's-n
CHAPEL—SHAW UNIVERSITY, KAT.EICH. N. C.
PART II.
Stale Colleges and Instliutions,
Denominational Colleges,
High Schools and Academies
OF
NORTH CAROLINA.
INTRODUCTION.
The following letter was sent to the respective schools
of the State :
Dear Sir :—I am anxious that the next biennial report that is sent out
from this office shall show, not only what North Carolina is doing in the
public schools and State institutions, but also shall show what our de-nominational
colleges and high schools are doing—the academies, private
schools, and in fact, want all the educational interests of the vState to be
represented in this report.
In order to do this, a considerable extra expense will be incurred, and
in order to meet this expense, I have decided to offer space in this report
at exactly what it will cost the State to print it.
We want a short, concise history of the various schools, academies, and
colleges, and an outline of what has been done and is being done. Do
not mention what you expect to do. I hope you will do greater things
in the future, but want this report to show what is being done now.
Would be glad to have a cut of your building and faculty to publish.
The State Printer estimates tiie cost to be about I1.50 per page.
This is a very reasonable expense to the schools, and will do them a
great deal of good as well as the State.
This report will be sent to every State in the United States, as well as
distributed throughout North Carolina.
I expect to have a brief general history of the work done by the de-nominational
colleges, and especially what the academies did for us as a
State in early years.
I hope you will give this matter your careful consideration.
Let me hear from you as soon as possible, also designate how much
space you will want.
Very truly yours,
C. H. MEBANE,
Superinfendcut Public Instructio7i.
In the great struggles that have been made for the cause
of education in North Carolina, the denominational col-leges,
high schools and academies, have done a great work,,
and it affords me pleasure to recognize these institutions in
making up our educational history. In fact, had it not
been for these voluntary institutions, we would have had
no educational advantages during all the years previous to
the establishing of the University of our State. Also had
4 BIENNIAL REPORT OF THE
it not been for these institutions since the establishing of
the University, many thousands of the best and most intel-ligent
citizens of North Carolin, who have been a blessing
to the State as well as the church, would have been com-pelled
to go through life with all the burdens and disad.
vantages to which ignorant people are always subject.
The writer himself would as soon think of forgetting his
own parents, as to think of not honoring such institutions,
because had it not been for these he would have been
among those who would have been compelled to grovel in
darkness, along with thousands of others.
The writer rejoices over what the Univeri^ity and State
institutions have done and are doing, that the work of the
University and its influence are felt to-day as never before
within the borders of our State, as well as without the State.
Long may this Historic Institution continue to grow in use-fulness
and power for the good of our State. The writer
rejoices none the less over what these voluntary institu-tions
have done and are doing, for our citizeship, doing this,
too, without the aid of the strong arm of the State.
All these heroic men and institutions have asked of the
State has been the privilege to work, and I am proud toj
say, they have done this work right well. I express tO'
these men and their work the sincere gratitude of thou,
sands of worthy young men and young women of this State.
I have endeavored to bring about a closer relation and a
deeper sympathy among the State institutions and the pri-,
vate and denominational institutions.
The hig-her institutions of the State can never educate
the masses of our people, neither can the private higher in-stitutions.
Both of these classes of institutions should feel
a deeper interest in, not only each other's welfare, but es.
pecially should they feel a common interest in the public
schools.
What a field for educational labor, what a gathering into
the collegs of the State and the private institutions, when
I
I
SUPERINTENDENT PUBLIC INSTRUCTION. 5
that long looked-for glad day comes, that each child will re-ceive
practical public school education;then will our colleges
be full to overflowing; then, indeed, will we have to tear
down our college rooms and private school houses and
build greater ones.
The Presidents of the respective institutions represented
in these pages prepared these sketches at my request.
BIENNIAL REPORT OF THE
UNIVERSITY OF NORTH CAROLINA.
Chapel Hill, N. C. Oct. lo, 1898.
Hon. C. H. Mt'bauc^ Siipcriiitendent Public Inxlrtiction^
Raleigh, N. C.
Dear Sir :—I herewith submit a report of the equip-ment,
enrolhnent, and condition of the University of North
Carolina. In obedience to a mandate of the State Consti-tution,
the University of North Carolina was established
one hundred and ten years ago. At seven different epochs
the people in Convention or by Charter have imposed upon
the General Assembly the duty to support and maintain
this University. It has the distinction of being the first
University established by legislative action in the South,
and the second in the American Union,
The present Constitution, Article 9, section 6, says:
"The General Assembly shall provide for the election of
Trustees of the University of North Carolina, in whom,
when chosen, shall be vested all the privileges, rights, fran-chises
and endowments thereof, in anywise granted to or
conferred upon the Trustees of said University, and the ( ien-eral
Assembly may make such provisions, laws and regu-lations,
from time to time, as may be necessary and exped-ient
for the iiKiintenaiicc and management of said Univer-sity."
During these years the University has rendered noble
public service to this State and to the entire South. It
may be doubted whether the University of any other
Southern vState contains such a distinguished roll of
alumni, including : One President of the Ignited States,
two Vice-Presidents, eight Cabinet Officers, six Ministers
to Foreign Courts, twenty United States and Confederate
State Senators, eighteen Governors of vStates, twenty-two
Justices of the Supreme Court, sixteen Generals, four Bis-hops,
twenty College President's, fifty-nine Professors in
SUPERINTENDENT PUBUC INSTRUCTION. 7
Colleges and Universities, and many iiseful citizens in
all walks of life.
It is not too much to say that sons of the University
have been prominent in every movement for Public Schools,
in scientific agriculture, for industrial development, medi-cine,
higher education and justice, and that their influence
has stimulated the growth of all other Colleges in the
State. "The University is not a separate isolated institu-tion,
but belongs to the State, in the sense that the Capitol
does or the Supreme Court building. Relying upon the
promise of the State to maintain and support the Univer-sity,
various citizens have from time to time given money
and land, to be used on trust forever for the purposes of
the University. The property of the University includes
six hundred acres of land, fifteen buildings, a library of
thirty thousand volumes and ten thousand pamphlets,
valuable scientific apparatus and about one hundred thou-sand
dollars of invested funds. The valuation of this
property is about half a million dollars.
The University comprises the following departments
:
The College for Undergraduates.
The University or Graduate School.
The Law School.
The Medical School.
The School of Pharmacy.
The Summer School for Teachers.
In the College Department there are three general
courses of .'tudy, leading to the following degrees : Bache-lor
or Arts, Bachelor of Philosophy, and Bachelor of
Science. These courses furnish a broad foundation for
liberal culture and require ordinarily four years to com-plete
them. The following subjects are taught in the Col-lege
Department
:
8 BIENNIAL REPORT OF THE
1. Greek Language and Literature S Courses
2. Latin Language and Literature 14
"
3. Classical Philology 3
"
4. German Language and Literature 3
"
5. French Language and Literature 3
6. English Language and Literature .14 "
7. Philosophy 5
8. History and Hi--torical Research 7
9. Political and Social Science 4
"
10. Political Economy 2
1 1
.
Mathematics , 4
12. Drawing and Surveying 2
13. Physics 2
14. Chemistry 9
15. Biology . 6
16. Geology '^
17. Pedagogy '>
18. Spanish Language 2
105 Courses
The Graduate School offers special advanced instruction
in a total of seventy-five courses. This instruction leads to
the degrees of Master of Arts, Master of Philo-ophy, Master
of Science, and Doctor of Philosophy. The Law School,
the Medical School and the School of Pharmacy are con-ducted
by experienced professors, and give the most ad-vanced
training leading to those professions.
I . Law School —The Law School provides two courses
of study, each extending over a period of one college year.
Instruction is given by means of text-books, lectures, the
study of leading cases, and moot courts. Special lectures
are given by the resident instructors and by members of
the bar on such subjects as have been greatly modified by
our statutes or by the development of our civilization.
During the summer two classes in law are conducted by
Professors Manning and Biggs. The text-books used are
the same with those required in Course i.
The summer session begins on the first day of July and
ends on the Thursday before the last Monday in Septem-ber.
SUPKKINTENDENT . PUBLIC INSTRUCTION. 9
The fee for admission into either class is thirty dollars
for tuition, and three dollars for registration ; for admission
into both classes, sixty dollars for tuition and three dollars
for registration.
2. Mkdic.\l School.—The Medical School provides two
courses of study, for which are claimed the advantages de-rived
from good equipment and small classes. Each stu-dent
has the opportunity of seeing the various demonstra-tions
and experiments, and receives direct personal instruc-tion.
Special emphasis is laid upon anatomical instruction, and
an abundaace of dis.secting material is provided. The two
years' course here is accepted as equivalent of two years
work in the best Northern colleges.
3. School of Ph.\rmacy.—The School of Pharmacy
offers instruction covering a period of two college years.
The laboratory equipment for this instruction is admirable,
and a certificate of the school will enable the receipient to
receive license with very little difficulty.
4. Summer School.—The University also maintains a
summer .^^chool for four weeks in June and July, for the
benefit of tea:hers and others who are unable to attend its
regular sessi ^ns. Instruction is given in all subjects pertain-ing
to common schools, and to the theory and art of teaching,
besides careful work in the ancient and m )dern languages.
A faculty of twenty-five teachers give instruction in this
school.
The faculty of the Univtrsity con>is'.*i of the Piesident
and nintteen full Professors, five Instructors, six assistants
and five officers. These Professors and Instructors are men
of Christian character, and were trained in the best Uni-versities
of this country and of Europe. They are rich in
culture and devotion to their duty.
lo biennial report of the
Edwin Anderson Alderman, D, C. L.,
President and Professor of Political and Social Science,
Ph. B., Univ. of N. C, 1882 ; D. C. L., Univ. of the South 1896; Supt.
City Schools, 18S5-89; State Institute Conductor, 1889 92; Professor of
History State Normal College, 1892-93 Professor of Pedagogy, Univ. of
N. C, 1893-96; President, 1896.
Kemp Plummer Battle, LL. D.,
Alnnini Professor of Hisiory
A. B , Univ. of N. C. 1849 ; A. M., 1S52; LL D , Davidson College,
1879; Tutor Univ. of N. C, 1850-54; State Treasurer 1866-68; I'niversity
Trustee, 1862-68, 1874-98; President Univ. of N. C, 1876-91; Professor,
1891.
Francis Preston Venablk, Ph. D.,
Smith Professor of General and Analytical Chcniistry.
Universities of Virginia, 1874-79; Bouv 1S80; Gottingen, 1S81; Berlin,,
1889; Ph. D., Gottingen 1881; University High School, New Orleans,
La., 1877-78; Professor Univ. of N. C, 1880.
Joseph Austin Holinies, S. B.,
Cornell University, 1876-80; Prof. Natural History, I'niv. of N. C,
1881; vState Geologi.st 189—
.
Joshua Walker Gore, C. E.,
Professor of Physics.
Richmond College 1871-73; Univ. of Virginia, 1873-75 ; C. P"., 1875 ;
Fellow Johns Hopkins, 1876-78 ; Professor South Western Baptist I'niv.,
1878-81; Assistant l^niv. of Virginia, 1881-82; Professor Univ. of N. C,
1882.
John Manning, LL, D.,
Professor of Imzv.
A. B., Univ. of N. C.,.i8so; A. M., 1854; LL. D., 1S83 ; nienil)er 41st
Congress ; Commission to codify Statute Law 1883 ; Professor Univ. of
N. C, 188 1.
Thomas Hume, D. D. LL D.,
Professor of the English Lamruage and Literature.
A. B., and A. M., Richmond College, Univ, of Virginia ; D. D., Rich-mond
College ; LL. D., Wake Poorest College ; Professor Univ. of N. C,
1885.
SUPERINTENDENT PUBLIC INSTRUCTION. II
Walter Dallam Toy, M. A.,
Professor of Modern Languages.
M. A., I'uiv. of Virginia, 1882; Univ. of Leipsic, 1882 83; Berlin, 1S83-84;
La Sorboune and College dc France, 1885 ; Professor I'niv. of N. C, K-85.
Eben Alexander. Ph. D. LL. D.,
Professor of tJie Greek Language and Literature.
A. B, Yale 1873; Ph. D., Maryville 1886; LL. D., Univ. of N. C,
1893; Instructor Univ. of Tenn., 1873-77; Professor 1877-S6 ; Professor
Univ. of N. C, 1886; U. 8 Minister to Greece 1893-97.
William Coin, C. E.,
Professor of Mathematics
.
N. C. Military and Polytechnic Academy, 1866; Civil Engineer 1866-74
Professor Carolina Military Institute, 1874 80 ; Professor S. C. Militarj-
Academ3\ 18S2 89 ; Professor Univ. of North Carolina, 188-,.
Richard Henry Whitehead, A. B., M. D.,
Professor of Anatomy.
A. B., Wake Forest, 886; M. D., Univ. of Virginia, 1887; Graduate
Student, Univ. of Pennsylvania and of New York ; Demonstrator of
Anatomy, Univ of Virginia, 1881-89; Professor Univ. of N. C, 1890.
Henry Horace Williams, A. j\I., B D.,
Professor of Philosophy.
A. B., A. M., Univ. of N. C, 1883 ; B. D., Yale Univ., 1888 ; Graduate
Student, Harvard Univ., 18S8-90 ; Williams F'ellow, 1889; Professor,
Trinity College, 18S4 ; Profes.'.or, Univ of N. C, 1890.
Henry Van Peters WiLvSon, Ph. D.,
Professor of Biology.
A, B., Johns Hopkins Univ., 1883 ; Ph. D., 1888 ; Bruce Fellow. 1858-89;
Assistant U. S. Fish Commission, 188990; Professur Univ. of N. C,
1S91.
Karl Pomeroy Harrington, A. M.,
Professor of Latin.
A. B., Wesleyan Univ., 1S82 ; A. M., 1885 ; graduate Student, Wesleyaa
Univ., 1882 ; Univ. Berlin, 1887 89 ; Yale Univ., 1890-91 ; in Greece and
Rome, 1889 ; Tutor Wesleyan Univ., 1S89-91 ; Professor, Univ. of N. C .
12 BIENNIAL kEPOKT OK THE
Collier Cobb, A. AI.,
Professor of Geology.
A. B., Harvard I'niversity, 1S89
;
A. M., 1894; Assistant, Harvard
University, 188S90; Instructor, M. I. T., 1890-92; Lecturer, Boston
Univervity, i89r-9i ; Assistant U. S. Geological Survej-, 18S6-92 ; Pro-fessor
I'niv. of N. C, 1892.
Charles Baskekxille, Ph. D.,
Associale Profrssor of Chemistry.
B. vS., Univ. of N. C, 1892 ; Ph. D., 1895; Gradute Student, Vanderbilt
Univ. and Univ. of Berlin; Assistant in Chemistry, Univ. of X. C,
1891-93 ; Instructor 1893-94; Associate Professor, 1894.
Charles Staples Mangum, A. B., AI. D.,
Professor of P/iysiolooy and Materia Medica.
A. B., Univ. of X. C, 1891 ; M. D., Jefferson Medical College, 1894;
Assistant Demonstrator of Anatomy, 1894 95 ; Professor, Univ. of N. C,
1896.
Edward Vernon Howell, A. B., Ph. G.
Professor of Pharmacy.
A. B., Wake Forest College, 1892 ; Ph. G.. Phil. College of Pharmacy,
1894 ; Professor L'niv. of N. C, 1897.
Henry Farrar Linscott, Ph. D.,
Associate Professor of Classical Philology.
k. B., Boarding College, 1S92 ; A. M., 1893 ; Fellow Univ. of Chicago,
1893-95; Ph. D., 1895; Instructor, Brown Univ., 1895-96; Instructor,
Univ. of X. C, 1896-97 ; Associate Professor, 1897.
Marcus Cicero Stephens Noble.
Professor of Pedagogy
Davidson College, 1875-76; I'niv. of X. C, 1877-79; Commandant
Bingham School, 1879-82; Superintendent of Schools, Wilmington,
1882-98 ; Professor Univ. of X. C, 1898,
Ja.mes Crawford Bi(;gs, Ph. B.,
Associate Professor of Law.
Ph. B., Univ. of N. C, 1893 ; University Law School 1893-94; Profes-sor
St. Albans 1893; Mayor of Oxford, X. C, 1S97 and '98 ; Associate
Prosessor Univ. of N. C, 1898.
SUPERINTENDENT PUBLIC INSTRUCTION. 1
3
Samuel May, A. B.,
Instrtictor in Modern Lanfyuaoes.
A. B., Harvard University i8!)6 ; Instructor University of North Caro-lina
1896.
WiLLL\M Cunningham Smith, Ph. B.,
Instructor in Ens!;lis]i.
Ph. B., L^niversity of North Carolina 1896 ; Student Harvard Univer-sit}',
1S97 ; Instructor University of N. C , 1896.
Archibald Henderson, A. B.,
Instriic or in Mathematics.
A. B , University of North Carolina, 1895 ; Instructor, 189S.
James William Calder.
Instructor in Physical Cn/iurc.
Student in G)mnapium of Y. M. C. A., Brooklyn and New York, and
Davidson College, i8g8; Junior Director Brooklyn Y. M. C. A. Gymnasium
;
Director Charlotte, N. C, and Davidson College.
The total fall registration, less duplicate.^, up to No-vember
ist, 1898, in all departments, is six hundred and
fifteen, sub-divided as follows: CoUegt, 349; Law, 71;
INIedicine, 41 ; Pharmacy, 19, and Summer School, 147.
This is the largest enrollment in the history of the Uni-versity
at this time, exclusive of the Summer School. The
Senior Class numbers fifty-seven members, an increase of
fifty per cent, over last year. The number of counties
represented in North Carolina is eighty-three, and the
number of Slates of the Union, fourteen, inchiding the
District of Columbia. The counties sending- the largest
delegations are as follows : Orange, Forsyth, Mecklenburg,
Guilford, Wake, New Hanover, Cabarrus, Richmond, Cum-berland,
Wayne, Halifax, Rowan, Johnston, Durham,
Buncombe, Anson, Wilson and Iredell. In view of these
facts, it may be said that, between the Virgina line and the
Gulf of Mexico, this University ranks first in numbers and
achievements, and it does this on less money than any
Southern University.
14 BIENNIAL REPORT OF THE
The total registration for the last academic year, fall and
spring, in all departments, including the Summer School,
was six hundred and ninety. It will thus be seen that
thirteen hundred and eleven young men have received in-struction
at the University in the last year and a half. No
American University, with the same means at its disposal,
can exhibit a piouder record of public service
The constant aim of the University has been to reach
the people and to serve them. During the past two years
it has loaned nearly six thousand dollars from the Deems
Fund, thereby aiding eighty men. The Deems Fund is
the bequest of Charles F. Deems and Wm. H. Vanderbilt.
During the past twenty years it has aided nearly one thou-sand
young men by loans and scholarships. The Univer-sity
is now giving frte tuition to nearly one hundred and
fifty students under the operation of State laws and by pri-vate
philanthrophy. Nine-tenths of these men could not
otherwise be educated. Over one-half of the students are
the sons of farmers and two-thirds of them are here as the
result of some sacrifice. Nearly one-third are supporting
themselves by money which they have earned or borrowed.
Seventy-five or eighty students are boarding themselves by
labor, waiting upon their fellow-students in Commons Hall
and at private clubs ; managing boarding clubs, setting type,
working in laboratories, serving as stenographers and type-writers,
selling books and clothing, giving private instruc-tion
to other students, teaching classes in the village, clerk-ing
in the stores and doing many other kinds of work. It
is no exaggeration to say that the University, by its loan
funds, scholar>hips and opportunities for labor makes it
possible for any worthy boy, however poor, to obtain in
North Carolina as good an education as rich boys obtain
elsewhere.
The University has well appointed laboratories in Phy-sics,
Chemistry, Biology, Geology, Mineralogy, Pharmacy
and Bacteriology. The equipment of apparatus and sup-
SUPERINTENDENT PUBLIC INSTRUCTION. I5
plies for lecture and experimental work is excellent, and
every facility is offered for thorough instruction in all
scientific subjects.
SOCIETIES.
The Literary Societies offer facilities for practice in de-bate,
oratory, declamation and essay writing-. Each So-ciety
owns a large, well furnished hall, the walls of which
are hung with oil portraits of illustrious members.
The Societies for special culture, the Elisha Mitchell
Scientific Society, the Philological Society, and the Shak-spere
Club offer unusual facilities for oiiginal research and
study.
The Young Men's Christian Association meets four
times each week. It is active and useful.
The North Carolina Historical Society is located at the
University. It has some valuable historical material. Its
work is open to all students.
Through the beneficence of Mrs. Frederick Baker a
Commons hall has been established where wholesome, well,
prepared food is served in a handsome dinning-room.
Good food may be had for eight dollars a month. The
students wait upon the table and manage the affairs of the
institution, and it has proven a great help for the physi-cal
as well as the financial well-being of the students. The
income of certain bequests of the University affords seventy-eight
scholarships. Free tuition is given in the college to
sons of ministers and candidates for the ministry, to young
men under bodily infirmity, to public school teachers and
those who intend to teach.
NECESSARY EXPENSES.
The necessary expenses at the University are very mod-erate.
It is believed that no other similar institution in
the United States offers equal advantages at so small a cost.
The dues payable at the beginning of each of the two
terms are as follows :
l6 BIENNIAL REPORT OF THE
Tuition . . . $30.00
Annual fee 5-oo
Medical and Infirmary fee 3.00
Gymnasium fee 1.25
Library fee •- 2.00
$41.25
MORALITY AND RELIGION.
The University recognizes religion and morality as the
basis of character. Daily morning prayers are held in
Gerard Hall. All students are required to be present,
unless excused by special recjuest of parents.
Regular services are held in the Baptist, Methodist,
Episcopalian and Presbyterian churches twice a week and
oftener. Bible classes for young men are taught in each
church by members of the Faculty.
The Young Men's Christian Association meets every
weekday night except Friday and Saturday.
Elective courses are offered in the study of the English
Bible and in New Testament Greek. There is, also, a
special class, meeting each Sunday morning, for the study
of the Bible.
There are five eminent preachers elected by the Trus-tees
as preachers to the University each year. These are
chosen from the different denominations of Christian peo-ple.
The following have been chosen for the last two years
:
Rev. Robert Strange, D. D., Rev. L. B. Turnbull, D. D,
Rev. C W. Byrd, D. D., Rev. J. W. Carter, D. D., Rev. P.
H. Hoge, D. D., Rev. H. A. Swope, D. D., Rev. H. E.
Rondthaler, Rev. S. B. Turrentiue, D. D.
COST TO THE STATE.
The University receives from the State this year a $25,-
000 appropriation. The appropriation, if collected /rr
SHAW HAI.L— SHAW UNIVKKSITV, KAI.KHiH, N. C.
SUPERINTENDENT PUBLIC INSTRUCTION. 1
7
capita,, would amount to about i 3-5 cents per annum to
each inhabitant ; but the tax is paid entirely by property,
and the mass of the people in the State realbj contj-ilnite
little or nothiiKj to its support. A man who pays only a
j)oll-ta.v contributes Jiothing. A man listed at $100 pays
less than one cent annually to the regular appropriation; at
1:500 It ss than 5 cents; at $r,ooo less than lo cents, at
$5,000 less than 50 cents. ' The average tax-payer is listed
at less than $500, and then fore pays less than 5 cents.
About nine-tenths of ihe tax-p->yers pay less tlum 10 cents
a year for an appropriation of $25,000 for the support of
the University.
The tax for the University does not come from the pub-lic
school fund. It is a tax on property alone, and its ad-vantages
accrue to the sons of the poor. It is a tax of the
property holders for the benefit of themselves, their neigh-bors
and the State It is an application of Chrstianity:
to government.
THE UNIVERSITY AND THE PUBLIC SCHOOLS.
The University is the logical head of the entire system
of public educational institutions. This is the American
idea, and every State in the Union has a University at the
head of its school system.
The University, through Caldwell, Muiphy and Wiley^
established the public schools in the past and the two de-partments
of education are inseparably linked together.
The University has always been foremost in fostering and
developing the schools. For the last fifteen years, more
than half of each graduating class have gone into the pub.
lie school service The Normal Schools began at the
Univerity, and the Teachers' Institutes were carried on by
University men.
The University maintains a department for the training
of teachers and a Summer School for those who are already
teaching, and who are unable to attend its regular sessions.
1
8
BIENNIAL REPORi' OF THE
i During the past year 263 students, who are teachers or in- ^
tend to teach, attended these schools.
The University thus eaves the State the expense of a
separate Normal School for male teachers, which in other
States costs more than our entire University.
The motto here is " Lux Libertas." Here the truth is
50ught—whether in nature, in literature, in law, or in so*
ciety. Here is where sanity reigns and judgment is sober,
and toleration prevails, and humility seems a virtue.
Here we would see things straight and clear, with vision
undimmed by passion or prejudice or zealotry. Here men
may meet on the level of equal opportunity, and may rise
by the might of merit to the quiet power of Christian man-hood.
A university is a mighty piece of social machinery,
but it can never be an organ or a propagandist. It does
not stand for the rich as against the poor, nor for the poor
as against the rich, but for rich and poor alike, that each
may know the best of the other. It does not stand to bend
to any breeze of popular delusion, but rather to withstand,
and to lead the people in quiet ways to the larger view.
It does not exi'-t to lie snugly and cozily in the arms of
power, but rather to remind power of its high duty ; to ap-prove
when that power is nobly used, to condemn when
tyrannously put forth, whether by States or individuals.
A university is a discoverer of truth, a conservator of
ideas, a sower of seed, a missionary of democracies, a store-house
of high traditions. It has no passion, save of the
truth and the betterment of men; no warfare, save against
ignorance; no enemies, save those of thedaik. Born of the
people, nourished by the commonwealth, it stands as the
servant, but not as the slave, of the public good, fortunate
if it can reach out strong hands of help to all classes and
conditions of men, high or low, rich or poor, quickening
them into the better life. Institutions, like men in all self.
governing communities, cannot assume the grand air. They
m'lst have unfaltering faith in the final rectitude of public
SUPERINTENDENT PUBLIC INSTRUCTION. 1
9
impulse, and sublime patience with the blundering masses,
alone on their toilsome march to economic, civil and re-ligious
liberty. De Tocqueville, sixty years ago, declared
that democracy was the most difficult form of government.
Social regenerative forces must, therefore, be patient with
Demos, as Demos has been patient with the king. Daik,
indeed, would be the hour in the life of an American State
when it should be withrut some high institution of learn-ing,
begotten of public sagacity, nourished by civic patriot-ism,
and creating in the hearts of its sons that gratitude to
the State for its manifestation of heart and conscience,
which constitutes the real strength of States, by implant-ing
in the hearts of those who have been made strong by
the collective will, the desire to serve, in their turn, the
thronging future.
This is not the University of any class, but of all classes.
The youth who gather here to learn the ways of manhood
shall breathe the breath of freedom and learn to look
squarely in the bright face of truth. To those who enter
upon life endowed at the outset with brains or wealth, or
influence, we offer the equipment of sane judgment, of
trained minds, and sympathetic hearts of noble use of their
mighty powers ; and there shall blow through our halls
forever, please God, the wholesome breezes of sympathy
and helpfulness for the dim, toiling thousands, who work
in the shadows of the world, and who yet must be fitted
for the majestic duties of republican citizenship.
In conclusion I beg to assure you that in all of your
efforts to advance the cause of popular education in North
Carolina, the influences that go out from its walls will be
quick to serve you with brain and heart and soul.
Yours very truly,
Edwin Anderson Alderman,
President,
20 BIENNIAL REPORT OF THE
RESOLUTIONS OF THE FACULTY OF THE NOR-MAL
AND INDUSTRIAL COLLEGE.
Note.—These resolutions should have been placed with similar resolu-tions
in another part of this Report, but were not received in time
—
hence they appear here.
In compliance with the request of the State Superin-tendent
of Public Instruction for an expression of their
views on public education, the Faculty of the State Normal
and Industrial College, at their regular meeting on Novem-ber
14, 1898, unanimously adopted the following resolu-tions
:
Resolved /. That, collectively and individual h-, we
hereby declare our ad\-ocacy of the most liberal system of
public education, not only as a means of intellectual and
moral culture, but also as an absolute necessity to the ma-terial
prosperit}' of any people.
2. That, believing that the cause of public education
would be greatly promoted thereby, we earnestly advocate
the general adoption of local taxation for the public schools
of the State.
3. That, realizing that thorough supervision is absolutely
necessar)- for the success and protection of the public
schools, we heartily favor a complete and effective s)-stem
of school supervision.
I
FACULTY OF BINGHAM SCHOOL, MEBANE, N. C.
SUPERINTENDENT PUBLIC INSTRUCTION. 21
REPORT OF THE STATE NORMAL AND INDUS-TRIAL
COLLEGE.
REPORT OF THE DIRECTORS.
To His KxceUcncy (rovcrnor Daniel L. Russell
:
In compliance with the requirement of Section 3, Chap-ter
139, Laws of 1 891, creating The State Normal and Indus-trial
College, the Board of Directors begs to submit its bien-nial
report of the operation, progress and work of this Institu-tion
for the two years beginning October i, 1896, and
ending September 30, 1898, being the fifth and sixth years
of the existence of said Inslitution.
By reference to the act creating the Institution it will ap-pear,
from the fifth section thereof, that The State Normal
and Industrial College was established for the following pur.
poses : (i) "To give to young women such education as
shall fit them for teaching; (2) to give instruction to young
women in drawing, telegraphy, typewriting, stenography,
and such other industrial arts as may be suitable to their
sex and conducive to their support and usefulness."
In the management and development of this Institution,
the Board of Directors has endeavored to keep constantly
in view this purpose, and to observe, as far as possible, the
legislative intent in establishing the College.
We transmit herewith as part of this report, the report
of the Executive Committee, the report of President Mc-
Iver, and the financial report of E. J. Forney, Treasurer
and Bursar.
The report and accounts of the Treasurer and Bursar of
the College were carefully examined in every detail by the
Executive Committee of this Board and reported correct.
For further information in regard to the Treasurer's report,
we refer you to the Executive Committee's report published
herewith.
22 BIENNIAL REPORT OF THE
The Board of Directors begs to call your Ecellency's at-tention
to the scope and character of the work accom-plished
by The State Normal and Industrial College as
shown by the comprehensive report of the President, and
to the patronage of the Instituion, so representative in its
character, ninety-four counties in the State having shared
and enjoyed its privileges and benefits. During the schol-astic
year i895-'96, there were in attendance upon the In-stitution,
exclusive of the Practice and Observation School,
412 young women, and during the year iSgy-'gS, 437.
On account of lack of dormitory room, the Institution
has never been able to accommodate all the applicants for
admission.
The Board of Directors most heartily appreciates the
generous aid given from time to time by the Trustees of
the Peabody P^ducation Fund through their General Agent,
the Honorable J. L. M. Curry.
Dr. Curry has rendered much valuable personal aid and
encouragement, as well as official support, for which we
desire to express the thanks of the people of the State.
The Board of Directors desires to call the attention of
your Excellency to the recommendations of President ^Ic-
Iver, looking to the further development and usefulness of
the Institution, which recommendations are endorsed by
the Executive Committee and by the Board of Directors.
Two years ago the Board of Directors announced as the
most urgent needs of the College :
1. Increased facilities for a Practice and Observation
School.
2. Enlarged library room and increased number of books.
3. Department of Horticulture.
4. New Gymnasium.
5. Steam Laundry.
6. Kitchen.
7. Literary Society Halls.
8. Extension of Heating System.
SUPERINTENDENT PUBLIC INSTRUCTION. 23
The Board is gratified to be able to state that the in-creased
appropriation given by the last General Assembly
has made it possible to secure four of these improvements,
as is indicated in the reports of the Executive Committee
and the President of the Institution.
Moreover, it gives the Board peculiar pleasure to find
that the students of the College, appreciating the very great
need for literary society halls, have begun to raise, by pri-vate
subscription, first among themselves, and then among
their friends, $10,000 to erect a suitable building for the
society halls and a hall and reading-room for the Young
Women's Christian Association and for other similar pur-poses.
About $2,500 of the amount has been subscribed
by the faculty and students now at the Institution.
The following resolution is quoted from the Minutes of
the Board :
Resolved, That the Board of Directors of The State Nor-mal
and Industrial College desires to express its earnest
appreciation of the efforts of the students of thelnstitution,
led by the committees of the Adelphian and Cornelian
Literary Societies, to raise the requisite funds to erect a
building suitable for society halls, reading-rooms, etc.
Two years ago the Board, in its report to the Governor
and the General Assembly, called attention to the lack of lit-erary
society halls, as one of the eight most urgent needs
of the Institution. It regrets that for the lack of sufficient
means it has been unable to provide these halls, though the
Board has never abandoned the idea of doing jo as soon as
practicable. Seeing the impossibility of taking such action
at a very early dite, and realizing the immediate good
which will accrue to the Institution by the action of the
students and their friends, the Board is peculiarly gratified
at the spirit and enterprise manifested in this most worthy
undertaking.
^Resolved, That a copy of these resolutions be sent to the
Cornelian and Adelphian Literary Societies.
24 BIENNIAL REPORT OF THE
We trust that the Legislature of the State, which as-sembles
January next, will honor us by the appointment of
a committee to visit the College, examine its work and
progress, and accjuaint themselves with the needs of the
Institution, and recommend such appropriations as in their
opinion will enable it to fill the full measure of its useful-ness.
In concluding this report, we desire to express our ap-preciation
of the interest shown by your Excellency in the
work of the College, and to assure you that you will always
be a welcome visitor to the Institution.
Very respectfully,
C. H. Mkbane,
President of the Board of Dircci'~<T8.
J. M. Spainhour,
Secretary of the Board of Directors.
Greensboro, Dec. 2, 1898.
REPORT OF THE EXECUTIVE COMMITTEE.
Greensboro, N. C, Dec. ist , 1898.
To the Board of Directors of The Slate Normal and lii-diistrial
College.
Gentlemen:—The Executive Committee of the Board
beg leave to report that they have examined the books of
E. J. Forney, Bursar and Treasurer of the Institution, and
find that the books are neatly and accurately kept, and that
he has accounted for all receipts and moneys and disbursed
same upon proper vouchers. For details of receipts and
expenditures we refer you to his report, which we have
thoroughly examined and approved.
Since the meeting of the Board of Directors in May last
the improvements and additions authorized by the Board
have been made in accordance with the spirit and authority
therein granted and in keeping with the financial condi-tions
of the Institution. These improvements are em-
SUPERINTENDENT PUBLIC INSTRUCTION. 25
bodied in the report of President Mclver, and consist princi-pally
of the building- of a steam laundry and equipping it
with the necessary machinery, the erection of a power-house
with sufficient room for the present and prospective
needs of the Institution, the construction of a commodious
and modern kitchen, and the extension of the heating sys-tem
to all the buildings of the Institution, the warm air
and fan system being used in the College building, the
steam heat for the main dormitory, hot water heating for
the wooden dormitory and the President's residence, the
warm air system having been previously introduced in the
Infirmary.
There are certain other improvements necessary to meet
the present demands of the Institution suggested in the
President's report, which your Committee endorses, and it
urges upon the Board the necessity of securing an appro-priation
by the Legislature for the same as soon as prac-ticable.
We are specially impressed with the immediate neces-sity
of securing a building for the Practice and Observation
School, a modern gymnasium, and additional library and
class room.
Your committee visited the various recitation rooms both
in the College proper and in the Practice and Observation
School. We were greatly pleased with the thoroughness
and effectiveness of the work done in every department.
We are profoundly impressed with the great good this In-stitution
is accomplishing.
The State is to be congratulated, not only upon its
large patronage representing every section of the State and
every class of our citizenship, but especially upon the
earnestness and dignity of the student body, evident even
to the casual visitor.
Very respectfully,
[Signed.] W. I). Turner, Ch'm.,
R. D. Gilmer,
ExcctUtve CoDimittee.
26 BIENNIAL REPORT OF THE
PRESIDENT'S REPORT.
November 30, 1898.
To the Board of Directors :
Gentlemen :—I beg to submit herewith my third bi-ennial
report.
In October The State Normal and Industrial College
commenced the seventh year of its work.
I think it not out of place in this report to give a brief
history of the establishment and growth of the Institution.
HISTORY OF ITS ESTABLISHMENT.
By act of the General Assembly of 1891, the North Caro-lina
State Normal and Industrial College was established.
Its charter name was " The Normal and Industrial
School," but the General Assembly of 1897 changed it to
"The State Normal and Industrial College."
In 1886, the Teachers' Assembly, then in session at
Black Mountain, passed unanimous resolutions asking for
the establishment of a Normal College, and appointed a
committee to memorialize the General Assembly on the
subject. Each succeeding Teacher's Assembly, up to 1891,
passed similar resolutions and appointed similar commit,
tees to present the matter to the Legislature. In his bien-nial
reports to the General Assembly, Hon. S. M. Finger-
State Superintendent of Public Instruction, repeatedly
urged the importance of establishing such an institution.
But it was not until the session of 1S89 that the ques-tion
really came before the General Assembly for serious
consideration. At that session the bill presented by the
committee from the Teachers' Assembly passed the Senate,
by a large majority, and failed in the House by only a few
votes.
By the time the next General Assembly had met in Jan-uary,
1 891, the late Governor Kowle had, in his message,
urged the establishment of the Institution. In the mean-time,
the King's Daughters had petitioned the Legislature
SUPERINTENDENT PUBLIC INSTRUCTION. 27
to establish an Industrial School for girls. The North
Carolina Farmers' Alliance, in 1890, at its annual meeting
in Asheville, passed resolutions asking the State to aid in
the higher education of girls and women. Hon. J. L. M.
Curry, agent of the Peabody Fund, appeared before the
General Assembly and made an earnest and powerful plea
for a Normal College, and, through him, the Peabody Fund
gives substantial aid to the Institution.
The committee from the Teachers' Assembly suggested
the establishment of a Normal College with industrial feat-ures,
whereupon the act establishing The Normal and In-dustrial
College was passed and an annual appropriation
made for its maintenance. The mangement of the Insti-tution
was placed in the hands of a Board of Directors,
consisting of one member from each of the nine Congres-sional
Districts, the first Board being elected by the Gen-eral
Assembly of 1891. The State Superintendent of Pub-lic
Instruction is, cx-offieio^ an additional member of the
Board, and its President.
The act establishing the Institution required that it
should be located " at some suitable place where the citi-zens
thereof will furnish the necessary buildings, or money
sufficient to erect them."
The Board of Directors decided to accept Greensboro's
offer, which was $30,000 in money, voted by the town, and
a beautiful ten acre site, located in the corporate limits of
Greensboro, and donated by Messrs. R. S. Pullen, R. T,
Gray and others.
Since the original donation the Directors have purchased
about 116 acres of land, adjoining the original site.
The first Board of Directors, appointed by the General
Assembly of 1891, was composed of Hon. S. M. Finger,
ex-officio President, W. P. Shaw, Esq., Dr. R. H. Stancell,
B. F. Aycock, Esq., Prof. E. McK. Goodwin, Hugh Chat-ham,
Esq., Supt. M. C. S. Noble, Col. A. C. McAlister,
Dr. J. M. Spainhour, R. D. Gilmer, Esq.
28 BIENNIAL REPORT OF THE
In 1893, Hon. John C. Scarborough became ex-officio
President of the Board, displacing Hon. S. M. Finger.
Ahnost immediately Hon. S. M. Finger again became a
member of the Board, representing the Seventh District,
the appointment from which became vacant at the expira-tion
of Col. McAlister's term of office. Randolph county
having been changed from the Seventh to the Fourth Dis-trict,
Col. McAlister was not eligible to re-election. Soon
thereafter, however, Supt. E. McK. Goodwin moved from
Raleigh to Morganton, and thus created a vacancy in the
Fourth District, which was filled by placing Col. McAlis-ter
again upon the Board.
These were the only changes in the membership of the
Board until March ist, 1896, when Dr. R. H. Stancell, B.
F\ Aycock, Esq., and Dr. J. M. Spainhour were succeeded
respectively by Prof. John Graham, Hon. John E. Fowler,
and Dr. J. O. Wilcojt.
In 1897 Hon. C. H. Mebane became ex-officio President
of the Board.
In 1898 Col. McAlister was succeeded by J. A. Blair,
Esq., as the representative of the F'ourth District.
In December, 1896, a vacancy in the Seventh District,
caused by the death of Hon. S. M. F^inger, was filled by
the election of W. D. Turner, Esq., and a similar vacancy
in the Eighth District, caused by the death of Dr. J. O.
Wilcox during the present year, has been filled by the
election of A. E. Holton, Esq.
The present Board of Directors is composed of Hon. C.
H. Mebane, ex-officio President; W. P. Shaw, Esq , Prof.
John Graham, Hon. J. E. Fowler, J. A. Blair, Esq., Hugh
Chatham, Esq , Prof. M. C. S. Noble, W. D. Turner, Esq.,
A. E. Holton, Esq., R. D. Gilmer, Esq.
APPROPRIATIONS, EXPENDITURES AND GROWTH.
The General Assembly of 1891 established The State
Normal and Industrial College with an annual appropria-tion
of $10,000.
SUPERINTENDENT PUBLIC INSTRUCTION. 29
In 1893 the General Assembly increased the annual ap-propriation
to $12,500, and made a special appropriation
of $4 500 a year for two years, to pay indebtedness incurred
for general equipment.
The General Assembly of 1895, in addition to the an-nual
appropriation of $12,500, appropriated $5,000 a year
for two years, for maintenance and general improvements.
The General Assembly of 1897 made the annual appro-priation
for maintenance, improvements, and equipment,
$25,000 without any special appropriation.
Many difficulties and expenses attend the inauguration
and development of such an Institution as The State Nor-mal
and Industrial College, which do not embarrass an
older Institution. Moreover, the crowded condition of the
dormitory and recitation rooms, which have never been ad-equate
to our needs, has added to the ordinary difficulties
of a new Institution. The limitation in our charter re-quiring
board " to be furnished at actual cost not to exceed
$8.00 per month " calls for the most careful management
and watchfulness both in collections and expenditures.
The purchase of equipment for the College and furniture
for the dormitories, providing lights, water, bathing ar-rangements,
a sewerage system and heat for the various
buildings, and the general improvement of the grounds and
the care of the buildings and furniture, constitute neces-sarily
large items of expense.
Beginning in 1892, with dormitory capacity for less than
150 boarders, with only fifteen recitation rooms in the Col-lege
building, including chapel, President's office, and
Physician's office; with a teaching foice of fifteen, includ-ing
assistants, and with an enrollment of 223 students, the
Institution has steadily developed until, at the end of its
sixth year, it had dormitory accommodations for about 350
boarders, 25 rooms in the main building, a teaching force
of thirty, and an enrollment of 437 regular students, be-sides
188 pupils in the Practice and Observation School,
30 BIENNIAL REPORT OF THE
14 non-resident students in Stenography, and 44 specials
in cooking—making a total of 683 people receiving in-struction
from the faculty of the College.
Moreover, the following substantial improvements and
additions have been made:
1. A good brick building, used as an Infirmary.
2. A sewerage system and baths with conveniences of
hot and cold water.
3. A dining-room, connected with the main dormitory,
which will seat nearly 400 people.
4. Nine rooms in the wooden dormitory used temporarily
for a Practice and Observation School, in which about
200 children of the community are taught by the most ad-vanced
students in the Department of Pedagogics, under
the supervision of expert teachers.
5. The lighting of all the buildings with gas and Wels-bach
burners instead of with kerosene lamps
6. The purchase of 112 acres of land adjoining the 14
acres already occupied by the College, thereby affording
room for the expansion of the Institution on the only side
not already occupied by residences, and providing a private
park for the students, admirably adapted for outdoor ex-ercise,
an outlet for a sewerage system on our own prem-ises,
and ample facilities for a Department of Horticulture.
7. A Horticultural Department has been inaugurated.
8. A modern barn and a dairy have been erected.
9. A steam laundry has been built and equipped.
10. Steam heat has been provided for the main dormi-tory.
A complete system of hot water heating for the smaller
dormitory ;.
Warm air with the fan system, providing heat and ven-tilation
for the College building, and the warm air system
of heating for the Infirmary.
11. A large and comodious kitchen has been built.
12. A cold storage room is provided, though not yet
equipped.
SUPERINTENDENT PUBLIC INSTRUCTION. 31
13. A number of minor additions have been made to
complete the main dormitory according to the original
plans,
14. Besides planting flowers, trees, grasses, and making
roads and bridges, considerable woik has been done upon
the grounds in the way of drainage and preparation of the
soil for horticultural work and small farm operations.
I desire to call attention to the fact that the last eight
improvements mentioned in this list have been undertaken
since the meeting of the General Assembly two years ago.
Some of these improvements are not quite completed,
and some of the bills for the improvements have not yet
fallen due. It is believed that by rigid economy the pres-ent
appropriation will enable the Board of Directors to
complete these improvements and pay all indebtedness
therefor within the next two years, but, without a special
appropriation, the Board will not be able to inaugurate any
of the several very much needed improvements mentioned
below.
IMMEDIATE NEEDS.
The Institution is still in urgent need of the following
improvements :
1. A Practice and Observation School buildino-,
2. A modern gymnasium.
3. Library room and more literature. The former is a
more serious need than the latter, as we have now more
books than can be placed in our library room.
4. More recitation and dormitory room.
5. Hall for the two Literary Societies and the Young
Women's Christian Association. I am glad to say that the
students themselves have begun to solicit a subscription of
$10,000 for this purpose, and are meeting with much en-couragement.
6. Considerable expenditure in fencing the park and im-proving
it so as to alTord the proper opportunities for ex-ercise
and recreation.
7. An auditorium.
32 BIENNIAI, REPORT OF THE
PATRONAGE.
The following statistics obtained from the registration
cards, indicate the scope and character of the patronage of
the Institution during its first six years :
'92-
Nuniber of regular students en
rolled 223
Average age of students igj;
Number of counties represented 70
Number of graduates of other
Institutions __ 1 14
Number who had taught 80
Number who defrayed their own
expenses . . __ 95
Number whose fathers were not
living - . 53
Number whose fathers were
farmers 83
Number whose fathers were
merchants . _ _ 16
Number whose fathers were
book-keepers 9
Niuiiber whose fathers were
clergymen . -- 8
Number whose fathers were
physicians . 8
Number whose fathers were
teachers -- . 5
Number whose fathers were
lawyers . i 5
Numlier whose fathers were
lumber dealers
Number whose fathers were
liverymen — --
Nimiber whose fathers were
drummers -
Number whose fathers were
auctioneers . . . . .
Number whose fathers were
manufacturers 4
Number \yhose fathers were
mechanics j 4
Number whose fathers were
engineers --. .- 2
Number whose fathers were
railroad agents
Number whose fathers were
hotel proprietors - 2
Number whose fathers were
insurance agents . 2
Number whose fathers had re-tired
from bustness 2
93-4. '94-5. !'9o-G. 1 '9 0-7. 1 '97-8.
391
19;
77
24
104
127
97
153
26
7
7
16
6
II
8
I
5
I
7
5
3
7
3
4
6
405
19;
83
27
103
128
109
146
31
I
7
9
4
13
5
I
5
I
4
9
2
8
2
6
15
444
19^
89
12
107
131
93
161
46
6
10
20
7
9
8
2
5
I
12
7
3
8
4
5.
15
412
185
81
6
79
113
89
139
48
SUPERINTENDENT PUBLIC INSTRUCTION. 3S
34 BIENNIAL REPORT OF THE
with cheerfulness because they knew that the Board of
Directors was providing for their comfort and their educa-tion
as liberally as its means would justify.
CHARTER REQUIREMENTS AND COURSES OF STUDY.
In Section 41 of the Constitution of 1776, adopted at
Halifax, the State acknowledges its obligation to provide
educational facilities for the "instruction of youth" "at
low prices," and the section closes with the words, "and
all useful learning shall be encouraged in one or more uni-versities."
This mandate had been only partially obeyed. The
State University for young men began its career of useful-ness
very soon after the adoption of the Constitution. A
few years ago the Agricultural and Mechanical College,
also for young men, was established under State auspices
and by the aid of the State and the general government.
But it took the State more than a century to come to a
practical realization of the fact that "youth" means young
women as well as young men. From one-half to nine-tenths
of the money used to employ instructors in higher
education for young men is paid by State and Federal an-nual
appropriations, or by the income from college en-dowment
funds. It was largely in response to the just
sentiment that, if the State proposes to pay for nearly all
the expense of a young man's higher education, it ought to
do at least as much for his sister that The State Normal and
Industrial College was established. It is not exclusively
for people who feel unable to go elsewhere, any more than
are those institutions for young men where the faculties
are paid by State appropriations, or by incomes from en-dowment
funds.
The State wants this Institution to be good enough for
any of its citizens, and the expenses low enough for all.
The purpose for which the Institution was created is
clearly stated in Section 5 of the act establishing it. It is
3.S follows:
I
SUPERINTENDENT PUBLIC INSTRUCTION. 35
"Section 5. The objects 0/ this Instittition shall be (/)
to give to yoiuig imomen such education as shall Jit them
for teaching; (2) to give instruction to yoimg zvonien in
drawings telegraphy^ typewritings stenography and such
other industrial arts as may be suitable to their sex and
co7iducive to their support and usefulness. Tuition shall
hefree to those who signify their intention to teach, upon
such conditions as may be prescribed by the Board of Di-rectors^
It is the general purpose of the Institution to give such
education as will add to the efficiency of the average wo-man's
work, whatever may be her field of labor. To that
end there are three distinct departments in the course of
study. But the value of the training received in either de-partment
will be greatly enhanced by a mastery of the
work in the other two. The course of study has been ar-ranged
with a view to meeting the needs of the young
women of North Carolina, and it embraces :
1. The Normal Department.
2. The Commercial Department.
3. The Domestic Science Department.
It is the special province of The State Normal and In-dustrial
College to emphasize the useful and practical
rather than the ornamental, though it does not mean to de-preciate,
nor will it neglect, the aesthetic features of edu-cation.
While the entire course of study has been arranged with
a special view to preparing young women to teach, it is
doubtful whether any young woman who wants a good gen-eral
education could pursue a more profitable course of
study than one of the four regular, prescribed courses.
For admission to the Freshman Class, examinations must
be passed in the following subjects, all of which are taught
in the public schools of the State
—
Arithmetic.
United States History.
North Carolina History.
36 BIENNIAL REPORT OF THE
English Grammar and Composition.
Hygiene.
For a student who enters the Freshman Class, four years
will be required to complete either of the following courses,
whereupon she will receive a diploma, which is a life-li-cense
to teach in North Carolina.
A^o student will he allowed to take more than twenty-four
recitations a week, includimj P/n/s/cal Culture
.
REGULAR COURSES OF STUDY.
These courses of study are of equal rauk. The diploma of the college
will be awarded for the completiou of any one of them.
All students who take the pledge to become teachers are required to
pursue one of these regular courses, and, as a rule, others are advised to
do so. When it seems advisable, however, special courses will be arranged,
for students who are not under contract to teach.
COURSE I. I
FRESHMAN. SOPHOMORE. JUNIOR.
Algebia 4
English 4
Latin
French or J>5
German
Physical Geogra-phy
and M
Botany j
Engli.sh History _ 2
Drawing 2
Vocal Music 2
Physical Culture _ 2
'Geometry
Engli.sh
Xatin
"I French or-j >
German J
Chemistry
General History.
Reading -_
Vocal Music
Drawing
Phv.MCal Culture
4 ' Trigfonomet ry
.
3 . or ^3
Hi.story
4!Euglish 3
I,atin
5 1 French or j>4
2iGerman .. I
I Physics or 1
1 Architectural -5
2 Drawing j
2 Psychology- 3
Civics 3'
Elocution 2
Music I
English 3
I,atin
^ French or \x
German )
Review 2
Pedagogics, with
practice 7
Geologj- ]
Zoology
Mathematics or |-4
Architectural J
Drawing J
Elocution I
Physiology 3
COURSE II.
.\llowing special attention to the Department of Domestic vScience.
FRESHMAN.
Algebra 4
English.- --- 4
l,atin ;
French or
J^
5
German )
Physical Geogra- \
p'hy and , 3
Botany -_ '
English History _ 2
Drawing 2
Vocal Music 2
Physical Culture. 2
SOPHOMORE.
Geometry 4
English
L,atin
French or ; 4
German
Chemistry
Reading ._
General History -
Sewing .- _
Physical Culture .
JUNIOR.
Psychology 3
Eiiiglish _
"_ 3
lyatin )
French or 4
German . '
Physics 5
Civics 3 ) and 2K
Elocution 2 '
Cutting and i
Fitting 3
3i<
Cooking 4 )
SENIOR.
Pedagogics, with
practice -- 7
Engli.sh 3
I,atin )
French or >3
German )
Physiology ,^
Elocution I
Review 2
Dressmaking 4 )
Household Eco- >4
nomics 2 )
SUPERINTENDENT PUBLIC INSTRUCTION. 37
COURSE III.
Allowing special attention to the Commercial Department.
FRESHMAN.
Algebra 4
English 4
X,atin
French or
J 5 German )
Physical Geogra- )
phy and
Botany \
English History .
Drawing
Vocal Music
Physical Culture.
SOPHOMORE.
Geometry 4
English 3
Ivatin ^
French or '4
German
Chemistry-
General History .
Reading
Dra^ving
Vocal Music
Physical Culture-
JUNIOR.
English 3
I<atin \
French or \ 4 German )
Civics 3 \
Elocution 23
Music I )
Pschology 3
Shorthand )
"
and V 8
Typewriting )
SENIOR.
English 3
L,atin ~
French or \ 3 German )
Pedagogics, with
practice 7
Review 2
Elocution I
Shorthand
and j>7
Bookkeeping
COURSE IV.
Allowing special atteiition to the Languages. Two Languages are
required in this course. Four years of Latin and three of a modern lan-guage,
or four years of French or German, and three years of Spanish,
French or German.
FRESHMAN.
Algebra 4
English 4
English History _ 2
l,atin '---
\ French or -3
German J
"
Physical Geogra- ] phy and \- 3
Botany J Drawing 2
Vocal Music 2
Physical Culture- 2
vSOPHOMORE.
Geometrj^ 4
English 3
General History -
Ivatin
French or {-4
German J
Chemistry 5
French ~|
German or
J 4
Spanish J
JUNIOR.
English 3
Civics 3
"I and ;-2i^
Elncution 2 J
Ivatin
I Frtnch or . )4
German J
Physics 5
French .-"i
German or 4
Spanish J
Psychology' -- 3
Physical Culture . 2
SENIOR.
English 3
Ivatin 1
French or W
German j
Elocution I
Physiologj' -3 I Geology or ^4
Zoology 4J
French 1
German or I4
Spanish J
Pedagogics, with
practice 7
Review 2
SOME DISTINCTIVE FEATURES OF THE COLLEGE.
In any course of study intending " to give to young wo-men
such education as shall fit them for teaching " there
must be much that is similiar to courses of study in all
colleges. There ate several features, however, of The
State Normal and Industrial College which are not com-mon
to all colleges for womeu. Among them may be
mentioned :
I. All Students before receiving the diploma of the In-stitution
must, for a year, spend a part of each day in teach-ing
under the supervision and kindly criticism of expert
I
38 BIENNIAL REPORT OF THE
teachers. This teaching is done in the Practice and Ob-servation
School connected with the College.
2. Before receiving a diploma a student must study Psy-chology
and Pedagogics for at least two years.
3. All candidates for the teaching profession are required
to take free-hand drawing and vocal music.
/\. All candidates for the teaching profession are required
to take a course in civil government, in order that they
may be better fitted to teach in the schools of the State the
duties, rights, and burdens of citizenship.
5. The regular courses of study require at least two
years, and allow four years, of thorough work in science
with laboratories.
6. Latin, French, German, and Spanish are offered.
7. There are no extras, and the charter of the college re-quires
board to be furnished " at actual cost not to exceed
$8 a month." f
8. Instrumental music is not a part of the course of
study. Wherever it is desired, a private teacher may be
secured.
9. Physiology and hygiene are taught by the resident
physician, who is a woman. The resident physician also
has general supervision of the physical culture work.
10. Under no circumstances can any student receive free
tuition without taking the pledge to become a teacher for
at least two years after leaving the College.
11. Of the 118 young women who have received the
College diploma during the past six years, all except six
have taught since their graduation.
12. About 100 graduates of other colleges have been
among the students of The State Normal and Industrial
College. These students usually come for special work
in the Normal Department or in some Industrial Depart-ment.
13. There is no section of the State and no kind of ed-ucational
institution requiring women teachers with ordi-
SUPERINTENDENT PUBLIC INSTRUCTION. 39
nary professional training, from the country public school
to our best colleges, where students trained at The State
Normal and Industrial College have not been employed.
Of course, the largest class of teachers trained by the In-stitution
have gone to the country public and private
schools, and these can be numbered by the hundred.
It is a notable fact, however, that every city public school
system in the State, from Asheville to Wilmington, has
given employment to our students. More than sixty have
been employed within the past five years in the public
schools of Asheville, Shelby, Statesville, Charlotte, Salis-bury,
High Point, Greensboro, Mt. Airy, Winston, Reids-ville,
Durham, Raleigh, Goldsboro, Wilson, Tarboro, and
Wilmington.
Four of the six orphanages in this State and several
prominent colleges for women, also number among their
faculties ex-students of The State Normal and Industrial
College.
14. A large number of young women trained in the Com-mercial
Department have been enabled to earn salaries
ranging from $250 to $1,200 a year as stenographers, book-keepers,
and in kindred employment. Some have secured
lucrative government positions by competitive civil service
examinations.
For the past four or five years the proceedings of the
North Carolina Medical Convention, the State Firemen's
Association, and the North Carolina Teachers' Assembly
have been reported by stenographers trained at The State
Normal and Industrial College.
15. About twenty students each year earn their board
and laundry by caring for the dining-room. No servants
do any work in that room. Ten students care for it in the
forenoon and ten in the afternoon. They all do their col-lege
work when not engaged in the dining-room.
16. A student who shows good ability or special merit
is rarelv allowed to discontinue her course for want of
40 BIENNIAL REPORT OF THE
means. The two Literary Societies, the Alumnie Asso-ciation,
the Woman's Education Club, and a few friends
of the institution, who have established small loan funds,
lend money without interest for a reasonable length of
time to as many as possible of the worthy applicants for
aid. In each of the last five graduating classes students
were so aided.
17. Of the 118 graduates, twenty have pursued special
courses of study at the institution since their graduation.
18. In addition to the work done by the Faculty at the
College, considerable work, especially in Pedagogics and
in the Commercial course, is done by correspondence.
Forty-four people received instruction in this manner dur-ing
the past year. Moreover, certain members of the
Faculty conduct Teachers' Institutes in counties in every
part of the State during- the summer vacation, receiving
no extra compensation for this labor.
19. The State Normal and Industrial College stands for
a public educational system that will educate all the peo-ple.
It teaches its students and urges them to teach others
the doctrine of universal education. The authorities of
the Institution regard the College as a part of the public
school system of the State, and believe that it has a duty
to discharge, not only to those who study within its walls,
but to that great body of people who, for one reason 01
another, will not enter this or any other school or college.
The greatest amount of educational opportunity to the
greatest number of people, is its motto and its aim. With-out
reservation, members of its faculty stand for local tax-ation
for public schools and for every movement which
tends to secure to the State effective teaching for every
child, preparing him for productive labor and intelligent
citizenship.
20. This Institution undertakes to emphasize in every
legitimate way that any system of education which refuses
to recognize the equal educational rights of women is un-
SUPERINTENDENT PUBLIC INSTRUCTION. 41
just, unwise, and permanently hurtful. It is the privilege
and duty of your Board to lead the educational thought of
North Carolina in this direction.
I respectfully submit that there is no part of North
Carolina's public educational system from which she can
expect more in proportion to what she has expended than
she may reasonably hope to reap from the work of this
College. As you know, it is the only college in North
Carolina for women of the white race which has an appro-appropriation
from the State, and no woman college has a
large endowment fund.
One-third of North Carolina's population is composed
of women and girls of the white race, and the opportunities
given to this class of our population will determine North
Carolina's destiny. The chief factors of any civilization
are its homes and its primary schools. Homes and primary
schools are made by women rather than by men. No
State which will once educate its mothers need have any
fear about future illiteracy. An educated man may be the
father of illiterate children, but the children of educated
women are never illiterate. Three-fourths ofall the edu-cated
women in North Carolina spend a part of each day
educating their own children or the children of others,
whereas, three-fourths of the educated men in the State
spend a very short time daily with their own children, to
say nothing of educating them.
Money invested in the education of a man is a good in-vestment,
but the dividend which it yields is frequently
confined to one generation and is of the material kind. It
strengthens his judgment, gives him foresight, and makes
him a more productive laborer in any field of activity. It
does the same thing for a woman, but her field of activity
is usually in company with children, and, therefore, the
money invested in the education of a woman yields a better
educational dividend than that invested in the education
of a man. My contention, therefore, is that the State, for
42 BIENNIAL REPORT OF THE
the sake of its present and future educational.interest, ought
to decree that for every dollar spent by the government,
State or Federal, in the training of men at least another dol-lar
ought to be invested in the work of educating woman-kind.
If it be claimed that woman is weaker than man, then so
much the more reason for giving her at least an equal edu-cational
opportunity with him. If it be admitted, as it
must be, that she is by nature the chief educator of chil-dren,
her proper training is the strategic point in the uni-versal
education of any race. If equality in culture be de-sirable,
and if congeniality between husbands and wives
after middle life be important, then a woman should have
more educational opportunities in youth than a man; for
a man's business relations bring him in contact with every
element of society, and if he have fair native intelligence,
he will continue to grow intellectually during the active
period of his life; whereas, the confinements of home and
the duties of motherhood allow little opportunity to a wo-man
for any culture except that which comes from associa-tion
with little children. This experience which comes
from living with innocent children is a source of culture
by no means to be despised, but how much better would it
be for the mother and the father and the children, if the
mother's education in her youth could always be such as
will enable her in after life to secure that inspiration and
solace and power which come from familiarity with the
great books of the world, which are today a possible
possession in every home.
In compliance with your request, I have endeavored in
this statement to lay before you as briefly as practicable the
general history of this College, its plan of work and the
good it hopes to accomplish in North Carolina's educa-tional
vineyard.
I cannot close my report without placing upon record my
high appreciation of the confidence and kindness, personal
SUPERINTENDENT PUBLIC INSTRUCTION. 43
and official, shown to me by the Board of Directors, nor
would I be true to my feelings if I should fail to make
grateful acknowledgment of the work and support of the
able Faculty and Official Corps you have associated with
me in the management of the College. The responsibility
for the daily work of 700 people would be too great a bur-den
for any President of your Institution, if that burden
were not lightened by the hearty co-operation of the stu-dents,
faculty, officers and Board of Directors.
In conclusion, I beg to say that The State Normal and
Industrial College has had no better friends than the State
Superintendents of Public Instruction, Hon. S. M. Finger,
Hon. John C. Scarborough and Hon. C. H. Mebane.
The hearty endorsement it has received from these State
Superintendents and the cordial co-operation and support
it has received from Hon. J. L. M. Curry, who, as General
Agent of the Peabody Fund, can give endorsement and
financial assistance only where, in his judgment, the great-est
educational good to all the people will result, prove
conclusively, if argument be needed, that The State Normal
and Industrial College is a most important factor in the
public educational development of North Carolina.
Very respectfully,
Charles D. McIver,
President.
44 BIENNIAL REPORT OF THE
REPORT OF TREASURER.
Greensboro, N. C, Dec. 2, 1898.
To The Board of Directors :
As Treasurer of the Board of Directors and Bursar of the
Institution, I make the following financial statement of the
moneys received and disbursed for the two fiscal years end-ing
September 30, 1897, and 1898 :
RECEIPTS.
1897. Annual State Appropriation 125,00000
189S. Annual State Appropriation 25,00000
1897. Peabody Fund | 2, 800 00
1898. Peabody Fund 3,00000
1897. Tuition .--...| 6,838 91
1898. Tuition 5,48200
1897. Received from rent of books and apparatus .-$ 1,958 00
1S98. Received trom rent of books and apparatus-- 2,066 00
1897. Physician's, physical culture, registration,
and incidental fee $ 3,481 00
1898. Physician's, physical culture, registration,
and incidental fee .. _ 3,673 00
1897. Sundry Cash—single beds, piano rent, net
profit on laundry, money received on open ac-counts,
etc $ 2,413 64
1898. Sundry Cash—single beds, piano rent, net
profit on laundry, inone}- received on open ac-counts,
etc 2,328 30
1897. Cit}- of Greensboro, graded school fund.
1898. Cit}- of Greensboro, graded school fund-
500 00
500 00
1898. *Sundry Cash—butter, milk, vegetables, hack
fares, etc.
Notes due at bank
Total
Bank account overdrawn September 30, 1898-
50,000 00
5,800 00
12,320 91
4,024 00
7,154 00
4.741 94
1,000 00
627 19
3,500 00
189,168 04
1,149 55
3,317 59
SUPERINTENDENT PUBLIC INSTRUCTION. 45,
DiSBURSEMENTS.
1S97. Bank account overdrawn Oct. r, 1896. | 1,758 77 $ 1,758 77
1897. Salary of facult}' 18,991 48
1898. vSalary of faculty 21,781 19
1897. Books for use of institution, text-books, and
library $ 1,636 86
189S. Books for use of institution, text-books, and
library 1,49571
1897. General expenses—servants' hire, carpenter,
printing, catalogues, postage, stationery,
water rent, gas, repairing, expense incidental,
to Board meetings, coal, interest at bank, rent
of Teague building, etc ,^4,650 17
1898. General expenses—servants' hire, carpenter,
printing, catalogues, postage, stationery,
water rent, gas, repairing, expense incidental
to Board meetings, coal, rent of Teague build-ing,
etc 4,46433
1897. Advertising and announcements
1898. Advertising and announcements
1897. Permanent improvement of buildings and
grounds $ 246 50
1S9S. Work on new kitchen, laundry building,
power-house, porches to dormitorv, paiiiting,
etc : 3^961 71
1897. Insvirance $ 7500
1S98. Insurance 30403
1897. Miscellaneous $ 281 22
1898. Miscellaneous .. 85 78
1897. Greenhouse, farm buildings, pig-pens, dairy
and building, stables, sheds, fencing, etc. $ 5,330 19
1898. Horses, wagons, cows, hogs, etc i,57i 44
*Labor on farm and groimds, feed, greenhouse
stock, farm implements, lawn machinery, etc., 3,793 59
40,772 67
3.132 57
$
46 BIENNIAL REPORT OF THE
Dormitory and other expenses of students for the two years :
Amount received and disbursed for expenses of boarders in dormitory,
for laundry, and for supplies bought and sold to students at actual cost
(no income to the institution), $50,928.20.
*I will say that the total receipts from the farm and dairy amounted to
$2,857.53, 111,907,84 being ^^^ milk and supplies furnished to the dormi-tories,
11322.50 for haiiling coal, sand, etc., and for other services, and
$627.29 cash receipts for products sold on the general market. In the
above statement the dormitory and general expense accounts debited with
their respective amounts, and labor, feed, etc. credited.
OUTSTANDING OBLIGATIONS.
Bank account overdrawn .^•1,149 55 ; Sundry accounts. 1 1,250.
OPEN ACCOUNTS.
Monev due to the institution, 54.
E. J. Forney,
'firasurcr and Hiirsar.
SUPERINTENDENT PUBLIC INSTRUCTION. 47
THE NORTH CAROLINA COLLEGE OF AGRI-CULTURE
AND MECHANIC ARTS.
HISTORY.
The Colleges of Agriculture and Mechanic Arts, now
doing such useful work in the United States, were estab-lished
by the States largely as a result of the liberality of
the general government, which, in 1862, passed a law by
which each State in the Union received public lands in
proportion, equal to thirty thousand acres for each Senator
and Representfitive in Congress " for the endowment, sup-port,
and maintenance of at least one college whose lead-ing
object shall be, without excluding other scientific and
and classical studies, and inclrding military tactics, to
teach such branches of learning as are related to ayricul-ture
and the mechanic arts * * ""'• in order to pro-mote
the liberal and practical education of the industrial
classes in the several pursuits and professions of life."
In 1887 the Legislature of North Carolina decided that
the funds ari=;ing from this act, should go to establish an
Agricultural and Mechanical College for North Carolina,
and ground for the institution having been given by the
late R. S. PuUen, of Raleigh, the woik of putting up a
suitable building in the western suburbs of Raleigh was
finished in 1889, and the College opened its doors in Octo-ber
of that year.
In 1890, what is known as the " Supplementary Morrill
Bill," was passed by Congress. This bill makes a direct
yearly appropriation from the United States Treasury to
each State that maintains an Agricultural and Mechanical
College.
From these two acts the College gets about two-thirds of
its annual income—the other third is supplied by State ap-propriation.
In 1889 the new institution began its work
with five members in its faculty and with one building.
48 BIENNIAL REPORT OF THE
The intelligent citizens who contended successfully for
the establishment of an Agricultural and Mechanical Col-lege
in North Carolina did so for two reasons : first, that a
stage in the agricultural life of the State had been reached
in which men specially and specifically trained for the farm
were necessary ; second, that, as North Carolina was rapidly
changing from its past condition as a purely agricultural
State, and was engaging in manufacturing, milling, min-ing,
and in various other mechanical and engineering pur-suits,
men from our own State should be specially trained
to manage and "assist in these pursuits. They further con-tended
that in this day of sharp competition, complex pro-cesses,
intricate and extensive machinery, only men of both
broad and special education could measure up to the needs
of the hour, and that such an institution could and would
turn out such men as filled the needs of the State.
GRADUATES.
That the advocates of technical education were right is
proved by the careers of the graduates of this institution.
With few exceptions, they are adhering to iheir specialties
and most of them are filling important and lucrative posi-tions.
Since its founding to 1^97 it has had five graduat-ing
classes. These included seventy-seven young men.
These seventy-seven are engaged as follows : ^lechanical
engineering, 22 ; civil engineering, 4 ; electrical engineer-ing,
2; cht mists, 7; architects, 3; farming and dairying,
16 ; army officers, 4 ; teachers in technical institutes, 5 ;
teachers, 2 ; business, 9; medicine, i.
GROWTH.
Since its foundation the growth of the institution has
been steady and healthful. Each year almost has seen an
increase in its number of buildings, in its equipment, in
the number of professors in its faculty, and in the number
of students.
SUPERINTENDENT PUBLIC INSTRUCTION. 49
BUILDINGS.
The College now has twelve buildings in use. The
central building is excellently adapted for its purpose of
furnishing offices, lecture-room, and some laboratories. It
is a three-story building with a basement. The machine
shops occupy a separate building—a large two-story brick
building that contains the mechanical laboratory, three
drawing-rooms, one lecture-room, and iron, wood and
forge shops. The dynamo and its appurtenances are also
provided for in this building. The Horticultural depart-ment
has a separate building, comprising lecture-room,
botanical laboratory, working rooms and three large hot-houses.
The first floor of Watauga Hall, a brick building
of three stories, is devoted to the dinning-room, kitchens,
bakery, and store rooms. The upper floors are used for
dormitories for the students. In addition to this dormitory
room, there are four comfortable brick buildings used en-tirely
for dormitories for the students. Last year, a beauti-ful
and carefully planned infirmary building was finished.
Every convenience for the sick is supplied by this build-ing,
which was constructed with especial attention to hy-gienic
regulations. The Matron, who devotes her time to
the care of the rooms and to any who may be sick, has her
rooms in this building. The large barn and the dairy are
equipped with all modern implements for practice and in-struction
in the agricultural department.
The College has its own light and heat plants, and all
the buildings are lighted by electricity and heated by
steam or hot water. The water supply comes from deep
pipe wells and is both abundant and excellent.
LABORATORIES AND EQUIPMENT.
The whole theory of technical education rests on the bed
rock that practical work must immediately follow, illus-trate
and clinch theoretical instruction in the lecture-room.
4
50 BIENNIAL REPORT OF THE
To aUain this ideal end, this College is liberally supplied
with well-equipped laboratories, draughting-rooms, appara-tus,
machinery and live stock.
The barn is supplied with hay carriers, silos, silo eleva-tors,
and ensilage cutler, engine, and all sorts of farm tools
and machinery. The dairy, a three-roomed building, is
equipped with a DeLaval Separator, Babcock tester, rec-tangular
churn, butter works, etc. The students in this
work take turn about in getting thoroughly familiar with
all the processes of butter-making and dairy implements,
and are also trained in preserving, packing and shipping
dairy products.
The horticultural and botanical laboratories are furnish-ed
with the best compound microscopes, dissection lenses,
and all supplies needed for histological work. The two
chemical laboratories are supplied with fume closets, evap-orating
baths, drying chambers, blast lamps, and tile
tables. Each working space is provided with gas, distilled
water, reagents, and a sink. The Laboratory of Quantita-tive
Analysis will accommodate thirty-two students ; and the
Laboratory of General Chemistry will accomodate fifty-six
students. The Chemical Library has a carefully selected
list of standard works of reference. The Physical and
Electrical Laboratory occupies large basement apartments.
The rooms are spacious, have brick piers for delicate in-struments,
and a dark room for optical work and photo-metric
measurements. The laboratory is especially well
supplied with up-to-date electrical instruments. In the
rooms are one series, one shunt and one compound dyna-mo
and two alternators. The laboratory is also connected
with the electric light plant of the City of Ralegh for the
sake of getting strong currents for advanced work. The
mechanical laboratory and all the machine shops are in
like manner supplied with improved and standard machin-ery
and equipment, including everything necessary for
boiler and engine tests, machines for testing belt friction,
I
SUPERINTENDENT PUBLIC INSTRUCTION. 5
1
apparatus for making analyses of flue gases, ram, motors,
friction brake, weirs, indicators, planimeters, etc., etc.
COURSES OF STUDY.
There are three general courses of study ; the course in
Agriculture ; the course in Engineering, including Mechan-ical,
Electrical and Civil Engineering ; the course in
Science. Each of these courses includes technical and
general studies. The Agricultural course offers technical
work in stock breeding, zoology, botany, entomology, in-organic,
organic, agricultural and industrial chemistry,
staple crops, veterinary science, dairying and dairy bacter-iology,
greenhouse propagation, palaeobotany, landscape
gardening, soil physics, meteorology, drawing, and prac-tice
work. In its general studies are included mathema-tics,
book-keeping, history, composition, rhetoric, logic,
American and English literature.
The courses in Engineering include in technical work
architecture and architectural drawing, free-hand and me-chanical
drawing, kinematics, steam engine, gears, me-chanics,
graphic statics, surveying and field work, includ-ing
land-surveying, topography, leveling, railroad survey-ing,
platting, road-making, electricity and magnetism, in-dustrial
chemistry, machine designs, boiler designs, roofs,
bridges, arches, dynamos, electrical machinery, and con-stant
work in the shops and mechanical and electrical labor-atories.
The general courses include mathematics through
calculus, history, logic, rhetoric, book-keeping, American
and English literature.
The technical work of the course in Science embraces
botany, forestry, histology, palaeobotany, greenhouse prop-agation,
live stock, feeding, zoology, inorganic, organic,
industrial and agricultural chemistry, surveying, mechanics,
electricity and magnetism, meteorology, soil physics, ad-vanced
quantitative analysis, agricultural economics, and
constant laboratory and draughting work. The general
52 BIENNIAL REPORT OF THE
course includes mathematics, English composition, history,
rhetoric, logic, literature.
GOVERNMENT.
The College is governed by a Board of Trustees appoint-ed
by the Governor and confirmed by the Senate. This
Board is constituted as follows: Messrs. J. C. L. Harris, J.
R. Chamberlain, and J. W. Harden, Jr., of Raleigh, Jas J.
Britt, of Bakersville, Matt Moore, of Warsaw; L. C. Ed-wards,
of Oxford ; J. Z. Waller, of Burlington ; S. L. Crow-der,
of Ridgeway ; H. E. Bonitz, of Wilmington ; W. C.
O'Berry, of Goldsboro, and the President of the College.
FACULTY.
The members of the Faculty and their subjects of in-struction
are as follows : Col. A, Q. Holladay, LL. D.,
President and History ; W. G. Massey, C. E., Horticulture
and Botany; W. A. Withers, A. M., Chemistry; D. H. Hill,
A. M., English; W. C. Riddick, C. E., Mathematics and
Civil Engineering; F. E. Emery, M. S., Agriculture; F. A.
Weihe, Ph. D., Physics and Electrical Engineering; C. W.
Scribne^, M. E., Mechanical Engineering; Cooper Curtice,
D. V. S.; E. G. Butler, Assistant Professor of English; C.
M. Pritchett, M. E., Instructor in Drawing; C. B. Park,
Superintendent Shops; B. S. Skinner, Superintendent of
Farm; C. D. Francks, B. E.; T. L. Wright, B. S., Instruc-tors
in Mathematic; J. A Bizzell, B, S.; H. W. Primrose,
Instructors in Chemistry; C. W. Hyams, Instructor in Bot-any
; J. M. Johnson, M. S., Instructor in Agriculture; N. R.
Stansel, B. S., Instructor in Physics ; J. W. Carroll, B. S.,
Instructor in Dairying ; W. A. G. Clark, B. S., Instructor
in Civil Engineering ; J. L. Watson, Instructor in Mechan-ics
; H. McM. Curran, Instructor in Horticulture; Mrs.
S. C. Carroll, Matron ; Dr. J. R. Rogers, Physician.
StJPERINTENlDENT PUBLIC INSTRUCTION. 53
AGRICULTURAL AND MECHANICAL COLLEGE
FOR THE COLORED RACE, GREENSBORO.
This College was established by an Act of the General
Assembly of North Carolina, ratified March 9th, A. D.,
1891. The leading object of the institution is declared by
the Act to be instruction in practical agriculture, the me-chanic
arts, and such branches of learning as relate thereto.
The management and control of the College and the
care and preservation of all its property is vested in a
Board of Trustees, consisting of nine members, one from
each Congressional District, who are elected by the Gen-eral
Assembly for a term of six years.
The Trustees by the act of the Legislature have power
to prescribe rules for the management and preservation of
good order and morals at the College ; to elect the Presi-dent,
instructors and as many other officers and servants as
they shall deem necessary ; have charge of the disburse-ment
of the funds, and have general and entire supervision
of the establishment and maintenance of the College.
The Board is empowered to receive any donation of
property, real or personal, which may be made to the Col-lege,
and have power to receive from the United States the
proportion of funds given to the institutions for agricul-tural
and mechanical training.
FACULTY AND OFFICERS.
James B. Dudley, A. M. (Livingstone College),
President, Professor of History and Civics.
C. H. MooRE, A. M. (Amherst College),
Professor of English.
John Thompson, B. Agr. (University of Minnesota),
Professor of Agriculture.
Jesse Haskall Bourne, M. E. (Massachusetts Institute
of Technology,
Professor of Mechanics and 2Ia(hematics.
54 BIENNIAL REPORT OF THE
Jno. H. M. Butler, A. M. (Livingstone College),
Principal of the Preparatory Department.
Miss S. M. Parker, (St. Augustine School),
Domestic Science.
D. A. WiLLiSTON, B. S. A. (Cornell University),
Instructor in Agrictilture.
Miss M. R. Perry, (High School, Washington, D. C.)
Instructor in Preparatory Department.
C. H. Evans, (Hampton Normal Institute),
Joinery ajid Wood Turning.
S. G. Snow, (Massachusetts Normal Art School),
Arciiitectural Drawing.
R. W. Richardson, Instructor in Mtisic.
Mrs. a. V. Williams, Matron.
J. Rooks, Steward.
The College curriculum comprises four departments,
namely : Agricultural, Mechanical, English, and Domes-tic
Science.
Agriculture.
In the Freshman year the work of all the students is
the same. At the beginning of the Sophomore year each
student makes choice of the course of study best suited to
his plans for the future.
The study of Agriculture is not confined to the lecture-room
alone, but all class-room instruction will be supple-mented
with the practice of the principles thus laid down,
either in the field, dairy, or with live stock, so far as equip-ment
will permit.
The study of live stock and dairying has received much
encourage ment in the past year by adding to our equip-ment
a well planned and well equipped dairy building, a
model barn for the care and feeding of cattle, and a herd of
Jersey cows selected from the famous Occoneechee farm.
SUPERINTENDENT PUBLIC INSTRUCTION. 55
MECHANICS AND PHYSICS.
" There are two most valuable possessions which no
search warrant can take away, nor reverse of fortune des-troy.
They are what is put into the braia, knowledge,
and into the hand, skill."
The work in this department is designed to give the
student such a combination of knowltdge and skill that he
may be something more than an ordinary mechanic or an
impracticable theorist.
From the begining of the Freshman year the time is di-vided
between the lecture room, drafting rooms, and shops.
Students are given an opportunity of visiting the various
manufactories in and around Greensboro, and every lecture
and exercise is illustrated as far as possible, and the prac-tical
applications pointed out.
The graduate of this department will be able to enter
upon any special line of work, pertaining to mechanics
that he may choose, and will have a good chance of ex-celling
in his line.
It is recognized at the outset that a knowledge of how
to make and read drawings is necessary to success in me-chanical
work, and further that both practical knowledge
and mathematical science are necessary in preparing any
reliable drawing or interpreting the same. The course, as
laid down, is designed to make the student familiar with
either machine shop practice, or building, design, and con-struction.
An important feature of the department is the mechan-ical
training arranged for the students in the course in
agriculture. It is intended to make the farmer largely in-dependent
of the tradesman to whom much of his profits
annually go, and to enable him to operate modern farm
machinery successfully.
EQUIPMENT.
This depart is well equipped for the work in hand and
other machinery will be added from time to time as required.
56 BIENNIAL REPORT OF THE
ENGLISH AND MATHEMATICS.
The ability to write a clear and elegant English sentence
is an accomplishment much to be desired ; and it is a re-cognized
fact that English forms an important branch in
all well-rounded courses of study.
Therefore the course in this department extends through
the entire four years. It is designed to acquaint the stu-dents
with the essentials of English grammar, the stucture
of sentences, and so make them thorough English scholars.
To excite and cultivate a taste for good literature, to ac-quaint
the students with the thoughts and writings of the
best authors and to form habits of correct expression, a
diligent and critical study of standard works containing
masterpieces in prose and poetry, is required of all students.
The College Library, containing some of the best works
in English and American literature, affords splendid facili-ties
for instruction in this department.
The course in mathematics has been laid out with great
care and is strictly adhered to. The art of being rapid and
accurate in computations, and also the analytical powers,
are developed at the same time. The Mechanical and
Agricultural departments give the student a fine field for
practical problems.
HISTORY.
It is the purpose of this department to treat briefly, but
as comprehensively as possible, in ancient and modern
history, of the great events which indicate the main high-way
of man's progress and civilization ; especial attention
being given by lectures and otherwise to the subject of in-dustrial
evolution. By attentive study of those historical
links—the causes and effects of leading events which mark
great epochs, the chronological order of general history
will be presented with the purpose of making impressions
upon the student's mind that will excite interest and en-courage
independent reading and reflection.
SUPERINTENDENT PUBLIC INSTRUCTION. 57
As this College was established and is sustained by both
State and National governments, it is under special obli-gations
to train its students to become good and patriotic
citizens, and since we must know that which we would
love and to which we would be loyal, it will be deemed a
special mission of the College to give the history of North
Carolina and of the United States as thorough study as
possible.
The course begins in the Preparatory Department with
the history of North Carolina. After the student has
acquired a knowledge of his own State he passes in the
Freshman Class to the history of the United States. In
the more advanced classes he takes up the study of Euro-pean
and Oriental civilization, Ancient and Modern his-tory.
Throughout the entire course the choice selections
of historical works contained in the College Library will
prove a valuable auxiliary to the instructor in awakening
interest and stimulating desire for historical knowledge
and students are encouraged to avail them elves of the
facilities at hand.
DOMESTIC SCIENCE.
The national life depends almost entirely upon the indi-vidual
homes, the home demands the exercise of woman's
best powers broadly and carefully trained. This depart-ment
was established in order to see that the girls are
trained in the habits of neatness, thoroughness and gentle-ness,
and to afford training and instruction in these special
subjects, which must be considered in the daily adminis-tration
of every home. Special attention is given to the
study of food economy. There is a general demand for
persons trained in the art of plain, wholesome cooking.
The selection of food material, with regards to quality and
cost, and the method of preparing, by appropriate apparatus,
will receive careful attention.
I
58 BIENNIAL REPORT OF THE
OUR NORMAL WORK.
Quite a number of the students have to teach in order
to sustain themselves in college. Besides, it is highly prob-able
that not a few will find places in the school-room as
soon as they have finished their courses of study. Such
an end is kept in view and no pains are spared in securing
proficiency in those subjects in the different departments
which may be of use to them as teachers.
But our regular teachers are not the only ones who should
be fitted for school-room work. Many of the teachers in
the public school need to be instructed how to teach to an
advantage the subjects of the common school.
The necessity for competent teachers early impressed the
Board of Trustees, who required the instructors of the col-lege
to pursue, during the vacation, in high grade Summer
Normals, courses pertaining to their work here. It was ob-served,
from the beginning, that students from many parts
of the State, although having covered in some cases much
ground, were deficient in essential studies. In order to add
to educational interest, to contribute its quota to the im-provement
of the schools and methods of instruction, the
Board of Trustees, in 1897, decided to establish a Summer
Normal. In connection with a part of the college faculty,
leading teachers of both races were secured for this move-ment.
The Normal was a success from the beginning. One
hundred and twelve teachers were enrolled at the last ses-sion.
Besides, a number of persons, not representing any
special educational work, were in attendance. The work
of the Normal covers every phase of common and hig school
education. Competent judges have asserted that they have
seen nothing to equal it for colored teachers in the South.
The care and time spent in the study of English, the
sciences and mathematics correilated in many practical
ways, together with industrial training, peculiarly fit the
SUPERINTENDENT PUBLIC INSTRUCTION, 59
youths to understand the purposes and possibilities of edu-cation,
and prepares them to discharge the duties incum-bent
upon them as citizens and factors of society.
THE CORRESPONDENCE DEPARTMENT.
A Correspondence Department of Study has been estab-lished
to meet the conditions of persons unable to attend the
regular sessions of the institution. Instruction will be
given in all of the subjects of a regular college course, in-cluding
the classics and other branches of liberal culture.
The Ariculcural and Mechanical College for the Colored
Race is unsectarian, and is under the control of no particular
denomination. Religious and moral training will receive
the closest attention, and students will be required to at-tend
churches of which they are members. Ministers of all
denominations are invited to interest themselves in the re-ligious
welfare of the College.
The College, broad in its purposes, practical in its work,
elevating in its influences, is intended to assist and
strengthen the colored people in all their efforts for indus-trial
and intellectual advancement. As such its peculiar
mission must commend it to the intelligent colored men
and women of the State, from whom the Trustees and Fac-ulty
confidently expect such sympathy and support as will
enable them to make the College of inestimable value to
the people for whom it was instituted, as well as the gov-ernmeut
by which it is fostered.
Correspondence solicited. Address the President, A.
and M, College, Greensboro, N. C.
>
6o BIENNIAL REPORT OF THE
EDITORIAL SKETCH OF THE EDUCATION OF
THE DEAF IN NORTH CAROLINA.
The question of the education of the Deaf in North Car-olina
dates back to 1843, during the administration of Gov-ernor
Morehead, when he urged the establishment of such
institution. On the ist day of May, 1845, ^^^ institution
for the Deaf and Dumb and the Blind (in Raleigh) was
opened, with W. D. Cook, as Principal.
The deaf and the blind remained under the same man-agement
till 1894, when the white deaf pupils were
removed to Morganton, and placed in the North Carolina
School for the Deaf and Dumb.
The General Assembly of North Carolina passed a law,
which was ratified March 7th, 1891, creating and estab-lishing
this school and at the same time elected a Board of
Directors, consisting of N. B. Broughton, Martin Holt, M.
L. Reed, S. McD. Tate, B. F. Aycock, R. A. Grier, and J.
J. Long. After a very heated contest in the Legislature,
Morganton was selected as the location, and the town made
a donation of $5,000 in cash, and 100 acres of land as an
inducement for its establishment. On the 23rd day of
April, 1^91, the Board of Directors met in Morganton, and
among the very first acts was the election of E. McK.
Goodwin, Advisory Superintendent. At this meeting the
Board appointed a committee consisting of N. B. Broughton,
Prof. M. H. Holt, B. F. Aycock and E. McK. Coodwin,
Advisory Superintendent, to visit leading institutions to in-spect
buildings and equipments for such schools. The com-mittee
inspected the. Columbia Institution, and Gauladet
College at Washington City, the Pennsylvania Institution
at Philadelphia, and the New York Institution for the Deaf.
At these institutions our committee were accorded every
opportunity to inspect aud gain all information possible.
In November, 1891, plans and specifications for our main
SUPERINTENDENT PUBLIC INSTRUCTION. 6l
building, prepared by Augustus G. Bauer, were selected, and
on May the i6th, 1892, the first biick in the building was
laid by Maggie LeGrand and Robert Miller, two deaf chil-dren
from the Institution at Raleigh. This school opened
its doors October the 2nd, 1894, and within a few days
there were 102 pupils. The name of Siewers P. Angier is
the first to appear on the roll.
There were then seven regular teachers, besides the
teacher of art. As soon as our means would permit, we
opened industrial departments, and today in these depart-ments
we can turn out handiwork that will compare favor-ably
with any manufactory in the State. We teach shoe-making,
carpentry, and printing, besides we produce a large
quantity of various food products, which go a long way
toward the support of the school.
From the printing office we issue the Kelly Messenger,
a weekly paper. This paper and the Kelly Library take
their names from John Kelly, of Orange county, who
bequeathed $6,000 for the education of the Deaf in North
Carolina. The interest only on this fund can be used.
The course of study in this school covers the com-mon
school course, as prescribled by law. In addition to
this course about thirty-five to forty per cent, of the chil-dren
are taught speech, by what is known in the profes-sion
as the "Oral Method."
The method in the school, as a whole, is known in the
profession as a " Combined Method," that is, having both
an Oral and a Manual Department. About eighty per cent,
of all the schools for the Deaf in America come in this
class. Both of these departments have the same object in
view, from an educational standpoint—that is, to teach
every child to read and write, as fluently as possible ; and
in the Oral Department to give speech to such as we think,
after a fair test, can acquire it.
The General Assembly of 1897 appropriated $20,000 for
the erection and equipment of a school building, which
62 BIENNIAL REPORT OF THE
was begun April the 13th, of the present year, and which
will be completed by January ist. Our Biennial Report
will show over 250 pupils. The census of the State shows
over 400 white deaf children of school age—eight to
twenty-three. When a child is too deaf to be instructed
in the common schools he is eligible to this school, if ''not
of confirmed iimri'ral character^ or imbecile or unsound in
mind^ or incapa dated by -physical infirmity Jor useful
instruction.'"' We earnestly request all school officers to
report to the Superintendent of this school the names of
deaf and dumb children in their communities. This
school is intended to accomodate all v,^hite deaf children in
the State, while the white blind, and negro deaf and blind
attend school in Raleigh, in the North Carolina Institu-tion
for the Deaf and Dumb and Blind.
EDUCATIONAL DEPARTMENT.
Superintendent.—Edward McK. Goodwin, M. A.
Teachers Manual Department.—E. G. Hurd, M. 1
A., J. C. Miller, D. R. Tillinghast, Mrs. L. A. Winston,
O. A. Betts, Z. W. Haynes, H. McP. Hofsteater, Miss D. W.
Young, Miss O. B. Grimes, Mrs. O. M. Hofsteater.
teachers oral department.
Chief Instructor.—Mrs. A. C. Hurd.
Miss Flora L. Dula, Miss Carrie Stinson, Miss Hesta
Reed, Miss E. T. Welsh, Miss N. M. Fleming, Miss Mattie
Simms.
TEACHER OF ART.
Mrs. O. A. Betts.
SUPERINTENDENT PUBLIC INSTRUCTION. 63
NORTH CAROLINA INSTITUTION FOR THE ED-UCATION
OF THE DEAF AND DUMB
AND THE BLIND.
In 1843 ^^^^ question of establishing a school for educat-ting
the deaf and dumb was agitated. Mr. W. D. Cooke,
of Virginia, came to the State the same year and went into
several counties giving exhibitions of the manner of teach-ing
the deaf and dumb.
Governor Morehead urged the establishment by the State
of such an institution. On January 12, 1845, ^ bill en-titled
" An act to provide for the education and mainten-ance
of poor and idigent deaf-mutes and blind persons in
the State " was passed. The sum of $5,000 annually was
appropriated.
The act placed this fund under the supervision of the
"President and Directors of the Library Board." The
Board was composed of His Excellency, Governor Grahrm,
ex-officir>^ President of the Board, and Weston R. Gales,
David Stone, Charles Manley, and R. S. Myers.
The Board secured a building on Hillsboro street, and
the school was organized by the appointment of Wm. D.
Cooke, A. M., Principal. On the first day of May, 1845,
the school opened with seven pupils, and during the session
seventeen entered.
At the sesson of the General Assembly of North Carolina,
in 1847, ^^ ^^t was passed to provide for the erection of a
suitable building for the comfortable accommodations of
deaf-mutes and blind persons in the State. The act ap-propriated
only $5,000, but provided that the surplus out
of the annual appropriations, amounting to ten thousand
($10,000), be placed in the hands of the Board.
On the 14th day of April, 1849, the corner-stone of the
main building, on Caswell square, was laid by the Grand
Lodge of Masons, under the direction of William F. Col-
64 BIENNIAL REPORT OF THE
litis, M. .W. G. M., after which an address was made by
Rev. Samuel S. Bryan, of New Berne, N. C.
In 1 85 1 Mr. John Kelley, of Orange County, N. C.,, be-queathed
the sum of six thousand dollars to aid in the ed-uation
of indigent deaf-mutes. The will provided that only
the interest accruing on this fund should be used.
Mr. Cooke continued Principal until 1890, at which
time he was succeeded by W. J. Palmer, who remained un-til
1869, when he went to Bellville, Cauda, to assume the
superintendency of the Institution for the Deaf and Dumb.
The school was kept open during the entire time of the
Civil war, though the means of maintenance were very
limited. Mr. John Nichols, who had no professional ex-perience
with the education of the deaf, succeeded Mr.
Palmer as Principal. In 1871 Mr. Nichols was succeeded
by Mr. S. F. Tomlinson. He liad no knowledge or ex-perience
in such work. But Mr. Tomlinson remained only
about two years, being succeeded in 1873 by Mr. Nichols,
whom he had so recently succeeded. These changes were
made on political prounds.
It will be remembered that formerly our Institution
owned and operated a well-equipped printing office and
book-bindery. At one time the institution did the printing
for the State Printer. The American Annals for the Deaf
was printed in this office, and the Institution published a
paper. The Dcaf-Miite Casket. The office had costly
appliances for printing raised type, and printed several
works for the blind. But the printing appliances were
sold and the building torn down.
In 1877 Mr. H. A. Gudger was elected principal, he hav-ing
had no professional experience in the education of the
deaf. But he devoted his energy and attention to the work
and became conversant with the sign-language and meth-ods
of instruction. It was during Mr. Gudger's adminis-tration
that the articulation department was introduced.
Notwithstanding all these changes that the Institution
SUPERINTENDEiSTT PUBLIC INSTRUCTION. 65
underwent and the inexperience of the chief officers, it con-tinued
to grow in numbers.
Mr. Gudger remained as Superintendent till January,
1883, when he resigned and was succeeded by Mr. W. J.
Young, who had been principal teacher in the blind depart-ment
for more than twenty years. Mr. Young retired in
June 1896, and Mr. F. R. Place, of New York State suc-ceeded
him. At the end of three months Mr. Place resigned
and Mr. John E. Ray, who had taught ten years in this
Institution, and who had since been Superintendent of the
Colorado and the Kentucky Institutions, was induced to
return to his native State and take charge of the old Insti-tution,
October ist, 1896.
When Mr. Gudger resigned there were 193 pupils on his
roll, and the number has steadily increased, till now our re-port
show^s 379.
The North Carolina Institution has furnished to the pro-fession
some prominent teachers, who have been honored in
other States. Mr. W. J. Palmer was called to the respon-sible
position of Principal of the Ontario Instituiion at Belle-ville,
Canada, and Mr. Coleman als.o went to the same In-stitution
as tracher, where he sill remains in the profes-sion.
Mr. Grow, of the Maryland school, first " taught
the young idea how to shoot " in North Carolina. Mr. D.
C. Dudley spent his youth and young manhood in the
North Carolina Institution, from whence he went to the
Kentucky Institution, and afterwards filled so acceptably
the Superin tendency of the Colorado school for the Deaf
and Blind. Mr. C. H. Hill, for several years Superintend-ent
of the West Virginia Institution, gained his first expe-rience
in North Crrolina. Mr. John E. Ray, Superintend-ent
of the Colorado Institution seven > ears and of the
Kentucky Institution more than two years, spent ten years
teaching the deaf in his native State. Mr. J. A. Tilling-hast.
Superintendent of the Belfast (Ireland) School and E.
S. Tiilinghast, Suierinlendent of the Montana Institution,
2-5
66 BIENNIAL REPORT OF THE
are North Carolina boys, as is Superintendent F. D. Clarke,
of the Michigan School.
The colored department has furnished teachers to the
South Carolina, Georg^ia and Texas Institutions.
In 1868 the General Assembly made provisions for the
education of the colored deaf and dumb and blind children
of the vState. North Carolina was the first State to pro-vide
an institution for the colored race. The colored de-partment
opened on th^ 4th rf January, 1869, with 26 pu-pils.
Mr. John J. Turner was in charg^e of this depart-ment
for one session, when Mr. Z. W. Haynes was elected.
He taught in this department for twenty years, and was
removed to the white department in 1890. The Institu-tion
for the colored is a commodious, well arranged build-ing,
more suitable for its purpose than the buildings for
the white department. The colored department is under
the same general management as the white department,
and enjoys the same care and privileges. This department
has been under the immediate charge of W. F. Debnam, A.
W. Pegues and Joseph Perry, respectively, ever since.
An act of the General Assembly of North Carolina crea-ting
and establishing the new North Carolina School for
the Deaf and Dumb was passed and ratified March 7, 1891.
The school is located at Morganton, in Burke county, and
the white deaf children were removed there in 1893.
The General Assembly of 1807 appropriated $57,500
for buildings and improvements for the Institution. Out
of this amount five buildings have been constructed, three at
the colored department, embracing two dormitory buildings
and a heating plant and industrial building, which have
increased the capacity of the department about 50 per cent
;
and two large buildings at the white department, embrac-ing
a dormitory wh'ch will accommodate 150 boys, a very
handsome auditorium and gymnasium, and a heating plant
of most modern construction, together with an industrial
building. Four of these five buildings are fire-proof.
SUPERINTKNDKNT PUBLIC INSTRUCTION. 67
Four new pianos have also been bought, and a fine set
of geographical, physiological and anatomical apparatus.
In these respects the Institution is in a better condition
than it has ever been.
68 BIENNIAL REPORT OF THE
DENOMINATIONAL COLLEGES.
GENERAL INTRODUCTION TO THE CHRISTIAN
COLLEGES OF NORTH CAROLINA.
BY DR. C. E. T.A.YI,OR, PRESIDENT WAKE FOREST COI.I.EGE.
In the annais of several of the older States, the fourth
decade of our century is notable as an era during which a
number of colleges of a distinct type were founded. These
institutions, as well as others like them, founded before
and after this decade, variously known as Denominational
Colleges, or Christian Colleges, were brought into exist-ence
to supply certain definite needs. The necessity for
them became evident about the same time in many quar-ters
and to the leaders of almost all the evangelical Chris,
tian denominations. At least three reasons may be pre-sented
which, to the minds of their founders, justified the
projection of these colleges ; ist. The better training of the
ministry ; and, College education for all classes at a lower
cost than at already existing institutions ; 3rd, The de-sire
that scientific and literary training should be given to
to the young under distinctively Christian influences.
About fifty years had elapsed since the American Col-onies
had gained their independence. These years had
been spent by a somewhat sparse population in subduing
and settling a comparatively new country. Tides of emi-gration
were flowing from the older into the newer States.
It was a period of unrest among the masses of the people.
It was also a period of great activity among hundreds of
Christian ministers, many of whom were as unlettered as
^they were full of zeal. As volunteer and, for the most part,
unpaid evangelists, they proclaimed the gospel far and
wide and organized numerous churches. To these humble,
I
I
SUPERINTENDENT PUBLIC INSTRUCTION. 69
but often able men, who labored with apostolic zeal and
success, is due much that is best in the life and institutions
of our people.
Before the year 1830, however, it had become evident
that men of better education were needed even for this
evangelistic work ; and the greater success in training
and developing the churches wliirh had been attained by
the educated ministers in the several denominations made
it plain that in order to the highest usefulness a larger
proportion of the ministry should be educated. To the
minds of the leaders this need had become imperative. But
large numbers of young men who were entering the min-istry
were unable to pay the cost of liberal education.
Hence, at the same time and for the same purpose, colleges
were established and Boards of Education were organized.
Again, the charges for education in the colleges already
existing were prohibitive to large numbers of the people.
It was the hope that the cost of liberal education could be
lowered that induced many who were indifferent as to the
education of the ministry to aid in founding these new
colleges. It was generally believed that the manual
labor plan would give a practical solution to this problem.
Though this proved to be an ignis fatuus, it is not unlikely
that several very important colleges would not have been
founded if this plan had been known from the first not to
be feasible.
The third reason is found in the fact that many Chris-tian
people were unwilling to commit their sons to the
State colleges, as these were at the time. This unwilling-ness
was, in many cases, not due to lack of means, but to
the fact that these State colleges were believed to be un-friendly
to religion and morality.
In Europe, until recently, almost all colleges and uni-versities
have been denominational institutions. And,
State and Church being united, they have also been State
institutions. During the colonial period in our own
70 BIENNIAL REPORT OF THE
country the colleges were, for the most part, both denomi-national
and State institutions, for here, also, at that time,
State and church were united. In each of these some defi-nite
system of religious belief was taught as a part of the
curriculum. After the Revolution, when Church and State
were severed, these institutions either fell under the control
of some religious denomination, or else became more or less
corrupt as the result of the withdrawal of religious influences.
The same came to pass also with those State colleges which
were founded after the Revolu'ion. It would be easy to
quote from contemporary and other records abundant au-thority
for these statements. In 1830 only one college stu-dent
in four was a profes-ing Christian. Fifty years later
morfe than half of the college students in the United States
were church members. In 1810 Bishop ]\Ieade, of Virginia,
wrote, " Educated men are infidels." That such an asser-tion
cannot be truly made now is largely due to the in-fluence,
direct and indirect, of the Christian colleges
There can be no question that one of the most potent
reasons for the founding of the Christian colleges was the
desire to educate the young under religious auspices rather
than under the influences which prevailed in the State col-leges
in the early decades of this century. Of course, as
everybody knows, vastly better conditions prevail in these
State institutions now.
When we look back and scan in detail the earlier history
of these Christsan colleges, both in North Carolina and in
other States, we find them to be stories, in almost every
case, of heroic struggle, sacrifice, and determination. A
comparatively small band of devoted men, seeing larger and
better things afar, with patience and inflexible purpose,
battled against opposition and apathy.
Nor did these consecrated Christian leaders labor and sacri-fice
in vain. Many hundreds of ministers have been trained
for more efficient work in many States and in loreign lands.
Many thousands of youths, who otherwise wouM have been
SUPKKINTKNDENT PUBLIC INSTRUCTION. 7
1
denied opportunity for higher education, have been fitted
for usefulness in church and State, and for success in every
profession and calling. The influence of ihese colleges, and
of the great majority of the men educated in them, has been
solidly and potently exerted in behalf of Christianity. And
there can be little doubt that the great change for the better
in the moral and religious condition of the State colleges is
due, to a large extent, to the example and influence of the
Christian colleges.
The life of a great institution of learning is to be measured,
not by years, but by centuries. The Christian colleges of
North Carolina are still in the infancy of their usefulness.
More and more, as the generations come and go, will they
be amply equipped, generously endowed, and largely patron-ized.
But should they ever cease to inculate the teachings
and illustrate the spirit of the New Testament, their mission
and usefulness will have ended.
72 BIENNIAL REPORT OF THP:
TRINITY COLLEGE, DURHAM, N. C.
TRUSTEES.
Mr. James H SoutVigate, President, Durham ; Mr. V.
Ballard, Secretary, Durham ; Mr. J. G. Brown, Raleigh ;
Rev. F. A. Bishop, Fayetteville ; Hon. Waiter Clark, Ral-eigh
; Rev. G. A. Ogle&by, Durham ; Mr. E. J. Parrish,
Durham ; Mr. W. H. Branson, Durham ; Rev. A. P. Tyer,
Wilmington ; Rev. W- C. Norman, Raleigh; Mr. B. N.
Duke, Durham ; Col. G. W. Flowers, Fayetteville ; Rev. J.
R. Brooks, D. D., Greensboro; Hon. \\\ J. Montgomerv^
Concord ; Hon. Kope Elias, Franklin ; Rev. S. B. Tnrren-tine,
Charlotte ; Mr. P. H. Hanes, Winston ; Rev. W. S.
Creasy, D. D., Winston ; Col. J. W- Alspaugh, Winston ;
Mr. W. R. Odell, Concord ; Mr. Jas. A. Gray, Winston ;
Dr. R. W. Thomas, Thomasville ; Rev. T. N. Ivey, D. D.,
Greensboro; Rev. J. B. Hurley, Wilson; Mr. Robt. L.
Durham, Gastonia ; Rev. W. C Wilson, Mt. Holly ; Dr.
Dred Peacock, Greensboro; Mr. B. B. Nicholson, Wash-ington
; Rev. P. L. Groome. D. D., Greensboro ; Mr. A. H.
Stokes, Durh&m ; Hon. F. AL Simmons, Raleigh ; Prof. O.
W. Carr, Trinity ; Mr. R. A. Mayer, Charlotte ; Rev, N.
M. Jurney, Mt. Olive ; Rev. W. S. Black,* Littleton ; Mr.
J. H. Ferree,* Randleman.
*Recentl.v deceasfd.
FACULTY.
John C. Kilgo, D. D., A. M.,
President and Professor of Avera School of Bible Study.
W. H. Pegram, a. M.,
Professor of CheTnistry , Geology and Astronomy.
RoBT. L. Flowers, (U. S. N. A.,)
Professor of Pure and A-pplied Mathematics.
W. I. Cranford, Ph. D.,
Profesnor of Philosophy and Greek.
superintendent public instruction. -] },
Jno. S. Bassett, Ph. D ,
Profissor of History and Political Science.
Edwin Mims, A. M.
Profeftsor in English Language and Liieratnre.
A. H. Meritt, a. B.,
Professor ofLatin and German.
W. P. Few, Ph. D ,
Professor of English L^angiiage and Literature..
Jerome Dowd,
Professor of Political Economy and Sociology
.
J. J. Hamaker. Ph. D.,
Professor of Physics and Biology.
S. O. Thorne,
Assistant in Latin.
W. H. Adams,
Assistant in Commercial Science.
W. K. Boyd, A. B.,
Assistant in Historx.
M. T. Dickinson, A. B.,
Assistant in Greek.
Geo. B. Pegram, A. B.,
Lihrarian.
W. H. Pegram,
Secretary of Faculty.
THE history of THE COLLEGE-Trinity
College has its origin in Union Institute, a school
of academic grade, located ia the northwest corner of Ran-dolph
county, North Carolina. It was opened to meet a
local demand on the part of leading citizens for educational
advantages for their children.
The late Rev. Dr. Brantley York was Principal of Union
74 BIENNIAL REPORT OF THE
Institute from 1S38, the year of its foundation, to 1842.
Rev. P). Craven, then elected Principal, remained in office
from 1842 to 1 85 1.
With the year 1851 this institution entered upon the sec-orid
stage of its history. It was re-chartered then as Nor-mal
College, the leading purpose of which was the train-ing
of teachers for the public schools.
Before the end of this decade it had outgrown its dis-tinctly
normal purpose and considerably enlarged its cur-riculum.
In 1859 it acquired, for the first time, the char-ter
of a regular college. The North Carolina Conference
of the Methodist Episcopal Chuich, South, then convening
at Beaufort, accepted the transfer of the property and re-chartered
it under the name oi Trinity College.
The first class graduated in 1853. From that date to the
outbreak of the Civil war, the institution enjoyed an un-usual
degree of prosperity.
During the Civil War its prosperity was, of course, greatly
reduced. In 1863, President Craven resigned, and Prof.
W. T. Gannaway, then a member of the faculty, was placed
in charge as acting President. He held the position till
the close of the war in 1865, the work of instruction being
interrupted only from the tiiue of the encamping of troops
on the college grounds in the spring of 1865, ^^"til the fol-lowing
January, an interval of about five scholastic months.
Dr. Craven was re-elected President, and the college re-sumed
its work in the beginning of January, 1866. Fol-lowing
this, the history of the college is one of heroic en-deavor
to restore its fortunes and regain its former degree
of success. The building of the college chapel was begun
in 1873, and completed in 1875. About 1883 ^^^ ^^^^t be-quest
was made by Dr. Siddle, of North Carolina, for the
endowment fund. The death of its President, Dr. Craven,
November 7, 1882, was a heavy loss to the progress of the
institution. At once Prof. W. H. Pegram, then a member
•of the faculty, was made chairman, in which capacity he
SUPERINTENDENT PUBLIC INSTRUCTION. 75
served till June, 1883, when the Rev. Dr. M. Iv. Wood was
elected President of the College. In December, 1884, Presi-dent
Wood resigned, and Prof. J. F. Heitman was chosen
chairman of the faculty. In June, 1887, John F. Crowell,
A. B., (Yale) was elected to the presidency, which office he
held till June, 1894.
In 1892 the College was moved from Randolph county
to the city of Durham, N. C. Mr. W, Duke donated more
than $100,000 for buildings, and Col. J. S. Carr donated the
elegant park upon which the college is located. John C.
Kilgo was elected to the presidency August i, 1894.
TRINITY PARK AND BUILDINGS.
Trinity Park is located on the west side of the city of
Durham, and consists of sixty-two and one-half acres of land.
The Park is incorporated and is under municipal govern-ment.
It has been laid out in drives and walks, and other-wise
improved at a large outlay of money. The main en-trance
to the Park is from the south side, through an iron
gate that spans the entire avenue leading to the Washing-ton
Duke Building. More than five hundred trees have
been planted, representing nearly all the varieties of trees
in North Carolina. There is a half mile of graded athletic
track, and large space devoted to out-door athletics. The
Park was donated to Trinity College by Col. J. S. Carr, of
Durham, N. C.
The Washington Duke Building is located near the
center of the Park, and is approached from the south by a
wide avenue. It was named in honor of Mr. Washington
Duke, of Durham, whose great benefaction has made it
possible for Trinity College to project new life into the edu-cational
work of the South. It is a three-story brick build-ing,
covered with slate, lighted with eleciric lights, heated
with warm air, and ventilated by the famous Ruttan W[arm-ing
and Ventilating system—a widely approved system for
supplying pure air, warm or cold, and removing vitiated
76. BIENNIAL REPORT OF THE
atmosphere from a building. This is the system in use in
over forty of the government school buildings in Washing-ton,
D. C.
It contains fifty-six dormitories on the second and third
floors ; twelve lecture rooms and offices ; bathing apartments
on every floor except the first ; dry-closet system ; under-ground
drainage from the inside and from the surface about
the building ; a basement 208x50 feet, the size of the build-ing,
thus rendering the building proof against unsanitary
conditions. It may be well said to be the " most complete
college building in the State," in point of ventilation, archi-tecture,
comfort and modern conveniences.
The Crowell Science Building is a large brick building,
three stories high. It was built ttirough the benefaction of
Dr. John Franklin Crowell, President of Trinily College,
1887-1894, in memory of his first wife, who died during
his presidency of the College There are located in the
building the ."-chools of Chemistry, Physics, Biology and
Economy. The entire second floor is devoted to schools of
Physic and Biology ; the third floor is occupit d by the labora-tory
and class-rooms of the schoo