instance because of known interest in the subject assigned him and special knowledge of it. These articles have dealt with the past history of the section under study, the lives and character of its noteworthy leaders, its present resources, the avocations, the manners and customs and the character of its people. The pamphlets have contained also choice selections from the best of North Carolina literature and contributions from a few of our living poets who are begin-ning to win reputation at home and abroad. 16 BIENNIAL REPORT OF THE It will be readily seen from this general description of the contents of the pamphlet prepared for the celebration of North Carolina Day that it has been earnestly sought to awaken in the rising generation an interest and pride in our past history, to give a knowledge of the State's wonder-ful resources, to inspire a hope and confidence in its future, and to give the people of the different sections a better ac-quaintance with each other, to the end that understanding each other better the.y may the better be welded into one people of one State with a common history, a common interest and a common aim. On this day teachers and County Superin-tendents have been advised to seek to gather the people around the school, to join with the children and the teacher in this beautiful consecration of at least one day to the study of the State, her history and her people. Reports from the various counties indicate a growing interest in the observance of this day and inspire the hope that something has already been accomplished and much more will be accomplished through these exercises and studies in the public schools, in fostering a literary and historical spirit among our people. Woman's Association for the Betterment of Public School Houses and Grounds.—Much valuable aid has been rendered by the Woman's Association for the Betterment of Public School-houses and Grounds, in the important work of improv-ing and beautifying the public school-houses and in cultivat-ing public sentiment therefor. A State Association has been formed, and under its general direction many county asso-ciations have been formed. This Association has been greatly aided in its work by the Southern Education Board. The sincere thanks of all friends of the public schools are due these patriotic women for their unselfish labors in this great work. The Loan Fund for Building and Improving Public School-houses.—Upon the recommendation of the State Su-perintendent and with the unanimous endorsement of the SUPERINTENDENT OF PUBLIC INSTRUCTION. 17 joint Committee on Education of the Senate and the House of Representatives, the General Assembly of 1903, by special act, directed that all funds of the State heretofore derived from the sources enumerated in section 4, Article IX of the State Constitution, and all funds that may be hereafter so derived, together with any interest that may accrue thereon, shall be a fund separate and distinct from the other funds of the State, to be known as the State Literary Fund, to be used as a loan fund for building and improving public school-houses, under such rules and regulations as the State Board of Education should adopt. These funds had been accumu-lating in the hands of the State Treasurer from the sale of lands belonging to the State Board of Education and from other sources until they amounted to about $200,000 in 1903. Owing to the deficit in the State Treasury in 1903, $100,000 of this amount was borrowed by the State, under a resolution of the General Assembly, from the State Board of Educa-tion, for which a three-year three per cent. State bond was di-rected to be issued. During the past two years $14,313.25 have been added to this Loan Fund from the sales of lands belonging to the State Board of Education and from other sources. The $100,000 lent to the State to aid in supplying the deficit has not yet been repaid, and has not, therefore, been available for loans. The bond will be due in July, 1906, and it is expected that the money will then be available for the purposes of this fund. The rules adopted by the State Board of Education for regulating these loans appear in full elsewhere in this report. LTnder these rules only one-half of the cost of new school-houses and grounds or of the improvement of old school-houses was lent to any county for any district. Ho loan was made to any district with less than sixty-five children of school age unless satisfactory evidence was furnished that such district was absolutely necessary on account of the spar- 2 18 BIENNIAL, REPORT OF THE sity of population or the existence of insurmountable natural barriers. Preference was given : a. To rural districts or towns of less than a thousand in-habitants where the needs were greatest. b. To rural districts or towns of less than one thousand inhabitants supporting their schools by local taxation. c. To districts helping themselves by private subscription. d. To large districts formed by consolidation of small dis-tricts. All houses upon which loans were made were required to be constructed strictly in accordance with plans approved by the State Superintendent of Public Instruction. Xo loans were made for any rural district or small town for any house costing less than $250. Under the provisions of the act, these loans are made by the State Board of Education to the County Board of Edu-cation, payable in ten annual installments, bearing interest at four per cent., evidenced by the note of the County Board of Education, signed by the Chairman and the Secretary thereof, and deposited with the State Treasurer. The loans to the school districts are made by the County Board of Edu-cation. The County Board of Education is directed to set apart out of the school funds at the January meeting a suffi-cient amount to pay the annual installment and interest fall-ing due on the succeeding tenth day of February. The pay-ment of these loans to the State Board of Education is se-cured by making the loan a lien upon the total school funds of the county, in whatsoever hands such funds may be, and by further authorizing the State Treasurer, if necessary, to deduct a sufficient amount for the payment of any annual installment due by any county out of any fund due any county from any special State appropriation for public schools, and by also authorizing him to bring action against the County Board of Education, the tax collector or any per-son or persons in whose possession may be any part of the SUPERINTENDENT OF PUBLIC INSTRUCTION. 19 school funds of the county. The loan made by the County Board of Education to any district is secured by authorizing the County Board of Education to deduct the amount of the annual installment and interest due by such district from the apportionment to that district unless the district provides in some other way for its payment. The act, therefore, absolutely secures from loss both the State Board of Edu-cation and the County Board of Education. The following brief table will show how this fund has been used under this act and some of the benefits derived from its use : Total amount of loans to date, $120,580. Number of counties to which loans have been made, 70. dumber of districts in which buildings have been secured or greatly improved through aid of this fund, 325. Number of new school-houses built with aid of loan, 288. Total value of buildings secured by aid of Loan Fund, $311), 106. Number of districts in which there were no houses, 157. Number of districts in which were old houses valued at less than $50, including "log houses," "shanties," "tenant houses" (quotations are from applications), 91. Number of consolidated districts, 16. Number of local tax districts, 17. All the districts except 17 to which loans have been made are distinctly rural or include small towns of less than five hundred inhabitants. From the above facts it will be seen that by lending $120,580 to 70 counties, 325 districts have been aided in securing public school-houses valued at $319,106, thus adding that amount to the value of public school property in those counties. The new houses have been constructed in accordance with the principles of modern school architecture and stand as an 20 BIENNIAL REPORT OF THE object lesson in the various counties in improvement of school-houses and grounds and equipment. Through the loans made, consolidation and enlargement of districts and local taxation for public schools have been encouraged, stimulated and, in a number of instances, secured. Without the aid of these loans many of these districts would probably have been unable to secure good houses for years without greatly de-creasing the length of the school term, and some of them would have been unable to secure respectable houses without closing their schools entirely for one or two years. Through the aid of these loans these districts have been able to secure better houses and equipment at once and pay for them on easy terms in ten annual installments. Twenty-seven coun-ties have as yet applied for no aid from this fund and some other counties have borrowed but small amounts. These counties will, of course, be given the preference in future loans. The State Board of Education has exercised, and will con-tinue to exercise, great care and prudence in making these loans. All counties and districts are required to conform strictly to the law and to the rules and regulations adopted. The first loans were made August 10, 1903. The first annual installments on these loans, amounting to $4,440.72, were due February 10, 1904. Every cent of its installment was paid by every county and paid promptly. I have no doubt that every cent of every installment on every loan will be promptly paid when due. • As the annual installments of this fund are repaid they will be lent to other counties and other districts entitled to loans. When the hundred thousand dollars borrowed by the State is repaid this will also be available for loans. In addi-tion, the proceeds arising from future sales of lands be-longing to the State Board of Education will be available for this purpose. There ought finally, therefore, to be avail- SUPERINTENDENT OF PUBLIC INSTRUCTION. 21 able annually not less than $20,000 or $30,000. A perpetual Loan Fund for the improvement of public school-houses, about $30,000 of Avhich will be usable for this purpose every year, ought to make it possible under vise administration to secure during the present generation a respectable, comforta-ble, well-equipped public school-honse in every district of reasonable size in the State. This Loan Fund seems to me to be a wise and practical plan of helping the counties help themselves to supply within reasonable time comfortable school-houses. The counties have not been slow to avail them-selves of this opportunity. I believe that the facts demon-strate that no wiser use could have been made of this money, and that from no other use of it could so great and perma-nent benefits have been derived. I believe that, as the years go by, it will appear more and more clearly that no legisla-tion has been enacted in recent years that has proved and will continue to prove so helpful to the public schools of the State. It is not too much to say that in the benefits derived from its use the Loan Fund has surpassed the expectations of its most ardent advocates. Improvement in Public School-houses.—Through the en-forcement of the amendment to the Public School Law by the Legislature of 1903 placing the building of new school-houses under the control of the County Board of Education, and forbidding the investment of money in any new house not built in accordance with plans approved by the. State Superintendent of Public Instruction and the County Board of Education, much improvement has resulted in the charac-ter of the public school-houses. Early in 1903 the State Superintendent, by authority of the State Board of Educa-tion, had printed and distributed a pamphlet containing plans for public school-houses with explanations, specifica-tions, bills of material and estimates of costs prepared with much care by Alessrs. Barrett & Thomson, Architects, of 22 BIENNIAL REPORT OF THE Raleigh, JST. C. This pamphlet contained plans for school-houses from one to eight rooms, so arranged that larger houses could be evolved from the one-room house or from the two-room house by the addition of other rooms as rapidly as the enlargement of the district or increased population should require, without interfering with the architecture or the general plan of the house. These plans are made to con-form to well-established principles of ventilation, light and heat and are worked out with such particularity that any intelligent carpenter can take the pamphlet and construct a house by any plan therein. During the past two years, there-fore, but little money has been wasted in ugly, cheap, box-like, uncomfortable, improperly lighted and poorly venti-lated school-houses. With the expenditure of a little more money good houses have been constructed, of which children, teacher and people are proud. In nothing has progress been more marked than in the character of the public school-houses. Through the use of the Loan Fund and the enforcement of the law in regard to the building of public school-houses, the unsightly hovels that have served as substitutes for school-houses in so many districts in North Carolina will continue to rapidly give place to these better houses, constructed in accordance with the best-established principles of modern school architecture. Wherever one of these new houses has been erected it has created dissatisfaction with the old hovels in surrounding districts and caused a demand for better houses throughout the county. State Colored Normal Schools.—Upon the recommenda-tion of the State Superintendent and the unanimous recom-mendation of the State Board of Examiners, the State Board of Education consolidated the seven State colored normal schools into four, located at Winston, Elizabeth City, Franklinton and Fayetteville. Upon the unanimous recom-mendation of the State Board of Examiners these four schools SUPERINTENDENT OF PUBLIC INSTRUCTION. 23 have been placed under the supervision of Mr. Charles L. Coon, formerly Superintendent of the Salisbury City Schools. He is a competent, trained, experienced teacher. The course of study has been re-arranged "with a view, first to giving thorough instruction in the common school branches required by lav to lie taught in the public schools, and, second, to pro-viding for industrial training. Under the new management it will be sought to make these schools real training schools for the negro teachers of the State, to give these teachers a thorough knowledge of the subjects required to be taught in the public schools and to instil into them wise and sane ideas of education for their race that they may in turn be prepared to give the children of their race, through the public schools, such training and such ideals as will better fit them for the work that they must do in the world and for usefulness in their sphere of action. The annual appropriation to these schools is $13,000, or $3,250 for each school. This is barely more than sufficient to pay the current annual expenses. The schools have no per-manent plant. Not even the houses in which they are con-ducted belong to the State. By consolidation we have been able to get more money for each school and to employ stronger teaching force for better work. We hope, also, to be able by economical management to save about $3,000 from the en-tire appropriation this year to put into a permanent plant and to begin to develop departments of domestic science and industrial training. Departments of this sort of work have already been commenced in a small way. It is manifest, however, that these schools cannot be permanent and cannot do the work that they ought to do without some sort of a permanent plant and equipment. I would recommend, therefore, that an annual appropriation of $5,000 for four years be made for buildings and equipment and the develop-ment of the departments of domestic science and industrial training in these schools. If $2,000 or $3,000 can be saved 24 BIENNIAL REPORT OF THE by the strictest economy from the annual appropriation, this appropriation of $5,000 a year would give about $8,000 a year to be put into a permanent plant and equipment. In the course of four or five years we could in this way secure a fairly good permanent plant for each of these schools. I believe, also, that with a promise of $5,000 from the State, Ave could raise by private subscription a considerable amount from the citizens of the communities in which these schools are now located in order to retain the permanent location of them. STATISTICAL SUMMARY OF TWO-YEARS PROGRESS, 1902-1904. 1902. 1904. RAISED BY LOCAL TAXATION. $161,363.62 $338,819.57 PUBTLIC SCHOOL FUND. $1,484,921.34 $1,901,515.55 VALUE OF PUBLIC SCHOOL PROPERTY. $1,466,770 $1,908,675 SPENT FOR NEW HOUSES. $56,207.60 $179,679,38 SCHOOL POPULATION. 659,718 686,009 ENROLLMENT. 464,921 489,935 AVERAGE ATTENDANCE. 269,003 293,874 AVERAGE SALARY OF WHITE TEACHERS PER MONTH. $26.78 $29.05 NUMBER OF RURAL SCHOOL LIBRARIES. 467 877 VOLUMES IN LIBRARIES. 32,640 83,315 SUPERINTENDENT OF PUBLIC INSTRUCTION. 25 VALUE OF LIBRARIES. $12,660 $26,310 NUMBER OF SCHOOL DISTRICTS. 8,115 7,674 STATISTICAL SUMMARY OF FOUR-YEARS PROGRESS, 1900-1904. 1000. j 1004. SCHOOL TERM. 14.6 weeks 17.0 weeks NUMBER LOCAL TAX DISTRICTS. 30 220 RAISED BY LOCAL TAXATION. $185,000 $377,481.25 PUBLIC SCHOOL FUND EXCLUSIVE OF LOCAL TAXES. $1,193,745 $1,777,624 VALUE OF PUBLIC SCHOOL PROPERTY. $1,153,311 $1,008,675 SPENT FOR NEW HOUSES. $40,711 $170,670.38 NUMBER LOG HOUSES. 1,132 508 DISTRICTS WITHOUT HOUSES. 053 527 SCHOOL POPULATION. 650,620 686,000 ENROLLMENT. 400,452 480,035 AVERAGE ATTENDANCE. 206,018 203,874 SALARY WHITE TEACHERS. $24.70 $20.05 NUMBER SCHOOL LIBRARIES. 877 26 BIENNIAL RErOIJT OF THE VOLUMES IN LIBRARIES. 83,315 Total decrease in school districts 1902-'04 441 Total number new school-houses built, 1902-'04 1,015 Amount of Loan Fund lent for building public school-houses, 1903-'04 (to June 30, 1904) $83,736 Number counties to which loans have been made (to date) 70 Number districts in which houses have been built through aid of Loan Fund (to date) 325 Total value of houses built through aid of Loan Fund $349,406 II. COMPARATIVE PROGRESS AND RELATIVE EDUCA-TIONAL POSITION SHOWN BY TABLE OF COMPARA-TIVE STATISTICS WITH OTHER STATES. In the above statement of the simple facts about the edu-cational work and progress of the past two years may be found cause for hope and thankfulness but not for boastfulness. It must not be forgotten that the State has been far behind in educational facilities and that other States already far in advance of her are also making rapid educational pro-gress. Instead of comparing our present progress with our past and indulging in self-congratulation upon the encourag-ing comparison, it will be wiser to compare our present edu-cational status with that of the States surrounding us and let the comparison, disagreeable as it may be, stimulate us to renewed efforts to improve our relative condition and change our relative position in the educational column. I beg, there-fore, to call your attention to the following table showing the comparative progress and relative educational position of North Carolina among the Southern States : SUPERINTENDENT OF PUBLIC INSTRUCTION. 28 BIENNIAL REPORT OF THE AMOUNT RAISED FOR SCHOOLS. State. Virginia North Carolina - South Carolina-- Georgia Florida Alabama Mississippi Louisiana Texas Arkansas Tennessee United States— OT SUPERINTENDENT OF PUBLIC INSTRUCTION. 29 tion to some of this work and to make some suggestion? about ways and means of doing it. School-houses.—There are still 527 houseless school dis-tricts to be supplied with houses. There are 508 log houses and scores of old frame houses unfit for use to be replaced. There are hundreds of old houses to be repaired, enlarged, equipped and beautified. Some conception of the work still to be done in improving and replacing old houses may be formed from the following facts and figures taken from the applications for aid from the Loan Fund. In the districts applying for aid from this fund for better houses, 94 houses replaced by aid of these loans were valued at less than $50 each. In many counties the average value of public school-houses is less than $125 and in some less than $60. These figures speak with tragic eloquence of the vast work still to be done in building and improving public school-houses. In every county there should be a strict enforcement of the law placing the building of school-houses under the con-trol of the County Board of Education, and requiring all new school-houses to be constructed in accordance with plans ap-proved by the County Board of Education and the State Su-perintendent of Public Instruction. The law requiring the contract for building to be in writing and the house to be inspected, received and approved by the County Superintend-ent before full payment is made should also be rigidly en-forced. ISTo more money should be allowed to be wasted on cheap, temporary, improperly constructed houses. If prop-erly enforced, the law is ample to insure the construction of permanent, comfortable school-houses and to prevent the im-positions of inefficient carpenters. School Districts and Consolidation.—There are still about 2,427 white districts that have less than sixty-five children of school age. Hundreds of these small districts are still unnecessary and should be abolished by consolidation. There are many other districts containing more than sixty-five BIENNIAL REPORT OF THE children, but of small territory, that for economy and for the efficiency of the schools ought to be consolidated. There are still 5,336 white districts and 2,317 colored districts. The average size of the white school district in the State is only 9.1 square miles, so that the work of consolidation, as you may readily see, is scarcely more than well begun. The number of white school districts could be decreased to half the present number and the average size could be increased to double the present area and still, as a little calculation will show, in a district of fairly regular size, with a school-house near the centre, the farthest child would be within three miles of the house. The large majority of the children would, of course, be much nearer than this. The decrease in the num-ber of school districts means an increase in the money for each district, an increase in the number of childern in each school, an increase in the number of schools with more than one teacher, a better classification of the children, a reduction in the number of classes necessary for each teacher, an in-crease in the time that each teacher can give to each class, a concentration of the energies of the teacher upon fewer subjects, a stimulation of the children to greater effort by the greater competition of larger numbers, an enlargement of the course of study resulting from better classification, and more teachers rendering possible instruction in the higher as well as the lower branches and preparation for college or for life at home in the rural schools. My experience and my observation of the results of con-solidation, wherever it has been adopted under fairly favor-able conditions, have but strengthened me in my former views and have deepened the conviction that we must find some way to get rid of the multiplicity of little school dis-tricts before any great progress can be made toward better classification and more thorough and comprehensive instruc-tion in the public schools. Upon this question of consolidation I beg to repeat the sub- SUPERINTENDENT OF PUBLIC INSTRUCTION. 31 stance of what was said on this subject in my former bien-nial report, changing' the figures to correspond with the later reports. Our territory is large, and our population is comparatively sparse. For these reasons the problem of properly dividing the counties and townships into school districts is very diffi-cult. In North Carolina there are 39 inhabitants for every square mile. The school population constitutes about 36 per cent, of the entire population, making an average of about 13 school population to the square mile. The average of population to the square mile of territory for the Xorth At-lantic Division of States is 129.8. The average for Massa-chusetts is 348.9. A small population scattered over a large area necessitates a large number of school districts and schools. The number of districts and schools is largely in-creased, in some sections doubled, by the necessity of main-taining separate schools for the two races. It is difficult for States that have a much larger population, a much smaller territory, a much greater school fund, and a single system of schools, to realize the startling magnitude and difficulty of our task of maintaining on a much smaller fund a much larger number of schools for a much smaller population com-posed of two races, in a much larger territory. Yet this is the task that confronts us in North Carolina. It is natural that every man should desire to have a school as near his house as possible for the convenience of his chil-dren. But no wise parent can afford to sacrifice the efficiency of the school for convenience of location, and no unselfish, patriotic citizen will seek to sacrifice the greatest good to the greatest number for a small advantage to his own little family circle. If any should seek so unwise and selfish an end, the just laws of a great State should thwart his purpose. Tuder present conditions in Xorth Carolina, with a small school fund, a sparse, largely rural population, and an im-mense territory, it is absolutely necessary for the efficiency 32 BIENNIAL REPORT OF THE of the schools and the greatest good to the greatest number of children that there should be the smallest possible number of districts and schools. This will of course necessitate larger districts and longer walks, but a child can better afford to walk several miles to a good school than to attend a poor one at his gate. While recognizing the necessity growing out of our pe-culiar conditions for more, and therefore smaller, school dis-tricts and schools than would be required under different conditions, an examination of the facts revealed in the reports of Connty Superintendents forces me to the conclusion that there is an unnecessary multiplication of small districts in the State, and that the number could be greatly decreased with great benefit to the educational interest of the State without interfering with the right of any child to be within reasonable reach of some school. Sixty-five children is the minimum number fixed by law for each new district, except for sparsity of population and peculiar geographical conditions, and this is also the mini-mum number recognized by the special act of the Legislature appropriating $100,000 to aid weak districts to have a four months school. The reports of County Superintendents show that about 45 per cent., nearly one-half, of the white school districts of the State, and about 42 per cent, of the colored districts, contain less than sixty-five children of school age, the mini-mum fixed by law. This minimum is either too great, or the total number of small districts is unreasonably large. The applications for aid from the special appropriation for a four months school term in weak districts reveal the fact that 59 per cent, of the white districts and 60 per cent. of the colored districts applying contain less than sixty-five children. Is it difficult to see the chief cause of weakness in these districts % Is it not a simple business proposition that with a given SUPERINTENDENT OF TUBL1C INSTRUCTION. 33 fund to be divided among a number of districts and schools, the smaller the number of districts and schools the larger the amount of money for each district and school, the larger the number of districts and schools the smaller the amount of money for each district and school ? Is not this proposition as plain as the simple principle of division, that, with a fixed dividend, the larger the divisor, the smaller the quotient, the smaller the divisor the larger the quotient? Is it not equally plain that the larger the amount of money for each district or school, the better the house, the longer the term it can have? In larger districts, with more teachers in one school, better graded, each teacher could teach more children in fewer classes with more time for each class at smaller ex-pense for house and fuel. There would be the increased en-thusiasm, pride and ambition that naturally result from the assembling of a larger number of children and teachers for a common purpose and the rubbing together of many minds. Do not, then, economy and common sense dictate the reduc-tion, by reasonable consolidation, of the number of districts or schools in each county to the smallest possible number con-sistent with the right of every child to be within reasonable reach of some school ? I am not unmindful of the difficulties of this problem, nor am I unsympathetic with the objections of parents to remov-ing the school-house farther from the children, nor am I i^no-rant of the necessity for small districts in some instances on account of peculiar geographical conditions. I am satisfied, however, that with reasonable effort the number of districts can be largely decreased and the efficiency of the schools largely increased by consolidation. It does not seem a great hardship for children that would work on the farm six or eight hours a day, if they remained at home, to have to walk two or even sometimes three miles to school. Sensible parents would be willing for their children to walk farther to get bet-ter advantages. 3 34 BIENNIAL REPORT OF THE The best argument for consolidation, however, is to be found in the practical successful workings of it where it has been tried. Concrete examples are always more valuable than theoretical declarations. Without going into details, I have no hesitation in saying that the sentiment for consolida-tion is growing all over the State, and almost without excep-tion wherever it has been tried it has resulted in better school-houses, better teachers, longer terms, increased attend-ance, increased pride in the school on the part of patrons, and a finer school spirit on the part of the children. • Extravagance and Unwisdom of a Multiplicity of Little Districts.—I beg now to call your attention to some facts and figures taken from the applications for aid from the second hundred thousand dollars for a four months school that ought to convince any unprejudiced mind of the extrava-gance, injustice and foolishness of a multiplicity of little districts. In 1904, 2,723 white districts and 886 colored dis-tricts asked aid from the special appropriation for a four months school term. One thousand two hundred and forty-one or 45.5 per cent, of these white districts contained less than sixty-five children of school age; 445, or 50 per cent, of these colored districts contained less than sixty-five children of school age. Let me illustrate by a few typical counties: In Davidson County forty white districts asked aid, 28 of these contained less than sixty-five children. Xine of these had less than fifty. In one district the average attendance was I41/0, the total cost of the school was $95, the cost per child enrolled was $4.75, the cost per child in average attend-ance $6.55. In Harnett County 59 white districts asked for aid, 27 of these contained less than sixty-five children; 27 colored districts asked for aid, 16 of these contained less than sixty-five children. One district enrolled only nine children, with an average attendance of only six. The average cost of each child enrolled was $8.88, the average cost of each child in daily attendance in this school was $13.3:). In SUPERINTENDENT OF PUBLIC INSTRUCTION. 35 Hyde County, 30 white districts asked for aid, 22 of these contained less than sixty-five children. In one district only 14 were enrolled and only 12 in average daily attendance. The cost of the school was $104. The cost per child enrolled was $7.42, the cost per child in average attendance $8.66. This district asked the State for $83.30 for a four months school. In McDowell Comity 42 white districts asked for aid, 21 of these contained less than sixty-five children. One district had an enrollment of only ten and an average attend-ance of only eight. The cost of this school was $80, the cost per child enrolled $8, the cost per child in daily attendance $10. Montgomery County asked aid for 55 white districts, 36 of these contained less than sixty-five children, 14 of them contained less than 40, three contained less than thirty and one less than twenty. In one district the cost of the school for four months was $100. The cost per child enrolled/was $9, the cost per child in daily attendance $10. In Onslow County 22 white districts asked aid, 12 of these contained less than sixty-five children, one district contained only twelve children with an enrollment of twelve and an average daily attendance of 9 1-3. The cost of the school in this dis-trict was $113.68, the cost per child enrolled was $9.47, the cost per child in daily attendance was $11.96. In Tyr-rell County 14 districts asked for aid, 13 of these contained less than sixty-five children. One district had only four children enrolled, with an average daily attendance of 3%. The school cost $84 for the four months. The cost per child enrolled, therefore, was $21. Another district in this county reported a census of only 17 children, an enrollment of 12 and an average daily attendance of 11. The teacher was paid $23.50 per month. The State was asked for $36.50 for a four months term. The cost per child enrolled would have been $7.85, the cost per child in average daily attend-ance was $8.56. Similar illustrations could be multiplied from other counties asking aid for a four months school. 36 BIENNIAL REPORT OF THE I beg to call your careful attention to the table in this report showing the apportionment of the second hundred thousand dollars. It is not difficult to see that the chief cause of the weakness of these districts requiring aid from the State for a four months school is the smallness of the district. The second hundred thousand dollars to aid weak districts to secure a four months school term ought to be continued. Without it, it will be impossible to get anything like a four months school term in many counties of the State. Even with it, it will be impossible to secure a four months school in many counties and pay a living salary to teachers, in fact such a salary as will command even an average teacher, un-less some means shall be found to reduce largely the number of school districts in these counties. The fact is that even under the amended law restricting the salary of teachers in districts asking aid from this appropriation to the average salary paid white teachers in the State, $28.63 in 1903, and the average salary paid colored teachers, $22.36 in 1903, twenty-eight counties in North Carolina could not get a four months school term in every district, and the average school-term for the entire State was only 17 weeks for white and 16.01 weeks for colored, notwithstanding a number of counties have a school term of from five to seven months, increasing the general average. If all these little districts are to be continued, and the State is to be required to support them by special appropriation, I see no hope of materially lengthening the school term, and little hope of getting even a four months school in every district in all the counties with any reasonable State appropriation. If the^e little districts are to be allowed to continue and to employ, largely at the ex-pense of the State, a teacher for eight or ten or fifteen or twenty children, when, under a proper districting of the county and a proper gradation and classification of the schools, one teacher could more easily teach from twenty-five SUPERINTENDENT OF PUBLIC INSTRUCTION". 37 to thirty-five children and get far better results, I see little hope of increasing the teachers' salaries and getting and keeping better teachers in many of the counties of the State*. If these little districts are allowed to continue and to have at the expense of the State as long a school term as the larger districts, I see little hope of getting rid of many of them. The special act appropriating the second hundred thou-sand dollars now provides "that no school with a school cen-sus of less than sixty-five shall receive any benefit under this act, unless the formation and continuance of such dis-trict shall have been for good and sufficient reasons, to-wit, sparse population or peculiar geographical conditions such as intervening streams, swamps or mountains, said reasons to be set forth in an affidavit by the Chairman of the County Board of Education and the County Superintendent of Schools and to be approved by the State Superintendent of Public Instruction." I have required this affidavit in every instance in regard to every district containing less than sixty-five children. I would not intimate that good and honorable men like the chairmen of the County Boards of Education and the County Superintendents of Schools would consciously make affidavit to what was untrue, but I am forced to believe that if 45.5 per cent, of all the white school districts and 50 per cent, of all the colored school districts asking aid from this fund must contain less than sixty-five children of school age for the reasons mentioned in this law, the population in these counties must be marvellously sparse and the geographical conditions marvelously peculiar. I must think that these men who make these affidavits are in some instances not fully familiar with the conditions, and, if the county has been so divided into districts as to make this many small districts necessary for geographical reasons, as sworn to in this affidavit, then I am confident that in many counties there is need for a wise redistricting of the whole county in order to avoid the necessity of so many little dis-tricts. 38 BIENNIAL REPORT OF THE As I have said in another part of this report, we cannot reasonably hope for much improvement in the teachers with-out an increase in the teachers' salaries. With this large number of little districts we find it impossible to get a four months school term even on present salaries. A little cal-culation will suggest the difficulty of increasing the teacher's salary to a living price unless the number of school districts can be reduced. In 1904 there were 5,336 white rural dis-tricts in the State and 5,448 white schools taught. In view of the increased cost of living and of the compensation paid for other sorts of work, any reasonable man will agree that any fairly competent teacher ought to receive not less than $30 per month and that the average salary ought to be not less than $35 per month. In fact, I doubt if an average salary of $35 per month for teachers now is equal in pur-chasing value to the average salary of $28 paid white teach-ers in the State in the days of Calvin H. Wiley, thirty-five years ago. At an average salary of $35 per month, allow-ing only one teacher to the school, it would require $762,720 to pay the salaries of white teachers for a four months school term. At least one-fourth of the white schools, however, need at least two teachers. Allowing $25 a month for the assistant teachers in these schools, it would require $136,- 200 for their salaries, making the total expense of teachers' salaries for the white schools for a four months term at these low average monthly salaries $890,920. The amount paid white teachers in 1904 was $759,206.67, therefore, to pay the white teachers even these reasonable salaries would re-quire for a four months school term in every white district $131,714 more than we paid to white teachers in 1904. The average salary paid white teachers in 1904 was only $29.05. At this average salary for every white teacher of the State at least $791,322 would be required for teachers' salary alone for a four months school in all the white schools of the State. In 1904 only $759,206.67 was spent for white SUPERINTENDENT OF PUBLIC INSTRUCTION. 39 teachers' salaries, so that to have a four months school term in all the white schools at 'an average salary of only $29.05 a month would require $32,115.33 more than was spent for salaries of white teachers last year. This leaves out of con-sideration entirely the colored schools. It is apparent, there-fore, to any thoughtful man that but little can be done in lengthening the school term, in increasing the teacher's sal-ary, and in improving the efficiencv of the teacher and of the work in these counties with so many little districts un-less something can be done to decrease the number of dis-tricts. A waste of money in paying inefficient teachers meager salaries to teach inefficient schools with only eight, ten, twelve or fifteen or twenty pupils in attendance ought to be stopped somehow. The onlv wTay to stop it is by rea-sonable consolidation of districts, and, if necessary, by a wise redistricting of townships and counties. To illustrate : If two little districts with an average attendance of twenty pu-pils each, paying the teacher of each $25 a month, could be consolidated into one district with an average attendance of forty children no more classes would be required, and one teacher could manage forty about as well as each teacher of the little schools managed twenty. The teacher could be paid a reasonable salary of $40 a month, which would secure a more efficient teacher, and $10 a month would be saved to the school fund. In other words, the consolidated school would have a more efficient teacher at a better salary at an expense of $10 a month less. The inevitable conclusion from these facts and figures, then, is that if the large number of small districts continues, the school fund will have to be very largely increased in order to secure a four months school taught by competent teachers at reasonable salaries. The constitutional limitation of taxation having been reached, the general school fund can-not be increased except by special State appropriation, and in these little districts the increase by local taxation, even if adopted, would be insignificant. 40 BIENNIAL KEPOKT OF THE There is, of course, great need for judgment and tact in the management of this problem, but there is also need for firmness and justice and a consideration of the greatest good to the greatest number. The people should be reasoned with, persuaded and led. Superintendents, Boards of Edu-cation and committees should acquaint themselves fully with the facts, the geographical conditions, the population of the districts, the location and condition of the school-houses, and should set about the work of consolidation, where the condi-tions are favorable and the facts justify it, with intelligence and prudence. The work should be done systematically. The interest of the entire county should be kept in view. Every Board of Education should have a carefully prepared map of the county for guidance in consolidation and redistricting. Where consolidation seems necessary and advantageous, the people of the districts ought to be consulted, some influential citizens interested and set to work in these communities, a public meeting probably called, and the benefits and necessity of the proposed consolidation pointed out. Where a new house is needed, or an old one is unsatisfactory or needs repair, consolidation of districts could frequently be encour-aged by Boards of Education by proposing to build a better house in the center of a larger district if the people will agree to consolidation. I realize the difficulty of changing the location of a school-house after a district has been formed and people conven-iently located to the school have become attached to it, but I believe that many of these people could be reasoned with, shown the advantages of consolidation, and induced to con-sent thereto. I am satisfied that, after adoption under favor-able conditions, the benefits will be so apparent as to over-come opposition and stimulate consolidation in surrounding districts. It will not be wise, I think, to force consolidation. It will be wiser to set about systematically to create senti-ment for it where it is needed, and bring it about as rapidly SUPERINTENDENT OF PUBLIC INSTRUCTION. 41 as conditions and public sentiment will permit. Eash and radical action in defiance of the wishes of the people is always unwise, and invariably results in harmful reaction. In many counties considerable time will be necessary to con-solidate all the small districts that ought to be consolidated, after a careful study of the entire situation. The work ought to be wisely planned at once in every county, and pushed as rapidly, prudently and tactfully as possible. The best test of consolidation and the best argument for it are to be found in the practical workings of it. Below will be found a few typical reports from consolidated districts : REPORTS ON CONSOLIDATION. To the County Superintendent : Kindly fill in fully and accurately all of the following blanks, one for each consolidated district, and return to me at the earliest possible date. This information will be the best argument in favor of consolidation. It is my desire to incorporate it in my report and later in a bulletin. J. Y. JOYNER, Superintendent of Public Instruction. Wilkes County, 7 Edwards' District, December 15, 1904. Number of districts consolidated, 2. 42 BIENNIAL KEPORT OF THE Observations on Consolidation: (a) effect upon public sentiment for consolidation and local taxation in the community and surrounding communities; (b) effect on interest and enthusiasm of pupils; (c) effect upon classification and gradation; (d) effect upon instruction in higher branches; (e) other observations: The result of consolidation is that public sentiment has been created for better schools, better teachers and higher salaries—in fact, for all that its most ardent advocates hoped. C. C. WRIGHT, County Superintendent. Yadkin County, Liberty No. 2 District, December 16, 1904. Number of districts consolidated, . SUPERINTENDENT OF PUBLIC INSTRUCTION. Durham County, Watts District, December 16, 1904. Number of districts consolidated, 2. 44 BIENNIAL REPORT OF THE SCHOOLS AND SCHOOL DISTRICTS. The following table shows the comparative sizes and population of school districts in the Southern States: State. Virginia North Carolina- South Carolina - Georgia Florida Alabama Mississippi Louisiana Texas Arkansas Tennessee 8S5 6,693 5,336 2,508 4,681 1,818 3,863 4,175 2,341 8,207 bo 2,272 2,338 2,096 2,752 652 1,869 2,877 1.092 2,377 6,205 1,542 .5s <« 40,125 48,580 30, 170 58,980 54,240 51,540 46,340 45,420 262.290 53,045 41,750 > o 5.9 9.7 12.0 12.6 29.8 13.3 11.0 19.4 31.9 6.7 o hi-; £§ > X o g ** bo 2! Z <! 17.6 20.8 14.4 21.4 83.1 27.5 16.1 41.6 110.3 27. 10.5 9.5 3.2 6.2 1.8 6.6 5.3 2.2 6.6 14.0 6.6 4.6 4.0 5.7 1.3 4.0 4.8 0.62 2.7 4.6 Year. 1902-'03 1903-'04 1902- '03 1902-'03 1901-'02 1901-'02 1902-'03 1902-'03 1901-'02 1901- '02 1902-'03 Better Classification and More Thorough Instruction.— A recent inquiry concerning the course of study and the classifi-cation of pupils in the public schools of the State reveals a great lack of uniformity and, in some counties of the State, a somewhat chaotic condition. I sent to all County Superin-tendents blanks for reports of the daily programs and of the progress made by the various classes. These blanks were sent to the public school-teachers and the Superintendents were requested to send the best ten to my office. A careful examination of these and a compilation of their contents showed that the average number of recitations in the school with one teacher undertaking to give instruction in all sub-jects required by law to be taught in the public schools varied from 35 to 55. In order to give instruction in all the subjects the teach-ing of which is made mandatory under the law, at least 21 recitations a day will be required. The legal length of a school day is six hours, hence an average of only twelve min-utes could be allotted to a recitation in any school with only one teacher. The folly of even expecting thorough and sue- SUPERINTENDENT OF PUBLIC INSTRUCTION. 45 cessful instruction in this many subjects in this many classes by one teacher is apparent without argument. The need for a better classification so as to reduce the classes to the smallest possible number, thereby giving the longest possible time to each class, is also apparent. Owing to the different ages of the children, ranging from six to twenty-one years, and the different degrees of advancement, about as many classes will be necessary in a school with one teacher as in a school with two or more teachers, the chief difference being, of course, in the number of children in a class. Unless some means, therefore, can be found for increasing the number of schools with two or more teachers and decreasing the num-ber of schools with only one teacher, I see but little hope of successful instruction in any of the high school branches or of improving materially the instruction even in the ele-mentary branches known as the common school branches. It is apparent that in a well-classified school with two or three teachers, with few if any more classes than a school with one teacher, each teacher will have two or three times as much time for each class, and will be able to concentrate his thought and energies upon fewer classes and subjects and, consequently, to do more thorough teaching in those subjects, and that at least one of the teachers would have time for instruction of the older children in the higher branches. I have been so firmly convinced of the impossi-bility of thorough instruction by one teacher in more than the elementary branches, that I have advised in the preface to the Course of Study that only in exceptional cases should instruction in any higher branches ever be undertaken in any school with only one teacher. The only means of reducing the number of schools with only one teacher and getting more schools with two or more teachers and the better classification, more thorough instruc-tion and more advanced work so necessary for the growth and development of our public school system are to be found 46 BIENNIAL KEPOET OF THE in reasonable consolidation and local taxation. By means of consolidation more teachers and more children can be brought together into one school, and by means of local taxa-tion more money will be available for the employment of more teachers at better salaries and for the lengthening of the school term. In the meantime, through the adoption of the graded course of study heretofore referred to, and its enforcement in all the public schools, the work of the public schools can be greatly improved in uniformity, definiteness, thoroughness and classification. Public High Schools.—It is the purpose of the Depart-ment of Public Instruction to prepare and send out in pam-phlet form in the near future a course of study in the higher branches. The course of study heretofore sent out covers only seven grades, or seven years' work, including instruc-tion only in the common school branches required to be taught by section 37 of the Public School Law, instruction in which must be provided first in every public school. The law, however, allows instruction to be given in other branches after instruction in these has been provided. No course of public instruction is complete or adequate to the demands of the age that leaves a gap between the public school and the college. The public schools of North Carolina cannot command the full confidence and patronage of the people, or hope to offer to the children of the State educational opportunities equal to those offered by the public schools of most of the States in the Union, unless instruction in the higher branches, as well as in the elementary branches, is provided in these schools. Every child has the right to have the chance to develop to the fullest every faculty that God has endowed him with. It is to the highest interest of every State to place within the reach of every child this chance. By the evidence of the experience of all civilized lands of the past and the present, the study of the higher branches is necessary for the fullest SUPERINTENDENT OF TUBLIC INSTRUCTION. 47 development of these faculties. Instruction in these unless provided in the public schools cannot be placed within reach of nine-tenths of the children of North Carolina. If the great masses of our people are to be limited in their education to the elementary branches only, we cannot hope for any mate-rial improvement in their intelligence and power, this State cannot expect to compete successfully with those States that have provided through such instruction in their public schools for the highest and fullest development of all the powers of all their people. The old idea that instruction in the public schools must be confined to the rudimentary branches only, or the three R's, as they were called, was born of the old false notion that the public schools were a public charity. This notion put a badge of poverty upon the public school system that was for many years the chief obstacle to the progress and development of public education in North Carolina. The notion still lingers in the minds of a few that at heart do not believe in the power and the rights of the many. It has no place in a real democracy. It must give place to that truer idea, accepted now in all progressive States and lands, that public education is the highest governmental function — in fact, the chief concern of a good government. This was the conception of our wise old forefathers when they declared in their Constitution that "Religion, morality and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged," and when they wrote into their Bill of Rights, "The people have a right to the privilege of educa-tion, and it is the duty of the State to guard and maintain that right." No man in this age will dare maintain that instruction in the mere rudiments of learning can be called an educa-tion, or that the people have been given the right to an educa- 48 BIENNIAL REPORT OF THE tion when instruction in these branches only has been placed within their reach. Under this broader democratic concep-tion of public education and its function, the obligation of the government to the poorest is as binding as its obligation to the richest. The right of the poorest to the opportunity of the fullest development is as inalienable as the right of the richest. Good government and the happiness of man-kind are as dependent upon the development of the fullest powers of the poorest as upon the development of the fullest powers of the richest. Where the Creator has hidden the greatest powers no man can know till all have been given the fullest opportunity to develop all that is in them. Every tax payer, rich or poor, has an equal right to have an equal chance for the fullest development of his children in a pub-lic school with the fullest course of instruction that the State in the discharge of its governmental function is able to pro-vide. If our system of public schools is to take rank with the modern progressive systems of other States and other lands, to meet the modern demands for education and supply to rich and poor alike equal educational opportunity, instruc-tion in these higher branches, whereby preparation for col-lege or for life may be placed within the easy reach of all, must find a fixed and definite place in the system. Public high schools constitute a part of every modern pro-gressive system of public education. Many, perhaps a ma-jority, of the public school children will not for years avail themselves of these opportunities for higher work because of lack of time, pressure of necessity and, in some cases, lack of ability and desire for this higher training, but this is all the more reason why all the smaller number that have the capacity and the desire should also have the opportunity. It is necessary, therefore, to begin to plan for the develop-ment of the public school system in this direction, for the SUPERINTENDENT OF PUBLIC INSTRUCTION. 4:9 establishment of public high schools in every county, for the organization, successful direction and supervision of these schools. In all the cities of the State, except the city of Raleigh, that have public schools partly maintained by local taxation, in all the larger towns and in nearly all the rural special tax districts, high school instruction has already, in a meas-ure, been provided in the public schools. In many other rural schools in the larger and wealthier counties instruction in these higher branches is also provided, as will appear from tables printed elsewhere in this report showing the number studying different branches. This instruction, however, is somewhat desultory and needs to be organized into a more uniform, definite and connected system, better articulated with the elementary schools on the one hand and the Univer-sity and the colleges on the other. The course of study in these higher branches now in preparation by the Department of Public Instruction will, of course, be one step in this direction. Some of the town and city graded schools already have well organized high school departments that are send-ing to the University and the various colleges of the State every year some of the best prepared students at these insti-tutions. It is a very noticeable fact that since the establish-ment of these high school departments in connection with the public schools in these communities, many more young men and young women are attending college every year from those communities, and there has been a wonderful increase in interest in higher education and general culture. In the majority of the rural districts, however, no ade-quate provision has been made for the higher instruction of the public school children, and in most of these, as pointed out above, no provision can be made for such instruction until we find a way to get more money and more teachers by consolidation and local taxation, or by some other means. We must begin, however, to mature a plan for placing such 4 50 BIENNIAL REPORT OF THE instruction within the reach of all the children of the rural districts. Surely these children, that constitute eight-tenths of the entire school population of North Carolina, are enti-tled to as good educational opportunities as the children of the towns and cities. If the power of any free State dwells in the many and not in the few, then it inevitably follows that the State that hopes to reach the fullest development of its power must provide for the fullest development of the many. The time has already come in a number of our larger and wealthier counties, and is not far distant in all the coun-ties of the State, when here and there in the counties and in the townships accessible public high schools must be pro-vided, more or less centrally located and wisely articulated with the numerous elementary schools now existing in the rural districts. I am not now prepared to submit a matured plan for this work, and we are perhaps not yet prepared for the successful execution of such a plan in the entire State, though I believe that we are prepared to begin the working out of this prob-lem in some of the wealthier and more populous counties. It is a problem, however, that must be dealt with prudently and wisely, and the Superintendent of Public Instruction should like to have an opportunity of studying the problem carefully before making definite recommendations or offer-ing an outline of a plan. In order to do this, he would like to have the opportunity and the means of visiting sections of the country where this problem has been worked out with more or less success and of studying the school system of those sections. He can do this in connection with the study of the problem discussed in the next division of this report, if the recommendation suggested in that division for providing the means meets with favorable action from your Excellency and the General Assembly. Industrial Education.—The foundation of all education is, of course, a mastery of the rudiments of knowledge, the SUPERINTENDENT OF PUBLIC INSTRUCTION. 51 elementary branches of reading, writing and arithmetic. A knowledge of these, and the training and development which comes from the effort necessary for the acquisition of such a knowledge, are absolutely essential for every human being. It is folly to talk about higher education or special training along any line for any useful sphere of life or work until the schools have provided at least this much instruction. When, according to the last census report of the United States, 19.5 per cent, of the white population and 47.6 per cent, of the colored population, over ten years of age, in North Carolina are still unable to read and write, it is painfully manifest that we have not yet provided in our public schools instruction for all our people in even the elements of knowledge. That this is true is further manifest from the facts set forth in this report as to the condition of the school-houses in many districts, the number of districts with-out houses, the number of one-teacher schools, the average length of the school-term and the low average salary paid the teachers. To provide even such facilities as we have, it has been necessary to make a special State appropriation of two hundred thousand dollars. We must, therefore, give our chief attention to making adequate provision for doing thor-oughly this foundation work. If the foundation be not well laid first, the entire educational structure must fall to pieces. Until we get money for this we cannot afford to divert much time, money and energy into other channels. There is much reason to hope that we are in sight at least of the accomplish-ment of this. In some counties it has already been accom-plished. It is well, therefore, to begin to look to the future and to plan wisely for the development of our educational system in other directions. I have already discussed the necessity of begining to plan for its development along the line of higher instruction for those who have the capacity and the desire for this. Every complete educational system must 52 BIENNIAL REPORT OF THE make provision also for that training in the school which will give fitness for the more skillful performance of the mul-titudinous tasks of the practical work of the world, the pur-suit of which is the inevitable lot of the many, for that train-ing which will connect the life and the instruction of the school more closely with the life that they must lead, which will better prepare them for usefulness and happiness in the varied spheres in which they must move. All these spheres are necessary to the well-being of a complex life like ours. The Creator who has ordained all spheres of useful action has not endowed all with the same faculties or fitted all for the same sphere of action. "We are all but parts of one stupendous whole, Whose body Nature is, and God the soul." Every wise system of education, therefore, must, beyond a certain point of educational development, recognize natural differences of endowment and follow to some extent the lines of natural adaptation and tastes, thus co-operating with Nature and God. The education that turns a life into unnatural channels and into the pursuit of the unattainable fills that life with discontent and dooms it to inevitable fail-ure and tragedy. In recognition of these established laws of Nature and life, manual training and industrial educa-tion are beginning to find a fixed and permanent place in systems of modern education. They have already been given a place in some of the higher institutions of our public school system—in the A. & M. College for the white race at Raleigh, in the State Normal and Industrial College for Women at Greensboro, and in the A. & M. College for the colored race at Greensboro. Under the new supervision of Superintend-ent Coon, industrial training will be emphasized in the State Colored Normal Schools at Winston, Fayetteville, Elizabeth City and Franklinton. Some of the city graded schools, notably those of Durham, Asheville, Wilmington, Winston, SUPERINTENDENT OF PUBLIC INSTRUCTION. 53 Greensboro and Charlotte, have introduced manual training and industrial education. This sort of education, however, must come as a growth, a development of a general school system that provides first for the intellectual mastery of those branches that are recog-nized as essential for intelligent citizenship and workman-ship everywhere. It must be remembered that the first essen-tial difference between skilled labor and unskilled labor is a difference of intelligence as well as of special train-ing; that a skilled farmer must be first of all a thinking man on the farm ; a skilled mechanic, a thinking man in the shop ; that a skilled hand is but a hand with brains put into it and finding expression through it, that without brains put into it a man's hand is no more than a monkey's paw ; that without brains applied to it a man's labor is on the same dead level with the labor of the dull horse and the plodding ox; that a man with a trained hand and nothing more is a mere machine, a mere hand. The end of education is first to make a man, not a machine. It will be well to remember, also, that industrial education is the most expensive sort of education on account of the equipment necessary for it and the character of the teachers required for it. Teachers prepared for successful instruction in this sort of education must of course be in some sense specialists in their line and always command good salaries. For the majority of the public schools of the State, therefore, with one-room school-houses without special equipment and with one teacher without special training on an average salary of $29.05 per month, with barely money enough for a four months term and for instruction in the common school branches, with more daily recitations already than can be successfully conducted, industrial education and technical training is at present impracticable. A study of the history of this sort of education will show that it has come as a later development after ample provision 54 BIENNIAL REPORT OF THE had been made for thorough instruction in the lower and in the higher branches of study, in those schools that were pro-vided with school funds sufficient for instruction in the ordi-nary school studies, for the expensive equipment, and for the teachers trained especially for industrial and technical edu-cation. In fact, I think it will be found that such education has been provided first in the towns and cities and great cen-ters of wealth and population or in institutions generously supported by large State appropriations or by large endow-ments. To undertake such education in the ordinary rural schools of the State in their present condition, with their pres-ent equipment, and with the meager funds available for them, would result in burlesque and failure, and would, in my opinion, set back for a generation or two this important work. We might, however, begin to develop our public school system in that direction in those communities and counties where the conditions are favorable and the funds sufficient, and we might begin to devise ways and means for providing the necessary funds and making the conditions favorable in other communities. I trust that means may soon be found for the establishment in every county of at least one or more schools for industrial training. This will require more money, however, than is now available for public schools and will probably require both county and State appropriations. In the meantime, it is proper and wise to cultivate public sentiment for this sort of education and to provide for it as rapidly as we shall find ways and means for doing so. In the meantime, also, we can continue to give in all our public schools elementary instruction in agriculture and to encour-age nature study in the schools among the pupils. An ad-mirable little text-book on agriculture has been adopted for use in public schools, and, in the course of study sent out, simple nature study has been provided in every grade. Perhaps even now we might begin in some counties and some communities to try to work out successfully this prob- SUPERINTENDENT OF TUBLIC INSTRUCTION. 55 lem. We must prepare to meet it and to meet it successfully. The age is demanding more and more this sort of training. The commercial and industrial development of the wonder-ful resources of the State and the prosperity and happiness of the great masses of the people are making it more and more necessary. I believe that it would be wisdom on the part of the General Assembly to make a small appropriation suf-ficient to cover the actual expenses of the State Superintend-ent so as to enable him to visit States and communities that have in successful operation in their public schools this sort of training and to study this problem, together with the prob-lem of successful public high schools, that he may better pre-pare himself for dealing wisely with both these problems by acquainting himself with the successful experience of others. He could perhaps embody the results of his observation and study in a special report upon the subject. It is the ambition of the State Superintendent to spare no effort to aid his people in building up as good a system of pub-lic schools as is to be found anywhere, a system that shall keep abreast of the educational progress of the age so far as avail-able funds shall render this possible. For the wisest direc-tion of the great educational work of a great State, the head of that work ought to have opportunity and means to visit other States and lands and to observe and study the best in other and more advanced systems of schools. It is not suf-ficient for him simply to read about these things in books and simply to know the conditions and needs of the work in his own State. In the natural development of a growing system of schools it becomes necessary to meet and solve new prob-lems that have been met and solved successfully in other places. It ought to be possible for the State Superintend-ent to visit such places and better fit himself for dealing suc-cessfully with these problems in his own work. The present appropriation of five hundred dollars for his expenses barely covers the actual necessary expenses of travel incident to the 56 BIENNIAL EEPOET OF THE work in his own State, and the present salary is not sufficient to warrant him in incurring the expense incident to visiting other States and acquiring a broader knowledge of his work. If your Excellency and the General Assembly deem it wise and proper that such an appropriation shall be made, not in any event to exceed a fixed amount of two hundred and fifty dollars a year, the Superintendent will be glad to spend some time during the next two years in studying in other States the problems of public high schools, industrial and technical edu-cation, and other problems that will be constantly presenting themselves for solution in the rapid development of the pub-lic school system of our State. A small appropriation of this kind would also enable him to attend important educational meetings in different parts of the country in which the State and its educational work should be represented. Improvement of Teachers.—Without the vitalizing touch of a properly qualified teacher, houses, grounds and equip-ment are largely dead mechanism. It is the teacher that breathes the breath of life into the school. Better schools are impossible without better teachers, Better teachers are impossible without better education, better training, and bet-ter opportunities for them to obtain such education and train-ing. Better education and better training and the utiliza-tion of better opportunities for these by teachers are impos-sible without better pay for teachers. Reason as we may about it, gush as we may about the nobility of the work and the glorious rewards of it hereafter, back of this question of better teachers must still lie the cold business question of better pay. The average salary of white teachers in jSTorth Carolina in 1904 was $29.05 ; the average salary of colored teachers was $22.27 ; the average length of the school term was 17 weeks for white and 16.01 weeks for colored; making the average annual salary of white teachers in North Carolina, there-fore, $123.46 and the average annual salary of colored SUPERINTENDENT OF I'UBLIC INSTRUCTION. 57 teachers $89.13. For such meager salaries men and women cannot afford to put themselves into the long and expensive training necessary for the best equipment for this delicate and difficult work of teaching. The State may supply the best opportunities that the age affords for the training of the teachers, but, as long as the rank and file of the teachers re-ceive such meager salaries, these opportunities will be beyond their reach and they must inevitably divide their attention between the service of two masters to make even a bare liv-ing. As long as they must work at some other business for six or eight months of the year, and at the business of school-teaching for only four or five "months, they can scarcely hope to become professional and masterful teachers. The teacher who does something else eight months of the year for a living and teaches school four months of the year for extra money must continue to be more of something else than of a teacher. With short school terms, small salaries, poor school-houses and other conditions adverse to success, we cannot hope to command and retain first-class talent in this business of teach-ing the rural schools, however good or however accessible the opportunities for improving teachers may be made. We must, in the outset, face the cold business truth that, as the South conies more and more rapidly into her industrial and agricultural heritage, and the channels of profitable employ-ment multiply, the best men and women in the profession of teaching cannot be retained in it, and little inducement will be offered to other men and women of ambition, ability and promise to enter it unless the compensation for the teacher's service is made somewhat commensurate with that offered in other fields of labor. As long as the annual salary paid the teacher who works upon the immortal stuff of mind and soul is less than that paid the rudest workers in wood and iron, less than that paid the man that shoes your horse or plows your corn or paints your house or keeps your jail, the best talent cannot be secured and kept in the teaching profession, 58 BIENNIAL REPORT OF THE the teaching profession must continue to be made in many in-stances but a stepping-stone to more profitable employments or a means of pensioning inefficient and needy mediocrity. The first step, then, in the direction of improvement of teachers is an increase in the salary of teachers so as to make it worth the while of capable men and women to enter the profession of teaching, to remain in it, to put themselves in training for it, and to avail themselves of the opportunity offered for improvement. An increase in the monthly com-pensation and an increase in the annual school term are the only two ways of increasing the teacher's salary. The only means of increasing compensation and school term is by increasing the available school funds for each school. The only practical means of doing this under present conditions is by consolidation and local taxation. That the counties and districts that pay the best salaries secure as a rule the best teachers is the best evidence that this question of better teachers is largely a question of better salaries. With the growth of educational sentiment and en-thusiasm the demand for better teachers has grown, but every community that demands a better teacher ought to remember that the demand is unreasonable and unlikely to be met un-less the means for better pay be provided by the community. The raising of the standard of examination and gradation of teachers will be ineffective, and perhaps unfair, unless it is accompanied with a corresponding increase in the wages of teachers. Of what avail will it be to raise the require-ments without raising the compensation, when even now, with the present low standard of qualifications, it is almost impos-sible in many counties to get enough teachers to teach the schools, and when even now the same qualifications will com-mand much better compensation in almost any other vocation. The logical result of raising the standard of examination and gradation without raising the prices paid would be to decrease the supply of teachers and render it practically im- SUPERINTENDENT OF PUBLIC INSTRUCTION. 59 possible to supply the schools with teachers. An increase in the requirements for teaching-, a multiplication of the oppor-tunities for the improvement of teachers, and a mandatory requirement of teachers to avail themselves of these oppor-tunities, must in all reason and fairness be accompanied by a cm-responding increase in salary. Better work deserves and commands better pay. Improvement of Count}/ Institutes and Summer Schools.— In the meantime, some means must be found for placing at small expense within easy reach of the rank and file of the teachers the best possible opportunities for improvement under present conditions. These opportunities must be car-ried to the teachers. They cannot afford to go far nor to spend much money to get them. I am satisfied, therefore, that the county institute and summer school is at present the only practical means of reaching and helping the majority of the poorly paid rural public-school teachers of the State. These institutes shrmld be a combination of an institute and a sum-mer school, affording the teachers an opportunity to increase their knowledge of the subjects taught and to learn by prac-tical talks and object lessons better ways of teaching them. They should continue not less than two weeks nor more than a month. They should be held in every county at least once in two years and attendance upon them should be, as now, compulsory. Heretofore the work of these institutes has been desultory. There has been no systematic or uniform plan of work. There has been no progressive and continuous development in the work. The institutes have been conducted by different teachers in different ways in different counties each year, sometimes conducted by men and women without experience or special fitness for such work, generally conducted by teach-ers with whom this work is a mere incident to their regular work adopted as a means of supplementing their salaries during the vacation months. Four or five thousand dol- 60 BIENNIAL REPORT OF THE lars are spent annually by the counties in this desultory work. Section 26 of the School Law now vests in the State Superintendent the power to appoint the institute con-ductors and provides for the appropriation of not more than two hundred dollars by each county for institute work. If this section were amended so as to require each county to appropriate at least two hundred dollars for a county institute and summer school once in two years, the State Superin-tendent has in mind a plan by which he could easily organ-ize this institute and summer school work upon such a basis as would enable him to employ trained men for it who could make it their main business and not a mere side issue, who would be able to make themselves more expert and ef-ficient in every way. Under this plan the work could be organized in such a way as to supplement and give effectiveness to the profes-sional work carried on through the manuals for teachers, issued as bulletins from time to time by the State Depart-ment of Public Instruction. A systematic, progressive course of institute work could be arranged and put into successful execution whereby the teachers would receive credit for the work done each year, and the same teachers, after hav-ing completed one year's work, would not be required to go over the same ground in the next institute. The suc-cessful completion of the entire course of two or three years of institute and summer school work might lead to the issuance of longer term certificates valid in other counties of the State, and possibly to excusing from future compulsory attendance upon county institutes and summer schools. In this way definiteness and direction could be given to this work, more incentive would be given the teachers to attend and greater benefits in every way would be derived by at-tendance. Much less difficulty, I have no doubt, would be experienced in securing attendance and there would be much less complaint about compulsory attendance. SUPERINTENDENT OF PUBLIC INSTRUCTION. 61 Under this plan the institute and summer school work would cost but little more than it now costs. It is now costing from $4,000 to $5,000 a year for institutes in not more than fifty-four counties a year. Under this plan the cost would not exceed $10,000 a year. Much more effective institutes and summer schools, with much more efficient con-ductors, would be held in every county of the State for a longer term at least once in two years at a biennial expense of two hundred dollars to the county. jSTot one cent of State appropriation would be necessary. The only change in the school law necessary to secure this great improvement in the institute and summer school work would be a change of sec-tion 26 thereof so as to make the appropriation of two hundred dollars by each county for institute and summer school work mandatory once in two years instead of permis-sive every year, as at present. Other means of placing the opportunities of improvement within easy reach of the rank and file of the teachers are the manuals on teaching the different subjects issued as bulle-tins from the Department of Public Instruction, County Teachers' Associations, and a State Teachers' Reading Circle. The work of these should be correlated with the work of the county institutes and summer schools. In the county asso-ciations, and in the institutes, and in the examinations for teachers' certificates, the teachers could be held responsible for the work outlined in the teachers' manuals and in the course of study sent out beforehand for the county institute, and in this way could be somewhat prepared beforehand for the work of the institute. In this way a competent County Superintendent, whose salary justified his giving his time to the work, could carry on all the year the same sort of work in teacher training as is carried on by a competent superin-tendent of a town or city system of schools, and the institute when it came would but enlarge and give effectiveness and better direction to his work. As suggested above, teachers 62 BIENNIAL REPORT OF THE could be incited and stimulated to carry on the work by being held responsible for it in the examinations and institutes, and by having credit given for it in these examinations and in longer term certificates valid in other counties. District State Summer Schools for Teachers.—The reports of the work of the excellent summer schools for teachers at the University, the A. & M. College and at Davidson College last summer, printed elsewhere in this report, indicate that a large number of ambitious teachers were reached and helped by these schools. I visited all of these schools and was much impressed with the earnestness and eagerness with which the majority of the teachers in attendance were utilizing every opportunity there offered for professional improvement. There will always be a large number of ambitious teachers in the State who will desire to avail themselves of the larger opportunities offered in such larger summer schools for more expensive and advanced work by larger faculties than can be offered in the county institute and whose salaries will justify them in assuming the greater expense necessary to attend such schools. It seems to me, therefore, that it would be wise for the State to supplement the work of the better organized and directed county institutes, absolutely necessary for reach-ing the majority of the teachers, by providing for the estab-lishment of about five District State Summer Schools for teachers conveniently located in different sections of the State. One of these schools might be located at the University, another at the A. & M. College, another at the State Normal and Industrial College, as the State already owns these valuable and expensive educational plants, another at some accessible point in the eastern section of the State and another at some accessible point in the western section of the State, these points to be selected by the State Superintendent or by the State Board of Education. All these schools should be under the general direction of the State Superintendent of Public Instruction so that the courses of study could be SUPERINTENDENT OF PUBLIC INSTRUCTION. 63 arranged to meet the needs of the teachers of the different sections and those of the different grades of teachers and to supplement the work of the comity institutes and summer seln Mils. In this way, also, unnecessary rivalry and compe-tition between the schools could he avoided and each could be made to fit into its proper place in the general State sys-tem of schools for the training and improvement of teachers. The location of these district summer schools should be left to the State Superintendent or the State Board of Edu-cation, so that before locating any one of them a satisfactory agreement could be secured from the selected community to provide buildings and equipment for the school and to furnish board to teachers at low rates. County institutes and summer schools, these district State summer schools for teachers and the permanent pedagogi-cal departments at the State Normal and Industrial College, the University, the Cullowhee High School, and the Appa-lachian Training School would form a fairly complete State system of schools for the training and improvement of teachers that could be made to meet fairly well at present the needs of all classes of teachers in the State. I foresee that the summer schools heretofore conducted at the institutions named above can not be permanent unless placed upon a more permanent financial basis. For the permanent establishment and support of these district State summer schools an annual State appropriation of $1,500 or $2,000 for each will be necessary. County Supervision.—As pointed out in the first part of this report there has been marked improvement in county supervision. The average salary of the County Superintend-ent has been more than doubled since 1901. The superintend-ents in nearly all the counties of the State are devoting more time to the work than ever before, but there is still much work to be done before county supervision can be made as efficient as it should be. The more I learn of the educational work of the 64 BIENNIAL REPORT OF THE State through the discharge of my office duties and my visita-tions and field work, the more clearly I see that the real strat-egic point in all this work to-day is the County Superintend-ent. Upon this subject I beg to quote from my annual address to the State Association of County Superintendents delivered November 11, 1903. "The work of the State Superintendent must be done and his plans executed largely through the County Superintendent. The work of the County Board of Education must be carried on and its plans executed largely through the County Superintendent. The work of the School Committeemen will not be done properly without the stimu-lation and direction of the County Superintendent. No proper standard of qualifications for teachers can be main-tained and enforced except by the County Superintendent. No esprit de corps among the teachers can be awakened and sustained save by a County Superintendent in whom it dwells. No local and permanent plans for the improvement of public school-teachers through county teachers' associa-tions, summer institutes and schools, township meetings, etc., can be set on foot and successfully carried out save under the leadership of an energetic County Superintendent. All cam-paigns for the education of public sentiment on educational questions and for the advancement of the work of public edu-cation along all needful lines are doomed to failure or, at least, to only partial and temporary success without the active help and direction of a County Superintendent knowing his people, knowing the conditions and needs of his county, know-ing something of the prejudices and preferences of the dif-ferent communities, endowed with tact, wisdom, common sense, character, grit and some ability to get along with folks, and enjoying the confidence of teachers, officers, children and patrons. Upon the County Superintendent mainly must de-pend the bringing together of all those forces in the county — public and private, moral and religious, business and pro-fessional— that may be utilized for the advancement of the SUPERINTENDENT OF PUBLIC INSTRUCTION. 65 educational work of the county and for the awakening of an educational interest among all classes of people, irrespective of poverty or wealth, religion or politics. This work of edu-cating the children of all people is too great a task to be wrought by any part of the people. ISTo real county system, composed of a large number of separate schools unified and correlated in their work, each pursuing a properly arranged and wisely planned course of study in the subjects required, and the whole system fitting into its proper place in a great State system, can ever be worked out save through the aid and under the direction of a County Superintendent with an ade-quate conception of his work and with an ability to do it." Such a work requires for its successful execution a man of mind and heart and soul, a gentleman, a man of common sense, tact, energy, consecrated purpose, education, special training, and business ability—a man who can give all his time and thought and energy to the work. You cannot com-mand the services of such a man in any business without pay-ing him a living salary for such men are in great demand for any work. May we not hope, therefore, that at no distant day the salary attached to so important an office may be sufficient in every county to employ trained and competent men for all their time, to unfetter the earnest, competent men already engaged in the work so that they may have a chance to do their best work and show what is in them, and to justify men in the coming years in placing themselves in special training for this special work. It is noticeable and significant that educational progress along all lines is more rapid in those counties in which com-petent Superintendents have been put into the field for all their time, and that in almost every county in which this has been done, the school fund has been increased by local taxation and by economical management of the finances, look-ing carefully after the sources of income, much more than 66 BIENNIAL REPORT OF THE the increase in the salary of the Superintendent. For ex-ample, in Guilford County, the Superintendent's salary was increased $1,000 a year, and during the first year of his ad-ministration, largely through his efforts, the annual school fund was increased by local taxation alone $7,745. In Pitt County the efficient Superintendent was put into the field for his entire time at increased salary, and already the annual increase in the school fund from local taxation, secured mainly through his activity, is much more than the increase in his salary, to say nothing of the remarkable increase in the efficiency of the entire county system of schools resulting from his more efficient work. Similar evidence could be given about other counties. You cannot make a success of any great business like this business of education without a man at its head devoting all his time, thought and energy to it. Wherever this is the case the educational work of the county is moving, wherever it is not the case the work is lag-ging. You cannot do anything worth doing in the world without a man. It is the highest economy to put money into a man. Illiteracy and Non-attendance, and How to Overcome Them.—The United States census of 1900 shows 175,645 white illiterates over ten years old in iS Tortk Carolina, 19.5 per cent, of white illiteracy. I have every reason to believe from the reports of County Superintendents that this per cent, has been greatly reduced during the past four years, and that the next census will have a very different story to tell. It is encouraging to notice that the same census report shows the per cent, of white illiteracy to have been in 1880 31.5 per cent; in 1890, 23.1 per cent; so that since 1880 we have reduced the white illiteracy 12 per cent., and since 1890, 3.5 per cent. The per cent, of negro illiteracy in 1900 was 47.6. This percentage of illiteracy is still appalling, and sug-gests, especially in view of the possible disfranchisement of thousands of white voters, a stupendous work to be done in SUPERINTENDENT OF PUBLIC INSTRUCTION. 67 removing it before 1908. This report for the past year shows 127,561 white children of school age not enrolled in the public schools. Of these many were enrolled in private schools and colleges. A large number between the ages of sixteen and twenty-one. years had either completed the course of study in the public schools or were compelled to stop per-manently to work. Many of the others, however, are on the straight road to illiteracy and disfranchisement, and can be saved from both only by the earnest efforts of all friends of public education to improve the public schools and bring the children into them. It is encouraging to notice that this report shows an increase of 47,652 children, or 7.8 per cent., in the enrollment of the white schools, and 35,808 children, or 10 per cent., in the average daily attendance in the wdiite schools, and 20,332 children, or 6.9 per cent., in the enroll-ment of the colored schools, and 10,841 children, or 10 per cent., in the average daily attendance in the colored schools during the past two years. The report also shows, however, that notwithstanding this encouraging increase in attendance and enrollment only 72.4 per cent, of the white children and 69.3 per cent, of the colored children w7ere enrolled in the public schools, and only 43.1 per cent, of the white children and 42.3 per cent, of the colored children were in daily at-tendance during the last school year. There is still, there-fore, much work to be done by every teacher, school officer and other patriotic citizen before all the children are brought into the schools, and the blot of illiteracy removed from the fair name of our State, which still remains next to the last in the column of white illiteracy. As practically the same causes of non-attendance exist and the same remedies for it are at hand now as when my last biennial report was written, I beg to quote here what was said in that report upon this subject: The legal school age limits in North Carolina are six, and twenty-one years. A large majority of the children either 68 BIENNIAL REPORT OF THE complete the short courses of study in the public schools and stop for lack of high school instruction in those schools or stop to work before they are seventeen. Other children of school age, of course, attend private schools and colleges. The per cent, of enrollment and daily attendance of the pub-lic schools, therefore, is more creditable than might at first appear. Since 1900 there has been an encouraging increase in en-rollment and in daily attendance in the white schools and in the colored schools, but with only about seven-tenths of the children enrolled, and only about two-fifths of them in daily attendance, the attendance is far below what it ought to be. It may be profitable to call your attention to some of the causes of non-attendance and to suggest some of the remedies for it. 1. Ignorance of parents, often rendering them incapable of appreciating the value of an education. The tragedy of ignorance is that it is blind ; that it does not know what is best for itself, and knows not that it does not know; that, therefore, it must be saved from itself in spite of itself. 2. Carelessness, indifference, and incompetency of parents to control the child. 3. Laziness, thriftlessness or selfishness of parents that lays the burden of family support upon the shoulders of the little children before they are able to bear it. 4. Honest and unavoidable poverty of parents that lays upon the children the hard necessity of daily toil to keep the wolf from the family door. 5. Inefficiency of schools and teachers, inadequacy of houses, grounds, and equipment, indifference of committee-men and other school officers, and lack of pride and confi-dence in the school and its work. 6. Favoritism in the selection of teachers. There are two general remedies for non-attendance : (1) At-traction and persuasion; (2) compulsion. SUPERINTENDENT OF PUBLIC INSTRUCTION. 69 Much has been done, much more can be done, to increase attendance through the attractive power of better houses and grounds, better teachers, and longer terms. .An attractive school-house and a good teacher in every district, making a school commanding by its work public confidence, respect and pride, would do much to overcome non-attendance. The attractive power of improved schools and equipment to in-crease attendance is clearly demonstrated by the statistics of this report, which show, with few exceptions, the largest per cent, of attendance in cities, towns, consolidated districts, rural special tax districts and entire counties that have the largest school fund, the longest school terms, and the best schools. The general rule seems to be, then, that atten
Object Description
Description
Title | Biennial report of the Superintendent of Public Instruction of North Carolina to Governor..., for the scholastic years... |
Other Title | Biennial report of the Superintendent of Public Instruction of North Carolina to Governor, summaries and recommendations |
Creator | North Carolina. Department of Public Instruction. |
Date | 1902; 1903; 1904 |
Place | North Carolina, United States |
Publisher | Raleigh :Dept. of Public Instruction,1904. |
Agency-Current |
North Carolina Department of Public Instruction |
Rights | State Document see http://digital.ncdcr.gov/u?/p249901coll22,63754 |
Physical Characteristics | 1 v. :ill. ;23 cm. |
Collection |
Health Sciences Library. University of North Carolina at Chapel Hill North Carolina State Documents Collection. State Library of North Carolina |
Type | Text |
Language | English |
Format | Reports |
Digital Characteristics-A | 98 p.; 5.31 MB |
Digital Collection |
Ensuring Democracy through Digital Access, a North Carolina LSTA-funded grant project North Carolina Digital State Documents Collection |
Digital Format | application/pdf |
Audience | All |
Pres File Name-M | pubs_biennialreportrespi1902nort.pdf |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_edp\images_master\ |
Full Text | 07 BIENNIAL REPORT AND RECOMMENDATIONS SUPERINTENDENT OF PUBLIC INSTRUCTION NORTH CAROLINA, GOVERNOR CHARLES B. AYCOCK, Scholastic Years 1902-1903 and 1903-1904. Religion, morality and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.—N. C. Con-stitution, Article IX, Section 1. The people have a right to the privilege of education, and it is the duty of the State to guard and maintain that right. — Bill of Rights, Section 27. RALEIGH : E. M. Uzzell & Co., State Printers and Binders. 1904. LETTER OF TRANSMITTAL. State of North Carolina, Department of Public Instruction, Raleigh, K C, Dec. 1, 1904. To His Excellency, Charles B. Aycock, Governor of North Carolina. Dear Sir :—In accordance with section 2540 of The Code, I have the honor to submit my Biennial Report for the scho-lastic years 1902-1903 and 1903-1904. Very respectfully, J. Y. JOYNER, Superintendent of Public Instruction. STATE BOARD OF EDUCATION. Charles B. Aycogk, Governor, Cliavrman. J. Y. Joyner, Superintendent of Public Instruction, Secretary. \Y. I). Turner, Lieutenant-Governor. J. Bryan (Crimes, Secretary of State. B. R. Lacy. State Treasurer. B. F. Dixox, State Auditor. R. D. Gilmer, Attorney-General. DEPARTMENT OF PUBLIC INSTRUCTION. J. Y. Joyner. Superintendent of Public Instruction. John Duckett, General Clerk. R. D. W. Connor, Special Clerk for Loan Fund, Rural Libraries, etc Miss Ella Duckett, Stenographer. C. L. Coon. Superintendent of Colored Normal Schools. REPORT AND RECOMMENDATIONS State Superintendent of Public Instruction GOVERNOR CHARLES B. AYCOCK. To His Excellency, Governor Charles B. Aycock : For the information of your Excellency and of the mem-bers of the General Assembly, I beg to submit a brief report of the present condition- of the public schools in North Carolina, of the work done and the progress made in pub-lic education during the two scholastic years beginning July 1, 1902, and ending June 30, 1904, and to suggest some of the work to be done and some means of doing it. I. THE WORK DONE AND THE PROGRESS MADE. Enrollment and Average Attendance.—The tables of en-rollment and attendance printed elsewhere in this report show that there was an increase of 2,752 white children and of 7,7:>7 colored children in the enrollment of_1903, and an in-crease of 17,455 white children and a decrease.of 3,281 col-ored children in the enrollment of 1904, making a total in-crease of 20,207 white children and of 4,476 colored children in the enrollment of the two years ; that there was an increase of 8,591 white children and of 3,565 colored children in average daily attendance of 1903, and an increase of 5,300 white children and of 7,276 colored children in the average daily attendance of 1904, making a total increase of 13,891 white children and of 7,276 colored children in the average daily attendance during the two years. 4 BIENNIAL REPORT OF THE Compared with the preceding two scholastic years there has been an increase of 47,652 in the enrollment of white children reported and 20,332 in the enrollment of colored children, and an increase of 35,808 in the average daily attendance of white children and of 16,631 in the average daily attend-ance of colored children. In other words, during the past two years there have been these many more white and col-ored children, respectively, enrolled and in daily attendance in the public schools than during the preceding two years. During these two school years the white school population has increased only 6,819 and the colored school population has increased only 625. The increase, therefore, in enroll-ment and average daily attendance has been largely in ex-cess of the increase in school population. During the past two years, as compared with the preceding two years, there has been an increase of 7.8 per cent, in the white enroll-ment and 6.9 per cent, in the colored enrollment, and an in-crease of 9 per cent, in the white daily attendance and 10 per cent, in the colored daily attendance. These figures show continuous and encouraging increase in enrollment and average daily attendance, indicating an increase in interest, in public confidence and in public sen-timent for education. School Fund.—The total school fund from all sources except local taxation in 1903 was $1,353,108.48, and in 1904, $1,565,361.64. The total amount raised for special districts by local taxation was in 1903, $231,113.65, and in 1904, $335,875.65. The total school fund from all sources except local taxation for the two preceding years was $2,443,- 303.89 and the total amount raised by local taxation during the two preceding years was $176,907.81.* There has, there-fore, been an increase of $475,166.23 in the general school "There were not full reports of the amount of local taxes for schools in 1901, but these figures are approximately correct. SUPERINTENDENT OF PUBLIC INSTRUCTION. 5 fund and of $390,081.49 in the amount raised by local taxa-tion during the past two years. These figures do not include cash balances for the respective years in Treasurer's hands. School-houses.—In 1903, $140,495.47, and in 1904 $179,081.39 were spent for building and repairing school-houses, making a total of $319,576.86' for the two years for these purposes. The total spent for these purposes during the preceding two years was $145,751.83. showing an in-crease of $163,825.03. In other words, the expenditures for new school-houses and for improving and enlarging old ones during the past two years are more than double those for the same purposes during the preceding two years. The total value of school property in 190.°, was $1,632,- 349; in 1904, $1,908,675, showing an increase of $276,326 in the value of public school property in one year.' an in-crease of $441,905 during the two years. In 1903, 348 and in 1904, 346 new houses were built, making a total of 694 new school-houses built during the two years, more than one new school-house a day for every working day in the two years. There has also been an in-crease of $61.29 in the average value of public school-houses. It is evident, therefore, that there has been very com-mendable progress in the number and value of new houses built, in the equipment of these houses and in the improve-ment and equipment of old houses. The Loan Fund, a fuller report of which will be found further on in this report, has been an important factor in this progress. School Term.—In 1903 the average school term in weeks was, white 16.7, colored 15.63, and in 1904, white 17, col-ored 16.01. There has been an increase of 2.34 weeks in length of white school term and of 2.3 weeks in length of colored school term during the past four years. Salary of Teachers.—In 1903 the average monthly salary of white teachers was $28.36 and of colored teachers $22.63; in 1904 the average monthly salary of white teachers was $29.05 and of colored teachers $22.27. 6 BIENNIAL REPORT OF THE Institutes and Summer Schools.—During the two years 128 white and 79 colored teachers' institutes and summer schools were held, in which 7,923 white teachers and 3,287 colored teachers were enrolled. During the summer of 1904 1,402 teachers were enrolled in the summer schools at A. and M. College, the University and Davidson College, and 4,866 teachers were enrolled in the county institutes and summer schools. A number of these county institutes con-tinued for two, three, or four weeks. A number of counties united in summer schools, lasting for several weeks. Prob-ably so large a number of public school-teachers have never before attended institutes and summer schools in one summer, and these probably offered better advantages than were ever before offered to the public school-teachers in institutes and summer schools. Bural Libraries.—During the two years 328 rural li-. braries have been established, making a total of 795 rural libraries now established. Besides these there have been 82 rural libraries established without State aid, making in all 877. These libraries contain about 83,315 volumes. The establishment of these rural libraries is one of the most pro-gressive steps yet taken in public education in jSTorth Caro-lina. In proportion to the investment they have probably yielded and will continue to yield a larger interest than any other investment made for the public schools in this genera-tion. These thousands of books, masterpieces of thought and feeling and style, are daily going into hundreds of homes, bearing to young and old their messages of hope, love, beauty, wi.-clom, knowledge, morality, reverence, religion and joy, cultivating a taste for literature, forming the reading habit, and leaving in their wake a touch at least of that higher cul-ture which comes only from communion through books with the greatest minds and souls of the ages. Local Taxation.—During these two years 150 local tax districts have been established. Most of these are in rural SUPERINTENDENT OF PUBLIC INSTRUCTION. 7 districts or in villages containing less than five hundred inhabitants. The total number of local tax districts in the State now is 228. In 1900 there were only 30. The total amount raised by local taxation in 1903 was $231,113.65; in 1904, $335,875.65 making a total of $566,989.30 during the two years, an increase of $104,762 in the amount raised from this source in one year, and an increase of $390,081.49 over the amount raised from this source during the preceding two years. There are now local tax districts in seventy counties of the State, extending from Dare to Cherokee. Guilford with 25, Dare with 18, Mecklenburg with 15 and Alamance with 9, lead the State in local taxation. When we remember that in 1900 there were only 30 local tax districts in the en-tire State, that during the past four years there has been an increase of 198, and during the past two years an increase of 150, that most of these districts have been established in distinctly rural communities, that they are scattered from the mountains to the sea, that every district established un-der favorable conditions will become a standing object lesson for the establishment of others, there would seem to be much reason to hope for such a multiplication of local tax districts within the next few years as will make possible a good school in every district of reasonable size in the State. < Consolidation.—During the two years there has been by consolidation a decrease of 441 in the number of school districts. This decrease in the number of districts by con-solidation during these two years is more than double that of the preceding two years. As every consolidation repre-sents the abolition of two or more little districts, at least 1,000 little districts must have been abolished for larger ones during the past two years. Since the close of the school year a number of additional consolidations have been made not included in this report. No month passes, scarcely a week passes, in which the State Superintendent does not receive invitations to speak to interested communities on 8 BIENNIAL REPORT OF THE the subject of consolidation and local taxation. These facts indicate a sure and healthy growth of sentiment in favor of consolidation. County Supervision.—Under the amendment passed by the last General Assembly to the School Law allowing an increase in the salary of the County Superintendent, there has been a marked improvement in county supervision. The average salary of County Superintendents was $406.54 in 1903 and $506.63 in 1904, as against $245.80 for 1901 and $355.50 for 1902, an increase of $51.04 in 1903 and of $100.09 in 1904 in the average salary of the County Super-intendent. The total average salary of the County Superin-tendent for these two years is $311.87 more than the total average salary for the preceding two years. The average salary of the County Superintendent has been more than doubled since 1901. A number of counties have taken advantage of this amend-ment to put competent Superintendents in the field for all their time. Under the ruling of the State Superintendent declaring the law requiring County Superintendents to visit the schools to be mandatory, all County Superintendents have spent considerable time in visiting the public schools, acquainting themselves with the merits and demerits of the teachers and with the needs of the schools, coming into per-sonal touch with the children, the school committeemen and the patrons. Many township meetings for teachers and patrons have been conducted by these Superintendents with great profit to the school interests. With better pay for their work and more time to devote to it, the County Superintend-ents have been able to do more work and better work than ever before. The results have been noticeable in every de-partment of the public school work. County supervision has been greatly aided and improved by the State Association of County Superintendents. Through this organization the County Superintendents have been SUPERINTENDENT OF PUBLIC INSTRUCTION. 9 brought together for conference with the State Superintend-ent and with each other at least once a year. The results have been a better organization, a more hearty co-operation, a more uniform plan of work, more systematic methods of ma n aging the finances and reports and an exceedingly helpful interchange of ideas about the common work. The five District Associations of County Superintendents have profitably supplemented the work of the State Asso-ciation. I believe there has been decided progress in the efficiency of the results of the strengthening of county supervision has enthusiasm for it and in the people's estimate of its value and importance. Organization and Systematization of the Work.—One of the results of the strengthening of county supervision has been a better organization of the school forces in the county and a decided improvement in the management of the de-tails of school work and school business. No effort has been spared to promote this better organization of the educational forces and this systematization of the work. One weakness of the school system in the past has been lack of organization, lack of uniformity, lack of systematic business methods in the management of school work and finances. There have been ninety-seven county systems, more or less separate and dis-tinct, some good, some bad, some indifferent, and no unified State system. More progress has perhaps been made dur-ing these two years than ever before in organizing and sys-tematizing the public school work. In many counties the teachers have been organized for co-operative work in teachers' associations, many of which are doing excellent work. Through the township meetings patrons have been aroused, committeemen have been reached, and, in many in-stances, all have been interested and put to work for better schools. A uniform set of rules and regulations, printed elsewhere 10 BIENNIAL REPORT OF THE in this report, for the better management of the public schools, was sent out from the State Superintendent's office, and they have been adopted by many County Boards of Edu-cation. A graded course of study has been carefully pre-pared and placed in the hands of ever}' public school-teacher. The adoption of this course of study and its enforcement in the public school can but prove very helpful in bringing order out of chaos by giving definiteness, direction and some degree of uniformity to the course of study in the public schools. The pamphlet containing the carefully arranged course of study contains also many helpful suggestions to teachers and full courses of supplementary work for long-term schools. It has been sought, however, to make the course so flexible as to be usable in short-term schools as well as long-term schools. The pamphlet contains also schedules of recitations for schools with one, two and three or more teachers respectively, so arranged as to give proper emphasis to each subject accord-ing to its importance by the number of recitations and time allotted to it. Educational Bulletins.—The following bulletins have been issued from the office: 1. Consolidation of Districts; 2. Progress in Public Education in North Carolina; 3. A Year's Progress in Public Education and the Work Yet to be Done; 4. Some Suggestions for Teaching Agriculture in the Schools; 5. Local Taxation Necessary for Better Classi-fication and Better Teaching; 6. What Local Taxation Costs; 7. An Address on Defects, Needs, Remedies of the Public School System of the South ; 8. Powers and Duties of School Committeemen; 9. A Course of Study for the Elementary Public Schools of North Carolina (Grades 1-7). Pamphlets containing programs and material for celebration of North Carolina Day in Public Schools, one in 1902 on "The Albe-marle Section"; one in 1903 on "The Lower Cape Fear Sec-tion." As the names of these bulletins suggest, the purpose of SUPERINTENDENT OF PUBLIC INSTRUCTION. 11 them is (1) to teach the general public, to give them infor-mation about the work, to make public sentiment for it, to arouse interest in it. (2.) To reach the school officers, to interest them in their duties, to arouse them to activity in their work and to aid in directing their efforts along wise and progressive lines. (3.) To reach the teachers, give them practical help in their school-room work and stimulate them to better methods of teaching and to wider reading for profes-sional and general culture. This is something of a departure in the work of the Department of Public Instruction. This work has hardly been feasible heretofore because of lack of office force. With the addition of one clerk for all his time and another for a part of his time, both of whom are trained, experienced professional teachers, we have been able by their aid to do this work and hope to be able to continue and im-prove it. I deem this work very important, and I am con-fident that it has proved very helpful. Hundreds may be reached through such work where one can be reached through public speeches. These bulletins have supplemented ad-mirably the work of the speakers in the educational cam-paign for the cultivation of public sentiment and the work of the institutes and summer schools in the professional im-provement of teachers. I shall have more to say about this department of the work in a subsequent division of my report. The Public Campaign jar Education.—In addition to the campaign for education and for professional improvement carried on through the educational bulletins, a somewhat vigorous campaign for education has been carried on under the direction of the Campaign Committee for the Promo-tion of Public Education in North Carolina, consisting of the State Superintendent of Public Instruction as Chairman, Dr. Charles D. Mclver, District Director of the Southern Education Board, and Governor Charles B. Aycock, with Mr. E. C. Brooks as Secretary. Seventy-eight counties have been covered by this campaign. A large number of speakers 12 BIENNIAL REPOBT OF THE have taken part in it, among them representative teachers, editors, lawyers, preachers, business men, public officials and others. In addition to the campaign carried on through the summer months, we have endeavored throughout the year to send speakers to every community asking for the agi-tation of the question of local taxation and consolidation, and to communities in which an election on the question of local taxation for better public schools was pending. The State Superintendent has engaged in this campaign all the year, using all the time that he could spare from his work in the office for field work. I beg to acknowledge the in-debtedness of all true friends of public education for the invaluable assistance rendered in this campaign by your Excellency. I think it may be truthfuly stated that the Governor has used practically all the time that he could spare from the duties of his office in campaign work for public education. It would be difficult to measure the beneficial results and the far-reaching and lasting influence of this campaign. Perhaps no one factor has been more potent in the accom-plishment of whatever educational progress may have been made during the past two years. So far as it has been participated in by speakers other than the Governor and the State kSuperintendent of Public In-struction, this campaign has been made possible through the generous aid of the Southern Education Board in providing funds for the payment of the expenses of the speakers. The direction of the campaign has been absolutely under the con-trol of the State Superintendent and the committee named above, no condition of any sort having been attached to the appropriation of the money for expenses by the Southern Education Board. When it is so manifestly the purpose of this board simply to help us help ourselves without inter-ference or dictation from them, I feel that I can speak for every real broad-gauge friend of public education when I SUPERINTENDENT OF PUBLIC INSTRUCTION. 13 return sincere thanks for such timely assistance to this board and to its District Director, Dr. Charles D. Mclver, whose wise counsel and enthusiastic co-operation in every move-ment for the promotion of public education have been in-valuable. The Silent Campaign for Education.—This public cam-paign for education and the campaign carried on through the educational bulletins issued from the office of the Superin-tendent of Public Instruction have stimulated and helped another even more potent campaign. In many communities this campaign has been quietly carried on by County Super-intendents and other school officers, and by influential, earn-est, patriotic private citizens as they move in and out among their people, by the fireside, around the church door, around the store, on the public highway, in the quiet fields. I weigh my words when I declare it to be my deliberate conviction that the great masses of the people in North Carolina are interested as never before in this question of the education of their children, that they are talking about it among them-selves more than ever before, and that a deep-seated con-viction and a quiet determination that their children shall be educated are finding surer lodgment in the minds and hearts of the people than ever before. This is to my mind one of the most significant evidences of progress. Mighty revolutions are always noiseless and must be wrought first in the minds and hearts and wills of the masses. I believe that such a revolution upon this question of the education of all the people is well under way in North Carolina. Growth in Public Sentiment.—As one logical result of persistent agitation and better organization there has been a very noticeable growth in public sentiment for public edu-cation and in public confidence in the public schools. This is one of the most encouraging evidences of past progress and one of the most hopeful auguries for future progress. All permanent progress in all governmental functions in a re- 14 IllEXMAL REPORT OF THE public must be based upon a healthy public sentiment. It cannot far outrun the will and desire of the people. Wise leaders will always recognize this truth and seek to educate the people to the point of desiring better things and of de-manding what they desire. The leader must lead, but he will find himself helpless if his people do not follow. The fanatic is the fellow who is often right, but who too often trusts in his own rectitude for the accomplishment of his purpose in a crooked and perverse world instead of wisely winning others to his way of thinking. Only by exercising a little patience and sympathy with their faults and foibles, and even with what may seem the perversity of their natures, may the co-operation of the many in whom the power of a republic dwells be secured. In a republic, public sentiment must always be reckoned with. State Institutions of Learning.—No surer evidence of this progress in public sentiment for education could be offered perhaps than the overflowing condition of all the State's institutions of learning, as will appear elsewhere in this volume from the reports of the heads of these institutions. You will observe a noticeable increase in enrollment and an enlargement and improvement in the equipment of all these institutions that is a cause of profound thankfulness. Some of them are compelled to turn away from their doors every year for lack of room scores of worthy sons and daugh-ters of the State. There is something inexpressibly pa-thetic, almost tragic, in the spectacle of an ambitious young man or woman yearning for a higher life and a nobler use-fulness in his day and generation, turning in hope to one of these institutions of his native State, only to find that it is too late—there is no room. The closing of the door of such an institution in the face of such a young man or young woman, even for lack of room, is often the closing of the door of hope and opportunity. A great State should greatly make room for all her sons and daughters. SUPERINTENDENT OF PUBLIC INSTRUCTION. 15 Colleges and High Schools.—Reports from the denomina-tional colleges and the private high schools and academies of the State tell a similar story, and indicate an era of unprece-dented prosperity for these worthy institutions of learning, these most important and necessary factors in our educa-tional life. In this prosperous condition of all educational institutions in the State may be found additional evidence that stimulation of educational interest, agitation of edu-cational questions and cultivation of educational sentiment must in the very nature of the case help all educational insti-tutions of every proper sort. North Carolina Dai/ and Growth of the Literary and His-torical Spirit.—In the report of the progress of these two years I feel that the increased interest in the celebration of North Carolina Day in the public schools deserves more than a passing mention. The Legislature of 1901 set apart one day to be devoted to the consideration of North Carolina history in the public schools of the State. Through the aid of the mem-bers of the Executive Committee of the State Literary and Historical Association and through the co-operation of other patriotic citizens of North Carolina, deeply interested in her history and progress, we have been able to prepare and send out in neat pamphlet form each year an interesting pro-gram dealing with the history of the State, taking up the study of its history somewhat in its chronological ordei\ Each of these pamphlets contains a number of original arti-cles by living North Carolinians, each writer selected in each instance because of known interest in the subject assigned him and special knowledge of it. These articles have dealt with the past history of the section under study, the lives and character of its noteworthy leaders, its present resources, the avocations, the manners and customs and the character of its people. The pamphlets have contained also choice selections from the best of North Carolina literature and contributions from a few of our living poets who are begin-ning to win reputation at home and abroad. 16 BIENNIAL REPORT OF THE It will be readily seen from this general description of the contents of the pamphlet prepared for the celebration of North Carolina Day that it has been earnestly sought to awaken in the rising generation an interest and pride in our past history, to give a knowledge of the State's wonder-ful resources, to inspire a hope and confidence in its future, and to give the people of the different sections a better ac-quaintance with each other, to the end that understanding each other better the.y may the better be welded into one people of one State with a common history, a common interest and a common aim. On this day teachers and County Superin-tendents have been advised to seek to gather the people around the school, to join with the children and the teacher in this beautiful consecration of at least one day to the study of the State, her history and her people. Reports from the various counties indicate a growing interest in the observance of this day and inspire the hope that something has already been accomplished and much more will be accomplished through these exercises and studies in the public schools, in fostering a literary and historical spirit among our people. Woman's Association for the Betterment of Public School Houses and Grounds.—Much valuable aid has been rendered by the Woman's Association for the Betterment of Public School-houses and Grounds, in the important work of improv-ing and beautifying the public school-houses and in cultivat-ing public sentiment therefor. A State Association has been formed, and under its general direction many county asso-ciations have been formed. This Association has been greatly aided in its work by the Southern Education Board. The sincere thanks of all friends of the public schools are due these patriotic women for their unselfish labors in this great work. The Loan Fund for Building and Improving Public School-houses.—Upon the recommendation of the State Su-perintendent and with the unanimous endorsement of the SUPERINTENDENT OF PUBLIC INSTRUCTION. 17 joint Committee on Education of the Senate and the House of Representatives, the General Assembly of 1903, by special act, directed that all funds of the State heretofore derived from the sources enumerated in section 4, Article IX of the State Constitution, and all funds that may be hereafter so derived, together with any interest that may accrue thereon, shall be a fund separate and distinct from the other funds of the State, to be known as the State Literary Fund, to be used as a loan fund for building and improving public school-houses, under such rules and regulations as the State Board of Education should adopt. These funds had been accumu-lating in the hands of the State Treasurer from the sale of lands belonging to the State Board of Education and from other sources until they amounted to about $200,000 in 1903. Owing to the deficit in the State Treasury in 1903, $100,000 of this amount was borrowed by the State, under a resolution of the General Assembly, from the State Board of Educa-tion, for which a three-year three per cent. State bond was di-rected to be issued. During the past two years $14,313.25 have been added to this Loan Fund from the sales of lands belonging to the State Board of Education and from other sources. The $100,000 lent to the State to aid in supplying the deficit has not yet been repaid, and has not, therefore, been available for loans. The bond will be due in July, 1906, and it is expected that the money will then be available for the purposes of this fund. The rules adopted by the State Board of Education for regulating these loans appear in full elsewhere in this report. LTnder these rules only one-half of the cost of new school-houses and grounds or of the improvement of old school-houses was lent to any county for any district. Ho loan was made to any district with less than sixty-five children of school age unless satisfactory evidence was furnished that such district was absolutely necessary on account of the spar- 2 18 BIENNIAL, REPORT OF THE sity of population or the existence of insurmountable natural barriers. Preference was given : a. To rural districts or towns of less than a thousand in-habitants where the needs were greatest. b. To rural districts or towns of less than one thousand inhabitants supporting their schools by local taxation. c. To districts helping themselves by private subscription. d. To large districts formed by consolidation of small dis-tricts. All houses upon which loans were made were required to be constructed strictly in accordance with plans approved by the State Superintendent of Public Instruction. Xo loans were made for any rural district or small town for any house costing less than $250. Under the provisions of the act, these loans are made by the State Board of Education to the County Board of Edu-cation, payable in ten annual installments, bearing interest at four per cent., evidenced by the note of the County Board of Education, signed by the Chairman and the Secretary thereof, and deposited with the State Treasurer. The loans to the school districts are made by the County Board of Edu-cation. The County Board of Education is directed to set apart out of the school funds at the January meeting a suffi-cient amount to pay the annual installment and interest fall-ing due on the succeeding tenth day of February. The pay-ment of these loans to the State Board of Education is se-cured by making the loan a lien upon the total school funds of the county, in whatsoever hands such funds may be, and by further authorizing the State Treasurer, if necessary, to deduct a sufficient amount for the payment of any annual installment due by any county out of any fund due any county from any special State appropriation for public schools, and by also authorizing him to bring action against the County Board of Education, the tax collector or any per-son or persons in whose possession may be any part of the SUPERINTENDENT OF PUBLIC INSTRUCTION. 19 school funds of the county. The loan made by the County Board of Education to any district is secured by authorizing the County Board of Education to deduct the amount of the annual installment and interest due by such district from the apportionment to that district unless the district provides in some other way for its payment. The act, therefore, absolutely secures from loss both the State Board of Edu-cation and the County Board of Education. The following brief table will show how this fund has been used under this act and some of the benefits derived from its use : Total amount of loans to date, $120,580. Number of counties to which loans have been made, 70. dumber of districts in which buildings have been secured or greatly improved through aid of this fund, 325. Number of new school-houses built with aid of loan, 288. Total value of buildings secured by aid of Loan Fund, $311), 106. Number of districts in which there were no houses, 157. Number of districts in which were old houses valued at less than $50, including "log houses," "shanties," "tenant houses" (quotations are from applications), 91. Number of consolidated districts, 16. Number of local tax districts, 17. All the districts except 17 to which loans have been made are distinctly rural or include small towns of less than five hundred inhabitants. From the above facts it will be seen that by lending $120,580 to 70 counties, 325 districts have been aided in securing public school-houses valued at $319,106, thus adding that amount to the value of public school property in those counties. The new houses have been constructed in accordance with the principles of modern school architecture and stand as an 20 BIENNIAL REPORT OF THE object lesson in the various counties in improvement of school-houses and grounds and equipment. Through the loans made, consolidation and enlargement of districts and local taxation for public schools have been encouraged, stimulated and, in a number of instances, secured. Without the aid of these loans many of these districts would probably have been unable to secure good houses for years without greatly de-creasing the length of the school term, and some of them would have been unable to secure respectable houses without closing their schools entirely for one or two years. Through the aid of these loans these districts have been able to secure better houses and equipment at once and pay for them on easy terms in ten annual installments. Twenty-seven coun-ties have as yet applied for no aid from this fund and some other counties have borrowed but small amounts. These counties will, of course, be given the preference in future loans. The State Board of Education has exercised, and will con-tinue to exercise, great care and prudence in making these loans. All counties and districts are required to conform strictly to the law and to the rules and regulations adopted. The first loans were made August 10, 1903. The first annual installments on these loans, amounting to $4,440.72, were due February 10, 1904. Every cent of its installment was paid by every county and paid promptly. I have no doubt that every cent of every installment on every loan will be promptly paid when due. • As the annual installments of this fund are repaid they will be lent to other counties and other districts entitled to loans. When the hundred thousand dollars borrowed by the State is repaid this will also be available for loans. In addi-tion, the proceeds arising from future sales of lands be-longing to the State Board of Education will be available for this purpose. There ought finally, therefore, to be avail- SUPERINTENDENT OF PUBLIC INSTRUCTION. 21 able annually not less than $20,000 or $30,000. A perpetual Loan Fund for the improvement of public school-houses, about $30,000 of Avhich will be usable for this purpose every year, ought to make it possible under vise administration to secure during the present generation a respectable, comforta-ble, well-equipped public school-honse in every district of reasonable size in the State. This Loan Fund seems to me to be a wise and practical plan of helping the counties help themselves to supply within reasonable time comfortable school-houses. The counties have not been slow to avail them-selves of this opportunity. I believe that the facts demon-strate that no wiser use could have been made of this money, and that from no other use of it could so great and perma-nent benefits have been derived. I believe that, as the years go by, it will appear more and more clearly that no legisla-tion has been enacted in recent years that has proved and will continue to prove so helpful to the public schools of the State. It is not too much to say that in the benefits derived from its use the Loan Fund has surpassed the expectations of its most ardent advocates. Improvement in Public School-houses.—Through the en-forcement of the amendment to the Public School Law by the Legislature of 1903 placing the building of new school-houses under the control of the County Board of Education, and forbidding the investment of money in any new house not built in accordance with plans approved by the. State Superintendent of Public Instruction and the County Board of Education, much improvement has resulted in the charac-ter of the public school-houses. Early in 1903 the State Superintendent, by authority of the State Board of Educa-tion, had printed and distributed a pamphlet containing plans for public school-houses with explanations, specifica-tions, bills of material and estimates of costs prepared with much care by Alessrs. Barrett & Thomson, Architects, of 22 BIENNIAL REPORT OF THE Raleigh, JST. C. This pamphlet contained plans for school-houses from one to eight rooms, so arranged that larger houses could be evolved from the one-room house or from the two-room house by the addition of other rooms as rapidly as the enlargement of the district or increased population should require, without interfering with the architecture or the general plan of the house. These plans are made to con-form to well-established principles of ventilation, light and heat and are worked out with such particularity that any intelligent carpenter can take the pamphlet and construct a house by any plan therein. During the past two years, there-fore, but little money has been wasted in ugly, cheap, box-like, uncomfortable, improperly lighted and poorly venti-lated school-houses. With the expenditure of a little more money good houses have been constructed, of which children, teacher and people are proud. In nothing has progress been more marked than in the character of the public school-houses. Through the use of the Loan Fund and the enforcement of the law in regard to the building of public school-houses, the unsightly hovels that have served as substitutes for school-houses in so many districts in North Carolina will continue to rapidly give place to these better houses, constructed in accordance with the best-established principles of modern school architecture. Wherever one of these new houses has been erected it has created dissatisfaction with the old hovels in surrounding districts and caused a demand for better houses throughout the county. State Colored Normal Schools.—Upon the recommenda-tion of the State Superintendent and the unanimous recom-mendation of the State Board of Examiners, the State Board of Education consolidated the seven State colored normal schools into four, located at Winston, Elizabeth City, Franklinton and Fayetteville. Upon the unanimous recom-mendation of the State Board of Examiners these four schools SUPERINTENDENT OF PUBLIC INSTRUCTION. 23 have been placed under the supervision of Mr. Charles L. Coon, formerly Superintendent of the Salisbury City Schools. He is a competent, trained, experienced teacher. The course of study has been re-arranged "with a view, first to giving thorough instruction in the common school branches required by lav to lie taught in the public schools, and, second, to pro-viding for industrial training. Under the new management it will be sought to make these schools real training schools for the negro teachers of the State, to give these teachers a thorough knowledge of the subjects required to be taught in the public schools and to instil into them wise and sane ideas of education for their race that they may in turn be prepared to give the children of their race, through the public schools, such training and such ideals as will better fit them for the work that they must do in the world and for usefulness in their sphere of action. The annual appropriation to these schools is $13,000, or $3,250 for each school. This is barely more than sufficient to pay the current annual expenses. The schools have no per-manent plant. Not even the houses in which they are con-ducted belong to the State. By consolidation we have been able to get more money for each school and to employ stronger teaching force for better work. We hope, also, to be able by economical management to save about $3,000 from the en-tire appropriation this year to put into a permanent plant and to begin to develop departments of domestic science and industrial training. Departments of this sort of work have already been commenced in a small way. It is manifest, however, that these schools cannot be permanent and cannot do the work that they ought to do without some sort of a permanent plant and equipment. I would recommend, therefore, that an annual appropriation of $5,000 for four years be made for buildings and equipment and the develop-ment of the departments of domestic science and industrial training in these schools. If $2,000 or $3,000 can be saved 24 BIENNIAL REPORT OF THE by the strictest economy from the annual appropriation, this appropriation of $5,000 a year would give about $8,000 a year to be put into a permanent plant and equipment. In the course of four or five years we could in this way secure a fairly good permanent plant for each of these schools. I believe, also, that with a promise of $5,000 from the State, Ave could raise by private subscription a considerable amount from the citizens of the communities in which these schools are now located in order to retain the permanent location of them. STATISTICAL SUMMARY OF TWO-YEARS PROGRESS, 1902-1904. 1902. 1904. RAISED BY LOCAL TAXATION. $161,363.62 $338,819.57 PUBTLIC SCHOOL FUND. $1,484,921.34 $1,901,515.55 VALUE OF PUBLIC SCHOOL PROPERTY. $1,466,770 $1,908,675 SPENT FOR NEW HOUSES. $56,207.60 $179,679,38 SCHOOL POPULATION. 659,718 686,009 ENROLLMENT. 464,921 489,935 AVERAGE ATTENDANCE. 269,003 293,874 AVERAGE SALARY OF WHITE TEACHERS PER MONTH. $26.78 $29.05 NUMBER OF RURAL SCHOOL LIBRARIES. 467 877 VOLUMES IN LIBRARIES. 32,640 83,315 SUPERINTENDENT OF PUBLIC INSTRUCTION. 25 VALUE OF LIBRARIES. $12,660 $26,310 NUMBER OF SCHOOL DISTRICTS. 8,115 7,674 STATISTICAL SUMMARY OF FOUR-YEARS PROGRESS, 1900-1904. 1000. j 1004. SCHOOL TERM. 14.6 weeks 17.0 weeks NUMBER LOCAL TAX DISTRICTS. 30 220 RAISED BY LOCAL TAXATION. $185,000 $377,481.25 PUBLIC SCHOOL FUND EXCLUSIVE OF LOCAL TAXES. $1,193,745 $1,777,624 VALUE OF PUBLIC SCHOOL PROPERTY. $1,153,311 $1,008,675 SPENT FOR NEW HOUSES. $40,711 $170,670.38 NUMBER LOG HOUSES. 1,132 508 DISTRICTS WITHOUT HOUSES. 053 527 SCHOOL POPULATION. 650,620 686,000 ENROLLMENT. 400,452 480,035 AVERAGE ATTENDANCE. 206,018 203,874 SALARY WHITE TEACHERS. $24.70 $20.05 NUMBER SCHOOL LIBRARIES. 877 26 BIENNIAL RErOIJT OF THE VOLUMES IN LIBRARIES. 83,315 Total decrease in school districts 1902-'04 441 Total number new school-houses built, 1902-'04 1,015 Amount of Loan Fund lent for building public school-houses, 1903-'04 (to June 30, 1904) $83,736 Number counties to which loans have been made (to date) 70 Number districts in which houses have been built through aid of Loan Fund (to date) 325 Total value of houses built through aid of Loan Fund $349,406 II. COMPARATIVE PROGRESS AND RELATIVE EDUCA-TIONAL POSITION SHOWN BY TABLE OF COMPARA-TIVE STATISTICS WITH OTHER STATES. In the above statement of the simple facts about the edu-cational work and progress of the past two years may be found cause for hope and thankfulness but not for boastfulness. It must not be forgotten that the State has been far behind in educational facilities and that other States already far in advance of her are also making rapid educational pro-gress. Instead of comparing our present progress with our past and indulging in self-congratulation upon the encourag-ing comparison, it will be wiser to compare our present edu-cational status with that of the States surrounding us and let the comparison, disagreeable as it may be, stimulate us to renewed efforts to improve our relative condition and change our relative position in the educational column. I beg, there-fore, to call your attention to the following table showing the comparative progress and relative educational position of North Carolina among the Southern States : SUPERINTENDENT OF PUBLIC INSTRUCTION. 28 BIENNIAL REPORT OF THE AMOUNT RAISED FOR SCHOOLS. State. Virginia North Carolina - South Carolina-- Georgia Florida Alabama Mississippi Louisiana Texas Arkansas Tennessee United States— OT SUPERINTENDENT OF PUBLIC INSTRUCTION. 29 tion to some of this work and to make some suggestion? about ways and means of doing it. School-houses.—There are still 527 houseless school dis-tricts to be supplied with houses. There are 508 log houses and scores of old frame houses unfit for use to be replaced. There are hundreds of old houses to be repaired, enlarged, equipped and beautified. Some conception of the work still to be done in improving and replacing old houses may be formed from the following facts and figures taken from the applications for aid from the Loan Fund. In the districts applying for aid from this fund for better houses, 94 houses replaced by aid of these loans were valued at less than $50 each. In many counties the average value of public school-houses is less than $125 and in some less than $60. These figures speak with tragic eloquence of the vast work still to be done in building and improving public school-houses. In every county there should be a strict enforcement of the law placing the building of school-houses under the con-trol of the County Board of Education, and requiring all new school-houses to be constructed in accordance with plans ap-proved by the County Board of Education and the State Su-perintendent of Public Instruction. The law requiring the contract for building to be in writing and the house to be inspected, received and approved by the County Superintend-ent before full payment is made should also be rigidly en-forced. ISTo more money should be allowed to be wasted on cheap, temporary, improperly constructed houses. If prop-erly enforced, the law is ample to insure the construction of permanent, comfortable school-houses and to prevent the im-positions of inefficient carpenters. School Districts and Consolidation.—There are still about 2,427 white districts that have less than sixty-five children of school age. Hundreds of these small districts are still unnecessary and should be abolished by consolidation. There are many other districts containing more than sixty-five BIENNIAL REPORT OF THE children, but of small territory, that for economy and for the efficiency of the schools ought to be consolidated. There are still 5,336 white districts and 2,317 colored districts. The average size of the white school district in the State is only 9.1 square miles, so that the work of consolidation, as you may readily see, is scarcely more than well begun. The number of white school districts could be decreased to half the present number and the average size could be increased to double the present area and still, as a little calculation will show, in a district of fairly regular size, with a school-house near the centre, the farthest child would be within three miles of the house. The large majority of the children would, of course, be much nearer than this. The decrease in the num-ber of school districts means an increase in the money for each district, an increase in the number of childern in each school, an increase in the number of schools with more than one teacher, a better classification of the children, a reduction in the number of classes necessary for each teacher, an in-crease in the time that each teacher can give to each class, a concentration of the energies of the teacher upon fewer subjects, a stimulation of the children to greater effort by the greater competition of larger numbers, an enlargement of the course of study resulting from better classification, and more teachers rendering possible instruction in the higher as well as the lower branches and preparation for college or for life at home in the rural schools. My experience and my observation of the results of con-solidation, wherever it has been adopted under fairly favor-able conditions, have but strengthened me in my former views and have deepened the conviction that we must find some way to get rid of the multiplicity of little school dis-tricts before any great progress can be made toward better classification and more thorough and comprehensive instruc-tion in the public schools. Upon this question of consolidation I beg to repeat the sub- SUPERINTENDENT OF PUBLIC INSTRUCTION. 31 stance of what was said on this subject in my former bien-nial report, changing' the figures to correspond with the later reports. Our territory is large, and our population is comparatively sparse. For these reasons the problem of properly dividing the counties and townships into school districts is very diffi-cult. In North Carolina there are 39 inhabitants for every square mile. The school population constitutes about 36 per cent, of the entire population, making an average of about 13 school population to the square mile. The average of population to the square mile of territory for the Xorth At-lantic Division of States is 129.8. The average for Massa-chusetts is 348.9. A small population scattered over a large area necessitates a large number of school districts and schools. The number of districts and schools is largely in-creased, in some sections doubled, by the necessity of main-taining separate schools for the two races. It is difficult for States that have a much larger population, a much smaller territory, a much greater school fund, and a single system of schools, to realize the startling magnitude and difficulty of our task of maintaining on a much smaller fund a much larger number of schools for a much smaller population com-posed of two races, in a much larger territory. Yet this is the task that confronts us in North Carolina. It is natural that every man should desire to have a school as near his house as possible for the convenience of his chil-dren. But no wise parent can afford to sacrifice the efficiency of the school for convenience of location, and no unselfish, patriotic citizen will seek to sacrifice the greatest good to the greatest number for a small advantage to his own little family circle. If any should seek so unwise and selfish an end, the just laws of a great State should thwart his purpose. Tuder present conditions in Xorth Carolina, with a small school fund, a sparse, largely rural population, and an im-mense territory, it is absolutely necessary for the efficiency 32 BIENNIAL REPORT OF THE of the schools and the greatest good to the greatest number of children that there should be the smallest possible number of districts and schools. This will of course necessitate larger districts and longer walks, but a child can better afford to walk several miles to a good school than to attend a poor one at his gate. While recognizing the necessity growing out of our pe-culiar conditions for more, and therefore smaller, school dis-tricts and schools than would be required under different conditions, an examination of the facts revealed in the reports of Connty Superintendents forces me to the conclusion that there is an unnecessary multiplication of small districts in the State, and that the number could be greatly decreased with great benefit to the educational interest of the State without interfering with the right of any child to be within reasonable reach of some school. Sixty-five children is the minimum number fixed by law for each new district, except for sparsity of population and peculiar geographical conditions, and this is also the mini-mum number recognized by the special act of the Legislature appropriating $100,000 to aid weak districts to have a four months school. The reports of County Superintendents show that about 45 per cent., nearly one-half, of the white school districts of the State, and about 42 per cent, of the colored districts, contain less than sixty-five children of school age, the mini-mum fixed by law. This minimum is either too great, or the total number of small districts is unreasonably large. The applications for aid from the special appropriation for a four months school term in weak districts reveal the fact that 59 per cent, of the white districts and 60 per cent. of the colored districts applying contain less than sixty-five children. Is it difficult to see the chief cause of weakness in these districts % Is it not a simple business proposition that with a given SUPERINTENDENT OF TUBL1C INSTRUCTION. 33 fund to be divided among a number of districts and schools, the smaller the number of districts and schools the larger the amount of money for each district and school, the larger the number of districts and schools the smaller the amount of money for each district and school ? Is not this proposition as plain as the simple principle of division, that, with a fixed dividend, the larger the divisor, the smaller the quotient, the smaller the divisor the larger the quotient? Is it not equally plain that the larger the amount of money for each district or school, the better the house, the longer the term it can have? In larger districts, with more teachers in one school, better graded, each teacher could teach more children in fewer classes with more time for each class at smaller ex-pense for house and fuel. There would be the increased en-thusiasm, pride and ambition that naturally result from the assembling of a larger number of children and teachers for a common purpose and the rubbing together of many minds. Do not, then, economy and common sense dictate the reduc-tion, by reasonable consolidation, of the number of districts or schools in each county to the smallest possible number con-sistent with the right of every child to be within reasonable reach of some school ? I am not unmindful of the difficulties of this problem, nor am I unsympathetic with the objections of parents to remov-ing the school-house farther from the children, nor am I i^no-rant of the necessity for small districts in some instances on account of peculiar geographical conditions. I am satisfied, however, that with reasonable effort the number of districts can be largely decreased and the efficiency of the schools largely increased by consolidation. It does not seem a great hardship for children that would work on the farm six or eight hours a day, if they remained at home, to have to walk two or even sometimes three miles to school. Sensible parents would be willing for their children to walk farther to get bet-ter advantages. 3 34 BIENNIAL REPORT OF THE The best argument for consolidation, however, is to be found in the practical successful workings of it where it has been tried. Concrete examples are always more valuable than theoretical declarations. Without going into details, I have no hesitation in saying that the sentiment for consolida-tion is growing all over the State, and almost without excep-tion wherever it has been tried it has resulted in better school-houses, better teachers, longer terms, increased attend-ance, increased pride in the school on the part of patrons, and a finer school spirit on the part of the children. • Extravagance and Unwisdom of a Multiplicity of Little Districts.—I beg now to call your attention to some facts and figures taken from the applications for aid from the second hundred thousand dollars for a four months school that ought to convince any unprejudiced mind of the extrava-gance, injustice and foolishness of a multiplicity of little districts. In 1904, 2,723 white districts and 886 colored dis-tricts asked aid from the special appropriation for a four months school term. One thousand two hundred and forty-one or 45.5 per cent, of these white districts contained less than sixty-five children of school age; 445, or 50 per cent, of these colored districts contained less than sixty-five children of school age. Let me illustrate by a few typical counties: In Davidson County forty white districts asked aid, 28 of these contained less than sixty-five children. Xine of these had less than fifty. In one district the average attendance was I41/0, the total cost of the school was $95, the cost per child enrolled was $4.75, the cost per child in average attend-ance $6.55. In Harnett County 59 white districts asked for aid, 27 of these contained less than sixty-five children; 27 colored districts asked for aid, 16 of these contained less than sixty-five children. One district enrolled only nine children, with an average attendance of only six. The average cost of each child enrolled was $8.88, the average cost of each child in daily attendance in this school was $13.3:). In SUPERINTENDENT OF PUBLIC INSTRUCTION. 35 Hyde County, 30 white districts asked for aid, 22 of these contained less than sixty-five children. In one district only 14 were enrolled and only 12 in average daily attendance. The cost of the school was $104. The cost per child enrolled was $7.42, the cost per child in average attendance $8.66. This district asked the State for $83.30 for a four months school. In McDowell Comity 42 white districts asked for aid, 21 of these contained less than sixty-five children. One district had an enrollment of only ten and an average attend-ance of only eight. The cost of this school was $80, the cost per child enrolled $8, the cost per child in daily attendance $10. Montgomery County asked aid for 55 white districts, 36 of these contained less than sixty-five children, 14 of them contained less than 40, three contained less than thirty and one less than twenty. In one district the cost of the school for four months was $100. The cost per child enrolled/was $9, the cost per child in daily attendance $10. In Onslow County 22 white districts asked aid, 12 of these contained less than sixty-five children, one district contained only twelve children with an enrollment of twelve and an average daily attendance of 9 1-3. The cost of the school in this dis-trict was $113.68, the cost per child enrolled was $9.47, the cost per child in daily attendance was $11.96. In Tyr-rell County 14 districts asked for aid, 13 of these contained less than sixty-five children. One district had only four children enrolled, with an average daily attendance of 3%. The school cost $84 for the four months. The cost per child enrolled, therefore, was $21. Another district in this county reported a census of only 17 children, an enrollment of 12 and an average daily attendance of 11. The teacher was paid $23.50 per month. The State was asked for $36.50 for a four months term. The cost per child enrolled would have been $7.85, the cost per child in average daily attend-ance was $8.56. Similar illustrations could be multiplied from other counties asking aid for a four months school. 36 BIENNIAL REPORT OF THE I beg to call your careful attention to the table in this report showing the apportionment of the second hundred thousand dollars. It is not difficult to see that the chief cause of the weakness of these districts requiring aid from the State for a four months school is the smallness of the district. The second hundred thousand dollars to aid weak districts to secure a four months school term ought to be continued. Without it, it will be impossible to get anything like a four months school term in many counties of the State. Even with it, it will be impossible to secure a four months school in many counties and pay a living salary to teachers, in fact such a salary as will command even an average teacher, un-less some means shall be found to reduce largely the number of school districts in these counties. The fact is that even under the amended law restricting the salary of teachers in districts asking aid from this appropriation to the average salary paid white teachers in the State, $28.63 in 1903, and the average salary paid colored teachers, $22.36 in 1903, twenty-eight counties in North Carolina could not get a four months school term in every district, and the average school-term for the entire State was only 17 weeks for white and 16.01 weeks for colored, notwithstanding a number of counties have a school term of from five to seven months, increasing the general average. If all these little districts are to be continued, and the State is to be required to support them by special appropriation, I see no hope of materially lengthening the school term, and little hope of getting even a four months school in every district in all the counties with any reasonable State appropriation. If the^e little districts are to be allowed to continue and to employ, largely at the ex-pense of the State, a teacher for eight or ten or fifteen or twenty children, when, under a proper districting of the county and a proper gradation and classification of the schools, one teacher could more easily teach from twenty-five SUPERINTENDENT OF PUBLIC INSTRUCTION". 37 to thirty-five children and get far better results, I see little hope of increasing the teachers' salaries and getting and keeping better teachers in many of the counties of the State*. If these little districts are allowed to continue and to have at the expense of the State as long a school term as the larger districts, I see little hope of getting rid of many of them. The special act appropriating the second hundred thou-sand dollars now provides "that no school with a school cen-sus of less than sixty-five shall receive any benefit under this act, unless the formation and continuance of such dis-trict shall have been for good and sufficient reasons, to-wit, sparse population or peculiar geographical conditions such as intervening streams, swamps or mountains, said reasons to be set forth in an affidavit by the Chairman of the County Board of Education and the County Superintendent of Schools and to be approved by the State Superintendent of Public Instruction." I have required this affidavit in every instance in regard to every district containing less than sixty-five children. I would not intimate that good and honorable men like the chairmen of the County Boards of Education and the County Superintendents of Schools would consciously make affidavit to what was untrue, but I am forced to believe that if 45.5 per cent, of all the white school districts and 50 per cent, of all the colored school districts asking aid from this fund must contain less than sixty-five children of school age for the reasons mentioned in this law, the population in these counties must be marvellously sparse and the geographical conditions marvelously peculiar. I must think that these men who make these affidavits are in some instances not fully familiar with the conditions, and, if the county has been so divided into districts as to make this many small districts necessary for geographical reasons, as sworn to in this affidavit, then I am confident that in many counties there is need for a wise redistricting of the whole county in order to avoid the necessity of so many little dis-tricts. 38 BIENNIAL REPORT OF THE As I have said in another part of this report, we cannot reasonably hope for much improvement in the teachers with-out an increase in the teachers' salaries. With this large number of little districts we find it impossible to get a four months school term even on present salaries. A little cal-culation will suggest the difficulty of increasing the teacher's salary to a living price unless the number of school districts can be reduced. In 1904 there were 5,336 white rural dis-tricts in the State and 5,448 white schools taught. In view of the increased cost of living and of the compensation paid for other sorts of work, any reasonable man will agree that any fairly competent teacher ought to receive not less than $30 per month and that the average salary ought to be not less than $35 per month. In fact, I doubt if an average salary of $35 per month for teachers now is equal in pur-chasing value to the average salary of $28 paid white teach-ers in the State in the days of Calvin H. Wiley, thirty-five years ago. At an average salary of $35 per month, allow-ing only one teacher to the school, it would require $762,720 to pay the salaries of white teachers for a four months school term. At least one-fourth of the white schools, however, need at least two teachers. Allowing $25 a month for the assistant teachers in these schools, it would require $136,- 200 for their salaries, making the total expense of teachers' salaries for the white schools for a four months term at these low average monthly salaries $890,920. The amount paid white teachers in 1904 was $759,206.67, therefore, to pay the white teachers even these reasonable salaries would re-quire for a four months school term in every white district $131,714 more than we paid to white teachers in 1904. The average salary paid white teachers in 1904 was only $29.05. At this average salary for every white teacher of the State at least $791,322 would be required for teachers' salary alone for a four months school in all the white schools of the State. In 1904 only $759,206.67 was spent for white SUPERINTENDENT OF PUBLIC INSTRUCTION. 39 teachers' salaries, so that to have a four months school term in all the white schools at 'an average salary of only $29.05 a month would require $32,115.33 more than was spent for salaries of white teachers last year. This leaves out of con-sideration entirely the colored schools. It is apparent, there-fore, to any thoughtful man that but little can be done in lengthening the school term, in increasing the teacher's sal-ary, and in improving the efficiencv of the teacher and of the work in these counties with so many little districts un-less something can be done to decrease the number of dis-tricts. A waste of money in paying inefficient teachers meager salaries to teach inefficient schools with only eight, ten, twelve or fifteen or twenty pupils in attendance ought to be stopped somehow. The onlv wTay to stop it is by rea-sonable consolidation of districts, and, if necessary, by a wise redistricting of townships and counties. To illustrate : If two little districts with an average attendance of twenty pu-pils each, paying the teacher of each $25 a month, could be consolidated into one district with an average attendance of forty children no more classes would be required, and one teacher could manage forty about as well as each teacher of the little schools managed twenty. The teacher could be paid a reasonable salary of $40 a month, which would secure a more efficient teacher, and $10 a month would be saved to the school fund. In other words, the consolidated school would have a more efficient teacher at a better salary at an expense of $10 a month less. The inevitable conclusion from these facts and figures, then, is that if the large number of small districts continues, the school fund will have to be very largely increased in order to secure a four months school taught by competent teachers at reasonable salaries. The constitutional limitation of taxation having been reached, the general school fund can-not be increased except by special State appropriation, and in these little districts the increase by local taxation, even if adopted, would be insignificant. 40 BIENNIAL KEPOKT OF THE There is, of course, great need for judgment and tact in the management of this problem, but there is also need for firmness and justice and a consideration of the greatest good to the greatest number. The people should be reasoned with, persuaded and led. Superintendents, Boards of Edu-cation and committees should acquaint themselves fully with the facts, the geographical conditions, the population of the districts, the location and condition of the school-houses, and should set about the work of consolidation, where the condi-tions are favorable and the facts justify it, with intelligence and prudence. The work should be done systematically. The interest of the entire county should be kept in view. Every Board of Education should have a carefully prepared map of the county for guidance in consolidation and redistricting. Where consolidation seems necessary and advantageous, the people of the districts ought to be consulted, some influential citizens interested and set to work in these communities, a public meeting probably called, and the benefits and necessity of the proposed consolidation pointed out. Where a new house is needed, or an old one is unsatisfactory or needs repair, consolidation of districts could frequently be encour-aged by Boards of Education by proposing to build a better house in the center of a larger district if the people will agree to consolidation. I realize the difficulty of changing the location of a school-house after a district has been formed and people conven-iently located to the school have become attached to it, but I believe that many of these people could be reasoned with, shown the advantages of consolidation, and induced to con-sent thereto. I am satisfied that, after adoption under favor-able conditions, the benefits will be so apparent as to over-come opposition and stimulate consolidation in surrounding districts. It will not be wise, I think, to force consolidation. It will be wiser to set about systematically to create senti-ment for it where it is needed, and bring it about as rapidly SUPERINTENDENT OF PUBLIC INSTRUCTION. 41 as conditions and public sentiment will permit. Eash and radical action in defiance of the wishes of the people is always unwise, and invariably results in harmful reaction. In many counties considerable time will be necessary to con-solidate all the small districts that ought to be consolidated, after a careful study of the entire situation. The work ought to be wisely planned at once in every county, and pushed as rapidly, prudently and tactfully as possible. The best test of consolidation and the best argument for it are to be found in the practical workings of it. Below will be found a few typical reports from consolidated districts : REPORTS ON CONSOLIDATION. To the County Superintendent : Kindly fill in fully and accurately all of the following blanks, one for each consolidated district, and return to me at the earliest possible date. This information will be the best argument in favor of consolidation. It is my desire to incorporate it in my report and later in a bulletin. J. Y. JOYNER, Superintendent of Public Instruction. Wilkes County, 7 Edwards' District, December 15, 1904. Number of districts consolidated, 2. 42 BIENNIAL KEPORT OF THE Observations on Consolidation: (a) effect upon public sentiment for consolidation and local taxation in the community and surrounding communities; (b) effect on interest and enthusiasm of pupils; (c) effect upon classification and gradation; (d) effect upon instruction in higher branches; (e) other observations: The result of consolidation is that public sentiment has been created for better schools, better teachers and higher salaries—in fact, for all that its most ardent advocates hoped. C. C. WRIGHT, County Superintendent. Yadkin County, Liberty No. 2 District, December 16, 1904. Number of districts consolidated, . SUPERINTENDENT OF PUBLIC INSTRUCTION. Durham County, Watts District, December 16, 1904. Number of districts consolidated, 2. 44 BIENNIAL REPORT OF THE SCHOOLS AND SCHOOL DISTRICTS. The following table shows the comparative sizes and population of school districts in the Southern States: State. Virginia North Carolina- South Carolina - Georgia Florida Alabama Mississippi Louisiana Texas Arkansas Tennessee 8S5 6,693 5,336 2,508 4,681 1,818 3,863 4,175 2,341 8,207 bo 2,272 2,338 2,096 2,752 652 1,869 2,877 1.092 2,377 6,205 1,542 .5s <« 40,125 48,580 30, 170 58,980 54,240 51,540 46,340 45,420 262.290 53,045 41,750 > o 5.9 9.7 12.0 12.6 29.8 13.3 11.0 19.4 31.9 6.7 o hi-; £§ > X o g ** bo 2! Z |