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BIENNIAL REPORT
OF THE
STATE SUPERINTENDENT
PUBLIC INSTRUCTION
NORTH CAROLINA
FOR THE
SCHOLASTIC YEARS FROM JULY 1, 1892, TO JUNE 30, 1893, AND
FROM JULY 1, 1893, TO JUNE 30, 1894.
MADE TO GENERAL ASSEMBLY OF 1895.
RALEIGH :
JosEPHus Daniei^s, State Printer and Binder.
PRESSES OF EDWARDS * BROUGHTON.
1895./
office of
State Superintendent of Public Instruction,
Kaleigh, N. C, January 1, 1895.
To His ExcelUncy Elias Carr,
Governor of North Carolina.
Sir—In compliance with Section 7, Article 3 of our
State Constitution, and with Section 2540 of the Code of
North Carolina, I submit to you my report for the two
scholastic years from July 1, 1892, to June 30, 1893, and
from July 1, 1893, to June 30, 1894, with such general
remarks and special recommendations as I have seen proper
to make in reference to our public school system, and with
it the report of the Normal and Industrial School for White
Women, at Greensboro,
I have the honor to be,
Very respectfully,
Your obedient servant,
JOHN C. SCARBOKOUGH,
State Superintendent.of Public Instruction.
INDEX.
PAGE.
Superintendent's remarks and recomnaendations. 9
Report of the Board of Directors of the Normal and Industrial School,
from October 1, 1893, to September 30,1894 14
Report of the President of the Normal and Industrial School . 17
Courses of study 18
Patronage ... 21
Boarding arrangements - 23
Finances.. 24
Treasurer and Bursar's report 26
Course of study for the public schools from Ist to 11th years 29
Text-books adopted by State Board of Education for use in the pub-lic
schools .- 34
Peabody Funl, and scholarships at Nashville, Tenn.. 35
Peabody Fund received and disbursed. 37
Summary of statistics 38
Receipts for 1893 and 1894 38
Expenditures for 1893 and 1894 _ 38
Comparative statistics from 1884 to 1894 88
Census of school children from 1884 to 1894 39
Enrollment .. 39
Average attendance ^ 39
Average length of school term 40
Average sslary of teachers... — — 40
Value of public school property 40
Number of public school- houses 41
Number of public schools taught 41
Number of disiricts 42
Statistics of normal schools for 1898-94 for colored race 42
Institute work . 43
Reports of Institute Conductors 44
Report of Greensboro Normal Institute for Colored Teachers 47
Institute work by Faculty of the Normal and Industrial School 47
Normal Department of the Cullowhee High School 50
Normal schools for the colored race 59
Local Board of Directors and Principals 59
^Salisbury, 1892-'93 ..; .. 59
Salisbury, 1893-'94 60
Report of Treasurer, 1892-'93 60
Report of Treasurer, 1893-94 61
I
Fayetteville, 1892-'93 61
6 Index.
PAGE.
Fayetteville, 1893-'94 62
Report of Treasurer, 1893 J 63
Report of Treasurer, 1894 64
Goldsboro, for 1892-93 65
Goldsboro, for 1893-'94 67
Report of Treasurer for 1892-'93 68
Report of Treasurer for 1893-94 68
Plymouth, 1893-'93 69
Plymouth, 1893-'94 70
Report of Treasurer, 1892-'93.. 72
Report of Treasurer, 1893-94 72
Elizabeth City, l892-'93 - 72
EHzabeth City, 1893-'94.... .. .. 74
Report of Treasurer, 1892-93 74
Report of Treasurer, 1893-94 .76
Franklinton, 1893-'94 ..77
Report of Treasurer, 1893-94 78
Croatan Indian Normal School 79
Table 1—1893. School funds received 81
Table 2—1893. School funds disbursed... 84
Table 3—1893. Showing children between 6 and 21 years of "age
enrolled and attending school, etc 87
Table 4—1893, Showing number of Public School Districts, etc 90
Tables—1893. Showing number teachers examined, etc 93
Table 6—1893. Showing number of pupils of different ages 96
Table 7—1893. Showing amount appropriated to white and colored,
etc... 99
Table 1—1894. Funds received 102
Table 2—1894. Funds disbursed 105
Table 3—1894. Showing number children between 6 and 21 years of
age, etc - 108
Table 4—1894. Showing number of Public School Districts, etc 111
Table 5—1894. Showing number of teachers examined, etc 114
Table 6—1894. Showing number of white pupils of different ages,
from 6 to 21. etc ...117
Table 6—1894. Showing number of colored pupils of different ages,
from 6 to 21, etc - 120
Table 7—1894. Showing amount appropriated to white and colored,
etc.... 123
List of County Superintendents for 1894 126
List of County Boards of Education, 1894 128
BIENNIAL REPORT
OF THE
Superintendent of Public Instruction,
SCHOLASTIC YEARS 1892-93 AND 1893-94.
SUPERINTENDENT'S EECOMMENDATIONS AND
REMARKS.
Section 2540 of the Code of North Carolina makes it the
duty of the State Superintendent of Public Instruction " to
recommend such improvement in the school law as may
occur to him."
In the discharge of this dut}^ I make the following formal
recommendations:
First. I recommend the levy of more taxes direct by the
Legislature for the support of the free public schools.
Section 3 of Article 9 of the Constitution commands that
one or more public schools in each school district shall be
maintained at least yb?^/' months in every year. The total
receipts as reported by the County Treasurers for schools
for the school year 1893-'94: were $777,079.29. This sum,
as shown by the reports of the County Superintendents,
gave for the same year a fraction less than thirteen weeks.
This falls short of four months by over sixteen days. A
calculation will show that the sum of $12,500 is required for
one day. Multiply by sixteen and we have $200,000 needed
to carry the schools to eighty days at the present rate of
paying teachers, which is less than an average of $25 per
month. The value of the real and personal property of the
State is $262,927,119.87. One cent on the $100 valuation
10 Report of Superintendent of Public [nstruction.
will give $26,292.71. From this we see that seven and three-fifth
cents on the $100 would be necessary, in addition to
sixteen cents, the present rate. This would make a total of
twenty-three and three-fifth cents on the $100. The Legis-lature
ought to reach the four months' schools as required
by the Constitution, if possible. It ought not to stop short
of twenty-two cents on the $100 for schools.
It must be constantly borne in mind that an efficient
system of public schools which will reach and give to every
child an elementary education, such as the studies prescribed
by law for our public schools indicate as our purpose, is an
expensive institution. We have played with this important
subject quite long enough. We ought to take hold of it
with a determination to accomplish it, certainly to the
requirements of our Constitution.
Second. I recommend that Section 2654 of The Code, as
amended hj Section 44, Chapter 199, Laws of 1889, be
amended in such way as will make it easier to have an elec-tion
in each township, city or town on the question of local
taxes for schools, and I recommend further, that Section
2655 of The Code be amended in such way as to increase
the rate of local taxes for public schools. The maximum
of one-tenth of one per cent, ought to be at least doubled.
The greatest defect in our school system, as at present
constituted, lies just here. An examination of the various
systems of the States and Territories of this Union has
convinced me that those systems having this provision as a
general statute have been brought to their present state of
efficiency largely by this feature in their laws ; and that
those systems having this feature are, other things being
equal, much more efficient than those without this feature.
Much the larger part of the money spent for schools in
New England and the Middle States, and in the States of
the West and Northwest, is raised by local taxes levied by
a vote of the people in the townships and towns as units
for taxation for local school purposes. The supplement by
Ttoo Years Ending June 30, 1891^. 11
local taxation is many times larger than the general fund
for school purposes. These local taxes are raised thus
because it is made easy by law for the people of each town
or township to come together and vote as a community for
school taxes for the benefit of the whole people of the com-munity
so voting.
Let us follow their example. The need is a pressing
need, and the end to be attained is worthy of our best
efforts and greatest sacrifices.
I have submitted our present school law to the criticism
of some of the most experienced and successful public
school officers at the head of the most successful school
systems. From these there is one opinion on this point.
" The great need of your system is the 'local option school
tax feature.' " This will bring the public schools home to
the people in their local ideas and preferences. Each town
and township voting the special tax will have better schools
than those adjoining. This will lead to inquiry as to why
this is so. Every citizen having the benefits of the better
schools will have the answer ready. Thus we will have
here and there centres of influence giving light and infor-mation
on the best way to have good schools, and the
schools will be there to give the best of all evidence on the
subject—the work done. Who can estimate the influence
in this direction of the graded schools already established
in many of our cities and towns under special acts. To
convince the citizens of one town of the great advantages
of these schools, and to put them to work for such schools
at their own homes, we have only to invite them to come
and see. They go home saying, we will go and do likewise.
What is true of these schools will also be true of every
school for which a special tax is voted, whether in town or
country.
A proper spirit of rivalry will also spring up between
schools, each school striving to surpass its neighbor in char-acter
of work done, number enrolled, average attendance
12 Beport of Superintendent of Pnhlic Instructton.
and methods of progress. The enemies of public schools
will continually decrease in numbers, and first-class public
schools will take the place of inefficient public and private
schools. Teachers will find constant and permanent em-ployment
as teachers, and we shall have our schools supplied
largely by professional teachers, devoting all their time and
energies to the work of the school-room, instead of by acci-dental
teachers, who make teaching a stepping-stone to some
other calling. The people will pay the taxes more willingly
because the money is to be devoted to the home schools,
and the blessings of good schools will be brought to the
home of each taxpayer.
I urge this matter upon the special consideration of the
members of the Legislature, because I know it to be a
matter of vital importance to us. The spirit of our people
is now in sympathy with the public schools, and with wise
and steady progress in school work. The time is oppor-tune
and the people demand it, because they are realizing,
now as never before, the necessity of putting a good school
in the reach of every citizen's home and children.
Third. Chapter 200 of the Laws of 1889 appropriated
$4,000 for Teachers' Institute work in the State. Chapter
139, Laws of 1891, turned this appropriation to the support
of the Normal and Industrial School at Greensboro. That
is a good work for the State and for the schools and cause
of general education in the State.
The Institute work needs to be done now, and will continue
to be a pressing need if we are to have our teachers in the
j)ublic schools to be live, wide-awake, progressive teachers,
earning in good work done the money they receive for
teaching.
We ought to have a Teachers' Institute, conducted by a
first-class teacher and wise trainer of teachers, in each
county each year. This will bring opportunities to teachers
of the public schools which they cannot have elsewhere, for
the simple reason that the larger number of them cannot
T%oo Years Ending June 30, 189J^.. 13
go from the home county to seek opportunities, I recom-mend
that the Legislature supply this need by an appropria-tion
sufficient to meet it. This can be done by amending
section 1, chapter 200, Laws of 1889. The fund there appro-priated
was taken from the "summer iN'ormals" held in
former years. These were called "Normals," but were
Institutes of three or four weeks duration held at a few
places. Carry the Institute to each county, and require the
teachers to attend and improve themselves or be dropped
from the roll of teachers in the public schools.
Fourth. I recommend that the school systern in other
respects be left intact as it now exists. It is as good as the
systems of most other States, if the recommendations in
reference to increase of funds for school purposes by gen-eral
and local taxation be carried into etfect by the Legisla-ture.
Put money enough into the system to support it
(and it is more cheaply conducted than the larger number of
school systems in this country), and it will compare favora-bly
with the best.
Let no violent changes be made in the interest of a false
economy. We must have supervision, and to have this well
done we must have paid Supervisors. No "cheap-john"
school system has ever amounted to anything, and in the
very nature of school work no such system can ever grow
into anything useful in training citizens for a free country
controlled by a free, independent and noble people.
This most important interest of our people is in the hands
of the people's representatives. Let them deal with it as
wise men, intrusted with no more important interest in the
wide domain of legislative statesmanship than this question
of public education.
JOHN C. SCARBOROUGH,
State Superintendent of Public Instruction.
14 Report of Superintendent of Public Instruction.
I incorporate in this report the report of the Board of
Directors of the Normal and Industrial School for .White
Women, at Greensboro, N. C, which is as follows:
REPORT OF THE BOARD OF DIRECTORS OF THE NORMAL
AND INDUSTRIAL SCHOOL FROM OCTOBER 1st,
1892, TO SEPTEMBER 30th, 1894.
Hon. Elias Carr, Governor of North Carolina.
Dear Sir—Section 3 of Chapter 139, Laws of 1891, makes it the duty
of the Board of Directors of the Normal and Industrial School to submit
to the Governor, biennially, before the meeting of each General
Assembly, a report of the operations of the institution.
In compliance with this provision of the statute, we respectfully
submit our biennial report, showing the operations of the Normal and
Industrial School during the first two years of its existence, from Octo-ber
1st, 1893, to September 30th, 1894.
By reference to the act creating the institution, it will appear, from
the fifth section thereof, that the Normal and Industrial School was
established for the purpose of (1) " giving to young women such educa-tion
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 of the institution, the Board of Directors have
endeavored to keep constantly in view this purpose, and to observe as
far as possible the legislative intent in creating the school.
We transmit herewith, and as a part of this report, the report of
Charles D. Mclver, President of the institution, and with his report a
financial statement by E. J. Forney, Treasurer and Bursar. The state-ment
of Mr. Forney of the financial condition of the institution was
made by him after a careful and thorough examination of his books
and vouchers by the Auditing Committee appointed by the Board of
Directors. The following gentlemen compose said committee: M. C. S.
Noble of Wilmington, B. F. Aycock of Wayne County, and J. M.
Spainhour of Caldwell County.
The President's report will indicate the scope of the institution and
the character of the work it is accomplishing, and the Treasurer's
statement will show its financial condition.
We beg to call your Excellency's attention to the fact shown by the
President's report, that the patronage of the institution has not been
local in its character, but that representatives from nearly every county
in the State have shared its privileges and benefits.
Tloo Years Ending Juyie SO, 189 If.. 15
It is deemed proper to state in this connection that our accommoda-tions
are inadequate to meet the requests for admission into the Normal
and Industrial School, coming from young women in every section of
our State. We cannot, with the means at our command at present,
increase the capacity of the institution to a point commensurate with
the demands made upon it.
The great increase in patronage over that of the first year shows that
the work of the institution is appreciated, and is responsive to the
demands of the times.
It is a matter of regret that since the beginning of the third scholastic
year, the Board of Directors have been informed by Hon. J. L. M.
Curry, General Agent of the Peabody Education Fund, that on account
of the reduced amount of said fund at his command. North Carolina's
apportionment therefrom must be smaller than heretofore. During the
scholastic year 1894-95, the Normal and Industrial School can expect
only $1,750 from the Peabody Fund. This is $1,250 less than we received
from that fund last year. Dr. Curry says: "I am compelled, most
reluctantly and sorrowfully, to reduce the appropriation for your
State."
It is gratifying to note Dr. Curry's estimate of the institution and its
management, as is evidenced by the following language contained in
his report to the Trustees of the Peabody Fund, at their meeting in New
York City, Oct. 4, 1894:
" Having been largely instrumental in the establishment of ' The State
Normal and Industrial School' at Greensboro, the Trustees (of Peabody
Fund) must feel the liveliest satisfaction at its great success under its
present prudent and able management."
The General Assembly of 1893 passed an act. Chapter 182, Public
Laws of 1893, the second section of which act is as follows:
" That for the purpose of discharging the indebtedness of the Normal
and Industrial School, there is hereby appropriated out of any funds in
the State Treasury not otherwise appropriated the annual sum of forty-five
hundred dollars for two years; and further, that the State Board of
Education be and it is hereby directed to invest nine thousand ($9,000)
dollars of the North Carolina State bonds of the educational fund in the
State Treasury in payment of the mortgage debt due to R. S. PuUen
and R. T. Gray, for the property purchased from them by the Normal
and Industrial School, and the said property shall be conveyed to the
State Board of Education, to be held by it in trust: first, to secure the
annual payment by said school of four per centum interest on nine
thousand ($9,000) dollars to the State Treasurer for the general educa-tional
fund; and, second, to reconvey said property to said school upon
its repaying the said sum of nine thousand dollars advanced as aforesaid
from the educational fund."
16 Reixjrt of Sxtperintendent of Pahlic Instruction.
Under this section we drew the forty-five hundred ($4,500) dollars
appropriated for each of the years 1893 and 1894, $9,000, and applied the
same to the payment of the indebtedness, as per the act of A.s3embly.
We also received the nine thousand dollars in North Carolina four per
cent, bonds of the educational fund, invested by the State Board of
Education as per the provisions of the above-quoted section, and paid
the mortgage debt to R. S. PuUen and R. T. Gray for the property pur-chased
from them by the Normal and Industrial School. The said
property has been conveyed to the State Board of Education, to be held
by said Board in trust, according to the conditions prescribed in the last
clause of the said section quoted. We have paid the four per cent,
interest on said investment by the State Board of Education to the
Treasurer of the said Board for the benefit of the educational fund of
State. V
The deed to the State Board of Education for said property was exe-cuted
by John C. Scarborough, President, and E. McK. Goodwin, Sec-retary,
of the Board of Directors of the Normal and Industrial School,
by order of the Board of Directors, on the Ist day of March, 1893,
We provided, under the supervision of the chairman of the Board of
Directors, for ihe male members of the Faculty to hold County Teachers'
Institutes, under the provisions of section 6 of Chapter 139, Laws of 1891.
The chairman informs us that a more detailed statement of this Insti
tute work will appear in his biennial report to the General Assembly of
1895.
In concluding this report, we beg to assure your Excellency that you
will always be a welcome visitor at the Institution.
We trust that the General Assembly of 1895 will do us the honor to
appoint a committee to visit the institution for the purpose of examin-ing
the buildings, their equipment, and the work now being done by
the institution.
Respectfully submitted,
JOHN C. SCARBOROUGH, President,
J. M. SPA IN HOUR, Secretary,
M. C. S, NOBLE,
E. McK, GOODWIN,
R. H. STANCELL
B, F. AYCOCK,
S. M. FINGER.
R, D, GILMER,
H. G. CHATHAM,
W. P. SHAW,*
Raleigh, N. C, Dec. 14, 1894. Board of Directors.
* When this report was prepared, W. P. Shaw was abscnton account of sickness.
Two Years Ending June 30, 189J^. 17
PRESIDENT'S REPORT.
To the Board of Directors of the Normal and Industrial School.
At your request I have prepared the following statement of the gen-eral
operations of the Normal and Industrial School for the past two
years, ending September 30, 1894.
The act establishing the Normal and Industrial School was passed by
the General Assembly of 1891, and in October, 1892, the doors of the
institution were opened for the reception of students.
The purpose for which the institution was created is stated in section
5 of the act establishing it, which is as follows:
"Sec. 5. The objects of the institution shall be (1) to give to young
women such education as shall fit them for teaching; (2) to give instruc-tion
to young women in drawing, telegraphy, typewriting, stenography,
and such other industrial arts as may be suitable to their sex and con-ducive
to their support and usefulness. Tuition shall be free to those
who signify their intention to teach upon such conitions as may be pre-scribed
by the board of directors."
A Normal College and an Industrial School combined into one institu-tion
requires a course of study embracing a wide range, a large number
of instructors and recitation rooms, and varied equipment.
Keeping constantly in view the requirements of the charter " to give
to young women such education as shall fit them for teaching," and to
give them instruction in "such industrial arts as may be suitable to
their sex and conducive to their support and usefulness," the authorities
of the institution adopted a course of study embracing
—
1. A Normal Department.
2. A Commercial Department.
3. A Domestic Science Department.
The object of the Normal Department is to give, first, the scholarship
necessary to good teaching, when this has not been acquired elsewhere;
and, second, knowledge of the history of education and great educa-tional
movements, acquaintance with ancient and modern theories and
practices in education, together with training, including observation
and actual practice, in right methods of teaching.
The Commercial Department includes stenography, typewriting, teleg-raphy
and bookkeeping.
The Domestic Science Department includes, sewing, cutting and fit-ting,
and combining colors; cooking, preparing food for the sick; and
general household economics.
Students who desire to study only one department, and who are pre-pared
to do the work in that department, can give their entire attention
to it. From the beginning there have been a number of students who
have done this, but a large majority have preferred to take work in
more than one department. The board of directors and Faculty have,
therefore, after careful study and consideration, adopted the following
18 Report of Superintendent of Puhlio Inst/ruction.
three courses of study, the completion of any one of which entitles the
student to a diploma of graduation:
COURSES OF STUDY.
Course I.
Regular Course.
FRESHMAN.
Algebra
English
General and English History
Latin
Physical Geography and Botany
Drawing
Vocal Music
Physical Culture
6 c8
12;
SOPHOMORE. c3
d «8
Plane Geometry ._ I 4
English I 3
Latin 4
Modern Language I 3
Chemistry : 5
Psychology 3
Drawing i 2
Vocal Music
j
I
Physical Culture 2
JUNIOR.
Solid Geom. and Plane Trig.
English
Latin
Modern Language
Physics
Physiology
History of Education
Physical Culture
SENIOR.
Spherical Trig, and Arith
English
History
Latin or Modern Language
Geology or Zoology
Methods and Practice
FRESHMAN.
Algei'ra
English -
General and English History
Ijalin
Physical Geography and Botany.
* Sewing
Vocal Music
Physical Culture
* Instead of one year of drawing.
SOPHOMORE.
Plane Geometry
English
Latin
*Cutting and Fitting. —
Chemistry
Psychology
Drawing (first year)
Vocal Music
Physical Culture
* Instead of one year of modern
language.
COUKSE 11.
Allowing Special Attention to Domestic Science.
12;
Two Years Ending June 30, 18H. 19
Course 11.— Continued.
JUNIOR.
Solid Geom. and Plane Trig
English
Latin
* Cooking
Physics
Physiology
History of Education
Physical Culture
Instead of one year of modern
language.
O 01
6 ^
SENIOR.
Spherical Trig, and A.rith
English
History
Latin
(jfeology and Zoology
Methods and Practice
*Hoasehold Economics--
Additional.
d o3
'A
Course III.
Allowing Special Attention to Commercial Department.
FRESHMAN.
Algebra
English -.
General and English History'
Latin
Physical Geography and Botany
Drawing
Vocal Music
Physical Culture
JUNIOR.
dm
6 s
Z
English
Latin
Modern Language
Shorthand
Physiology
History of Education
Physical Culture
Instead of physics and junior
mathematics.
SOPHOMORE.
Plane Geometry
English
Latin
Modern Language
Chemistry
Psychology
Bookkeeping
Vocal Music
Physical Culture
Instead of 2d year drawin
SENIOR.
English
History
Latin or Modern Language — .
.Shorthand
Typewriting
Methods and Practice
Instead of .senior science and
senior mathematics.
d d
3
.3
3
5
23^
20 Report of Superintendent of Public Instruction.
It will be noticed that this course of study connects with the course
prescribed by the school law for the public schools of the State. Nothing
is required for adaiission to the institution which is not taught in the
public schools, because to make the requirements for scholarship higher
than that would exclude fronj the advantages of the institution alto-gether
a large class of ambitious young women who have very few edu-cational
opportunities except those offered by the public schools. Of
course those whose scholarship will justify it can enter sophomore,
junior, or senior classes.
All students who are working in one of the regular courses (and this
embraces at least nine-tenths of the enrollment), are required to take
work in the Pedagogics Department above the freshman year; and even
in the freshman year drawing and vocal music are given with a view to
helping teachers use these branches in the schools which they will teach,
and special work i'^ given by different members of the Faculty in methods
of teaching arithmetic, English, and geography. For students who can
remain only one year and expect to teach, a special course in methods
is given, if their general scholarship is sufficient to allow them to take
it. Each candidate for a diploma or certificate is required to spend a
portion of her last year in the Practice and Observation School, where
the theories of the department of Pedagogics are tested and illustrated,
so far as it is practicable for this to be done.
More room is needed for the Practice and Observation School, and it is
hoped that within a year some arrangement can be made with the
Greensboro schoolboard by which we can have a new public school near
the institution which can be used for a practice school by our student-teachers.
The average number of students doing work in the Domestic Science
Department during the two years was 180, while the average number
devoting themselves to the Commercial Course was about 50.
Unless there is some special reason why it should be done, no student
is excused from taking physical culture, vocal music, and drawing,
which last is both a normal and an industrial study.
During the past two years diplomas have been granted to eighteen
young women, who are the only graduates of the institution at this
time. Special certificates in the Normal Department have been granted
to twenty others who had completed the freshman and sophomore
courses creditably, and had taken a special additional course in the
Department of Pedagogics. Certificates have also been given to ten
students of the shorthand course, certifying to the fact that they could
write from 80 to 120 words a minute. Most of these students have
found no difficulty in securing good positions to teach, or in business
offices. What is true of those holding diplomas and certificates of the
institution, is also true, in a measure, of a large number who were com-pelled
to leave the institution before completing any prescribed course.
Two Years Ending June 30^ 189J/,. 2L
The enrollment of students during the first year was 283
The enrollment of students during the second year was... 391
The number of matriculates, that is, the number of individuals who
entered as students during the two years, was 486
The number of matriculates for the first three years will be about. 700
Of the 223 students enrolled the first year, the names of more than
sixty will appear on the catalogue of this, our third year; more than
ninety have taught since they left the institution; a few have been
unable to secure positions; and more than fifty were under no obligation
to teach, as they paid the regular charges for tuition. I have not full
information as to how many of those who left us at the end of the sec-ond
year, last May, have become teachers; but it is known that of the
486 young women who matiiculated during the first two years, at least
150 have become teachers. About 200 of them are still students of the
institution.
PATRONAGE.
The patronage of the Normal and Industrial School from the day it
opened to the present time has been all that its best friends could have
expected it to be. By this I refer not merely to numbers, but especially
to the representative character of the patronage. It is thoroughly North
Carolinian, and includes young women from all sections of the State and
of all grades of previous educational opportunity. Among them are
graduates of our leading institutions for girls; graduates from our
graded schools; those who have been prepared by their local private
academies; and many others whose educational opportunities have been
only those afforded by public schools throughout the State. The
majority, according to their own statements, came because the Normal
and Industrial School is the only insiitulion offering what they desired
within their financial reach. This class almost invariably take the obli-gation
to teach, and clai n free tuition under the provisions of the act
establishing the institution. Another class came because they wanted
to prepare for teaching or industrial pursuits, and preferred an institu-tion
whose main purpose is to give such preparation, and where the
general surroundings are in harmony with their purposes. Others still,
who belong to neither of these classes, but who believe in thoroughness
in the essentials of education, and who think it wise to be prepared to
earn their living, should it ever become necessary, were attracted
because of the einphasis the Normal and Industrial School places upon
the practical side of education. This last class of students have gene-rally
paid tuition and have not taken the obligation to become teachers.
The students are, as a rule, mature young women, thoughtful and
industrious, and anxious to improve every opportunity, To be admitted
to the iiistitution. applicants must be as old as sixteen years, counting
the nearest birthday. When there are special reasons for admitting a
22 Report of Superintendent of Public Instruction.
student who is only fifteen, the Board of Directors allows it to be done,
but exceptions were made during the first two years in only eight
cases, and the average age of students was between nineteen and
twenty years.
I feel that I ought to call your attention to the fact that the students
themselves are supporting, or aiding in the support, of six or eight
young women in the institution. Each of the two literary societies,
the Cornelian and Adelphian, support one student, and a number of
young women who have worked their way through the institution, and
who are now teaching, are sending back small annual contributions to
a general fund with which others are helped.
While this is not to be a report of the operations of the institution
since October, the beginning of our present fiscal and scholastic year,
yet I think it is proper to say that our enrollment now is only slightly
larger than it was last year. We have reached the limit of our recita-tion-
room capacity. Nearly every recitation-room is now used by two
teachers or more during the day, part of the teaching work beginning
at 8:15 A. M., and a part of it being done as late as 5:30 P. M. While
the Board found it necessary, on this account, to limit the number of
students, yet a larger number of counties is represented than hereto-fore.
There are now only eight counties of the ninety-six in the State that
have had no representative at the Normal and Industrial School.
The following interesting and suggestive table of statistics, obtained
from the students themselves when they entered the institution, shows
the character of the patronage and its wide range as to locality, class
and previous educational opportunities :
YEAR 1892-'93. YEAR 1893-94.
223 Number of students enrolled 391
19| Average age of students. ... 19f
70 - Number of counties represented 77
14 .. Number of graduates of other institutions for women 24
8 Number of graduates of public high schools 18
80 Number who have taught 104
95 Number who defrayed their own expenses 127
53 Number whose fathers are not living 97
83 -. Number whose fathers are farmers 153
16 Number whose fathers are merchants 26
9 Number whose fathers are bookkeepers 7
8 Number whose fathers are clergymen 7
8 Number whose fathers are physicians .-. 16
5 Number whose fathers are teachers 6
5 Number whose fathers are lawyers 11
Number whose fathers are lumber dealers 8
Two Years Ending June 30, 189J^. 23
YEAR 1892-'93. YEAR 1893-94.
Number whose fathers are liverymen 1
2 Number whose fathers are drummers 5
... Number whose fathers are auctioneers... 1
Number whose fathers are manufacturers 4
2 Number whose fathers are millers
4 Number whose fathers are mechanics -. 5
2 Number whose fathers are engineers 3
2 Number whose fathers are tobacconists 3
2 Number whose fathers are railroad agents 7
2 ,. Number whose fathers are hotel proprietors 3
2 Number whose fathers are insurance agents 4
1 Number whose fathers are bankers 1
2 Number whose fathers have retired from business 6
15 .Number whose fathers are engaged in miscellaneous business. 17
Number educated, partially or entirely, in public schools 317
Number who, according to their own statement, would not
have attended any North Carolina College if they had not
become students of the Normal and Industrial School 246
THESE FIGURES SHOW :
1. That 32 percent., or nearly one-third, of the students of the past
year defrayed their own expenses, with borrowed money or with their
own earnings, and without help from parents.
2. That 63 per cent., or nearly two- thirds, would have attended no
other North Carolina college if they had not become students of the
Normal and Industrial School.
3. That 317 students, or 81 per cenr., received thfir preparation par-tially
or entirely in the public schools.
BOARDING ARRANGEMENTS.
Board in the dormitories has been furnished within the limit made
by law, that is, $8 a month. The cost of board during the first year
was $7.79|- a month, and during the second year $7,931. There are a
number of families living near the institution, the distance ranging
fi'om one hundred yards to a quarter of a mile, where board is furnished
at from $9 to $12 a month, the usual rate being $10 or $10.50. During
the first year the institution enrolled, besides local students, more than
sixty who boarded in private families; during the second year more
than one hundred.
While under the same general management, the boarding arrange-ment
for the students is kept entirely separate from the regular work of
the institution, there being no dormitory rooms in the main school-building.
No part of the State appropriations and revenues of the
24 Rejyort of Superintendent of Public Instruction.
institution proper, derived from other sources, can be used for boarding
expenses, nor is the institution allowed by law to make any profit on
the board furnished. There are three dormitory buildings under the
general care of a lady Principal, assisted by two other members of the
Faculty.
The institution employs as a member of its Faculty a woman physi-cian,
who teaches physiology, and who is the resident physician, both
for the students in the dormitories and for those who board in private
families, including the local patronage. While the health of the stu-dents
has been excellent as a rule, I desire to urge the necessity of a
good infirmary, separate from all other buildings. This is needed both
to promote the comfort of our patients, and for protection against epi-demics,
and panics caused by the fear of epidemics. It would also
lighten the work of the physician, and prevent the necessity of her
leaving the premises at night to attend any cases of severe illness which
might occur in private boarding-houses.
I wish to call your attention to another urgent need. Our dining-room
will accommodate only one-half of our dormitory students at once, and
ought to be enlarged as soon as it is possible for the Board of Directors
to find the funds with which to enlarge it. The dormitories will now
accommodate two hundred and seventy boarders.
As you are already aware, the porches which were a part of the orig-inal
design for the main dormitory building have never been added, on
account of our lack of funds.
FINANCES.
For your information on financial matters. I refer you to the state-ment
of the Bursar and Treasurer, showing the receipts and disburse-ments
of the institution for the period of two years, ending September
30, 1894. You will observe that the disbursements exceed the receipts
|1,262.82, which amount was overdrawn at the bank a few days before
October Ist. This was made necessary, partly, by the fact that the reve-nue
derived from the book rent for two years was not sufficient to pay
for the books and recitation apparatus necessary to carry on the work
of the institution. Book rents for the third year did not come in until
after October 1, and they have been used since then to balance the
overdrawn account, as well as to pay for the comparatively small addi-tion
of books the third year.
Moreover, it was thought by the Executive Committee that additional
recitation room was necessary, and it was decided to extend the wooden
dormitory so as to make four recitation-rooms on the lower floor,
and so that the second floor could be used to accommodate twenty addi-tional
tuition-paying students, thus bringing in an annual revenue of
This will pay very soon for the expense of the additional build-
Tloo Years Ending June 30, 1894-. 25
ing, furniture, etc., though the first year's receipts will not be equal to
the expense.
A part of this expense of building was incurred last summer, and had
to be paid out of last year's funds. The rest of the expense has been
met since October 1 with this year's* revenues, and the institution owes
no debts now which it cannot pay when they shall fall due.
With the present annual appropriation and probable receipts we can
pay our expenses for the present year, and have no indebtedness October
1, 1895.
It will not be possible, however, to do more than this. The dining-room
must remain unenlarged, and the porches, the infirmary and a
school-building for the Practice and Observation School, which is one of
our greatest needs, must remain unbuilt. Nor can there be any mate-rial
addition to our library.
I feel that I should refer to the need of a larger gymnasium, but will
not dwell upon it at this time.
I believe that it would be wise for the Board of Directors to present
these needs to the Governor in their report, calling attention to the fact
that the State has not been called upon to buy the land or erect the
buildings for the Normal and Industrial School; that the land belonging
to the institution was a donation to the State from private individuals;
that the brick buildings were erected and completed chiefly with the
money voted by the town of Greensboro, and by tuition fees from the
students; that the wooden dormitories are leased, one from the State
Board of Education and the other from a private individual, the rent
for both being paid with receipts from students' fees; and that, notwith-standing
the fact that the Board of Directors have used all their
resources to make the accommodations as ample as possible, yet it is
impossible to receive many applicants who desire to be admitted to the
institution.
The Normal and Industrial School belongs to the people of the State.
There is ample evidence that it has won their appreciation, and that
there was a genuine demand and need for the institution. I do not
doubt that the representatives of the people will carefully consider its
needs, and that they will do whatever seems proper and possible to pro-mote
its welfare.
Before concluding this report, I should like to express my high esti-mate
of the work done by the Faculty whom you have associated with
me, and also to thank the Board of Directors for its uniform courtesy
and consideration.
CHARLES D. McIVER,
December 14, 1894. President.
26 Report of Superintendent of Public Instruction.
TREASURER AND BURSAR'S REPORT.
State Normal and Industrial School,
Greensboro, N. C, December 12, 1894.
To the Board of Directors.
Gentlemen—As Treasurer of the Board of Directors, and Bursar of
the Institution, I beg to make the following statement of the moneys
received and disbursed for the two fiscal years beginning October 1st,
1892, and ending September 30th, 1894 :
RECEIPTS for the TWO YEARS.
1892. Balance on last quarter of State appropria-tion
through President of Board of Direct-ors
% 598 69
1893. Balance on first semi-annual State appropri-ation
4,769 84
1893. Second semi-annual State appropriation 6,250 00
1894. First semi-annual State appropriation 6,250 00
1894. Second semi-annual State appropriation 6,250 00
$24,118 03
1893. Special appropriation to pay indebtedness for
hot-water heating system, Thomas Wood-roflfe
contractor, etc $4,500 00
1894. Special appropriation to pay indebtedness for
hot-water heating system, Thomas Wood-roflfe
contractor, etc 4,500 00
9,000 00
1892-93. PeabodyFund $5,000 00
1893-94. PeabodyFund 8,000 00
8,000 00
1892-93. Tuition $2,146 00
1883-94. Tuition 4,727 00
6,873 00
1892-93. Amount received from rent of books.... $1,065 00
1898-94. Amount received from rent of books 1,866 00
3,931 00
1892-93. Physician's, physical culture and inci-dental
fees $1,490 00
1893-94. Physician's, physical culture and inci-dental
fees -- 2,614 00
4,104 00
1892-93. Single beds and piano rent $229 00
1893-94. Single beds and piano rent 185 00
414 00
1892-93. Rent of President's residence $180 00
1893-94. Rent of President's residence 180 00
360 00
Two Years Ending June SO, 189Jf,. 27
1892-93. Sundry cash, profit on laundry, receipts
from insurance companies, carriage hire,
drayage, etc $148 96
1893-94. Sundry cash, profit on laundry, receipts
from insurance companies, carriage hire,
drayage, etc 810 57$ 959 53
Totals $56,759 56 $56,759 56
DISBURSEMENTS FOR THE TWO YEARS.
1892-93. Faculty, eleven regular teachers $10,550 00
1893-94. Faculty, sixteen regular teachers 18.622 55
$24,172 55
1892-93. Books for use of institution, text-books
and Hbrary $2,027 69
1893-94. Books for use of institution, text-books
and library 1,359 84
3,387 53
1892-93. General Expenses—Servants' hire, car-penter,
printing, catalogues, postage,
stationery, electric light, water pipes,
sewer pipes, repairing, expenses inci-dent
to board meetings (no per diem),
etc - $2,407 53
1893-94. General Expenses—Servants' hire, car-penter,
printing, catalogues, postage,
stationery, electric light, water pipes,
sewer pipes, repairing, expenses inci-dent
to board meetings (no per diem),
etc 2,472 06
4,879 59
Indebtedness Paid—
Notes to Thomas Woodrofife, contractor, and part
interest $6,500 00
American Heater Company's note and interest... 2,079 62
To Thomas Woodroffe, contractor, balance on ac-count
3,000 00
11,579 62
Permanent Improvements—
Completing third story of brick dormitory, furni-ture,
tableware, range and kitchen furni-ture,
making accommodations for about one
hundred additional boarders in dormitories. $3,698 75
New brick kitchen, stable, servants' house, work
on grounds, hot-water boilers, baths and
labor on additional dormitory and reception
rooms 2,359 51
$6,058 26
28 Rejjort of Superintendent of PuUic Instruction.
Equipment—
Chemistry, Physics, CoQimercial, Domestic Science
and Art Departments, Practice School and
Gymnasium
Three pianos, one organ, office desks, chairs and
miscellaneous equipment ..
-
Vehicles, horses, harness, wagon and general im-plements
for work on premises
Insurance, three years
Interest for eighteen months paid on $9,000 of 4
per cent, bonds invested by the State Board
of Education in buildings and land, bought
from Pullen and Gray.. 540 00
Interest to Pullen and Gray before State Board of
Education invested their bonds
Other interest to carry notes at bank
Rent of Teague building, used for dormitory pur-poses
Fuel
Freight on school furniture ....
3,020 00
Two Years Ending June 30, 1894-. 29
COURSE OF STUDY FOR THE PUBLIC SCHOOLS.
I insert in this report a course of study for the ordinary
public schools in the State, prepared by my predecessor,
Hon. S. M. Finger. I take his scheme, in the main, and
publish it for the information of teachers and school officers.
The following course of shidy is intended to guide the teachers not so
much as to how much should be accomplished in this general system of
public schools, but more especially to guide them as to the order in
which the different books on our State list should be taken up.
The course supposes that the child enters school at six years of age
and attends regularly four months each year. If he has ordinary
capacity and good teaching, and especially if he is encouraged to read
and study at home during the long vacations—at least enough to hold
progress already made—this course can be fairly well accomplished as
laid down.
Every teacher should strive earnestly to have the pupils become inter-ested
in completing the steps year by year, and to secure such co-opera-tion
by parents as will induce them to buy for their children not only the
text-books as they are indicated by the course, but to get also for them
other entertaining books that will induce them to read. This reading
will not only 'give them information which they ought to have, but it
will give them a vocabulary and an ability to understand the language
in which their text-books and other books are written, and so enable
them the better to accomplish the coarse. If children do not advance
as rapidly as they should their parents may be as much at fault as the
teacher.
The age of the children will not always indicate what branches are to
be taken. Some children will be found less advanced than others who
are younger, and will have to take studies according to advancement
rather than age. But still the course of study will indicate what
branches ought ordinarily to be pursued at the same time as parallel
studies. Other children will be found who are advanced proportionally
more in one branch than in another, and the course will, perhaps, not
show what branches they ought to take as parallel studies. Under such
conditions there is opportunity for the exercise of the common sense of
the teacher, without which success is impossible.
If the teachers will carefully note what is specially intended they will
the more easily be able to classify the pupils and advance them.
1. An earnest effort is to be made to get the children to read under-standingly
at as early an age as pcissible. Hence the stress laid upon
the use of the Readers and Harrington's Speller in such thorough and
systematic way as necessary to give the children the meaning and use
30 Report of Superintendent of Puhlic Instruction.
of the words. In the early stages of the course this meaning is not to
be learned from definitions, but by actual use of the words in sentences.
2. The four fundamental rules in arithmetic are to be thoroughly
learned before the pupils are allowed to pass beyond them. At first the
children will not be able to read well enough to use an arithmetic, and
so the teacher will have to devise means to teach them something about
figures without the book in their hands.
As a rule, perhaps Sanford's Primary Arithmetic may be placed in
their hands when they begin the Third Reader. Of course, along with
this practice in the four fundamental rules the pupils must have some
practical examples. These can be made up by the teacher or be taken
from the books. It is, perhaps, needless to say that blackboards are
indispensable.
3. Penmanship is to be incidentally taught at the very beginning of
the course by the use of slate and pencil. Later it should be taught to
all the pupils by the use of pen and ink and copy-books.
In what has been said so far, attention to reading, writing and ele-mentary
arithmetic has been emphasized. The "three R's" are of first
importance, and every teacher should give special attention to the instruc-tion
of the smaller children in these fundamentals. It too often happens
that the smaller children in our ungraded county schools are neglected.
In the multiplicity of the work which the teacher has to do, he rather
inclines to bestow undue attention upon the more advanced pupils.
They ought to be more able to help themselves-than those less advanced.
A determined effort ought to be made by all teachers to advance the
smaller children, so that at as early a day as possible they may be able to
use the text-books intelligently and profitably. This accomplished, the
books on the different subjects should be put into their hands and lessons
assigned. At regular times (not necessarily every day in each study),
these lessons should be " heard " and thoroughly explained and enlarged
upon by the teacher.
4. Geography and history, in this course, occupy a prominent place.
All will at once see the reason for this. Certainly everyone should
know what kind of a world he lives in; what kind of people have lived
in it, and what kind now live in it; what they have made out of it,
and what they have done. One of the greatest mistakep some people
make is to lay little stress upon these branches as studies to be pur-sued
in the schools.
Our law does not specially contemplate the use of textbooks in the
natural sciences. All through the course, however, from the very
beginning to the end, the teacher should give instruction about Nature-all
objects which surround the children in such great numbers. While
the study of geography is pursued there is excellent opportunity for this
line of work. Teach the children to go through the world with their
eyes open, seeing everything and inquiring about everything.
Two Years Ending June 30, 189Jf.. 31
5. As to English grammar, two mistakes are made:
(a) A disposition to neglect it, if not entirely to eliminate it from the
school course; and
(b) An effort to place books on technical grammar in the hands of
children before they can comprehend the language in which they are
written.
This course of study indicates what is considered a proper place for
this very important study. Perhaps there is no branch that is more
diflScult to teach and that requires more effort on the part of the teacher.
But surely it has a place in a course, the main object of which should
be to give to every pupil the intelligent and fluent use of his own lan-guage—
the language in which he reads and conducts his ordinary busi-ness
orally and by letter-writing. It is conceded that much can be done
in this direction by language lessons, such as we have in our readers,
speller, and other books, but at the proper time the grammars must be
studied.
6. Instruction is to be given to all children orally, or from lessons
assigned them from text-books, when far enough advanced to use them,
relative to the preservation of health and the effects of alcoholic drinks
and narcotics. The course indicates a plan for this instruction, and
every teacher must give due attention to it.
7. The course is not laid down beyond sixteen years of age. At that
age the pupil is supposed to have gone over the branches usually studied
in the common-school course. If pupils desire to pursue other studies,
such as usually belong to a high-school course, the committees have
authority to arrange for them to be taught.
COURSE OF STUDY.
FIRST YEAR.
(Suppose that the child enters school at six years of age, and has no
knowledge of books.)
McGuffey's Primer, with slate; writing words on slite; making fig-ures;
counting, etc.
[Note.—The teacher in teaching reading should not confine himself to any one
method. A combination of the different methods is best, especially of the word
method and the alphabetical method. Begin with the word method, but as soon as
possible have the child write in script the letters and words, and spell orally,
using the names of the letters. When the child has advanced far enough he
should be taught all the diacritical marks and the different powers of the letters,
but there is danger of attempting too much of this in the first year of the course.
32 Report of Superintendent of Public Instruction.
SECOND YEAR.
Holmes' First Reader; Harrington's Speller, first twelve pages; writ-ing
on slate; addition and subtraction of numbers to ten, with some
simple examples given by the teacher, as time may allow.
THIRD YEAR.
Holmes' Second Reader; Harrington's Speller from page 13 to page 26;
addition and subtraction, not using numbers so large that the children
cannot readily comprehend them.
FOURTH YEAR.
Holmes' Third Reader; Harrington's Speller, from page 27 to page 50;
Sanford's Primary Arithmetic; the multiplication table perfectly learned.
FIFTH YEAR.
Holmes' Fourth Reader; Harrington's Speller, from page 51 to page 78;
Sanford's Primary Arithmetic—long division specially taught,
[NoTB.—It is presumed that the teachers will spend six hours in actual work
each day. At least half of this time should be given to the course as laid down
for the first five years. If this is done the pupils will have opportunity to lay a
good foundation, and the worls of the teacher in the course beyond the fifth year
will not be so much one of hearing recitations as of assigning lessons and seeing
that each pupil devotes a reasonable amount of time each day in diligent study
of each branch. The teacher should always be ready to help him over the rough
places, and he should hear at least two or three recitations each week by each
class. No teacher need fear results if he succeeds in enlisting earnest eflfbrts on
the part of his pupils.]
SIXTH YEAR.
Mrs. Spencer's First Steps in History; Sanford's Intermediate Arithme-tic
to multiplication of fractions; Maury's Elementary Geography to
page 62; Harrington's Speller, pait second, first twenty pagfs.
[Note.—It is to be presumed that during all the years that precede this year the
teacher has taught orally the first principles of geography. At this stage in the
course every pupil should have a dictionary and be taught how to use it, and
during the whole of the remainder of the course the dictionary should be freely
consulted.]
SEVENTH YEAR.
Maury's Elementary Geography, from page 62 to end; Harrington's
Speller, second part, from page 21 ti page 40; Sanford's. Intermediate
Arithmetic, from multiplication of fractions to the end.
Two Years Ending June 30, 189J^. 33
EIGHTH YEAR.
Hansen's U. S. History; Sanford's Common-School Arithmetic to page
156; Harrington's Speller, second part, from page 41 to page 65.
[Note.—In studying history some geograpliy should always be at hand as a
reference book.
J
NINTH YEAR.
Sanford's Common-School Arithmetic, from page 156 to page 279;
Harrington's Speller, second part, from page 65 to page 88; Harvey's
Elementary Grammar to False Syntax.
TENTH YEAR.
Harvey's Elementary Grammar completed; Sanford's Common-School
Arithmetic reviewed and completed; Maury's Manual of Geograpliy to
British America; Moore's N. C. History.
ELEVENTH YEAR.
Harvey's English Grammar, revised edition, to Syntax; Steele's Physi-ology
and Hygiene; Maury's Manual of Geography, completed; Higher
Arithmetic or Algebra.
"Good Health for Children" taught orally two lessons per week to
classes in Fourth Reader and to all children below Fourth Reader.
" Health Lessons for Beginners, ' until completed, in the hands of all
pupils above Fourth Reader, two lessons per week.
Besides the writing that the pupils will do on the slates and with lead
pencils, which should all the time be encouraged, the teacher should
have systematic work in penmanship for the vrhole school at least twice
a week.
Every teacher will take note of the fact that this course is not intended
to be rigidly adhered to, and it is not considered absolutely necessary
that every pupil thoroughly complete any step before he can take the
next, and no child should be kept from advancing to a higher branch of
study because others of his grade are not considered ready to go with
him. It is often best to let pupils take a step that is somewhat too high,
rather than discourage them by keeping them back too long.
While it is certain that a very large proportion of the children will
not be able to go to school long enough to complete this course, it is
believed that it is best to have something definite to work at—certain
books named and the order fixed in which they should be studied. It is
hoped that very many children will be stimulated to an effort to possess
and study all the books out of school as well as during the session.
Every teacher is earnestly requested to leave on record in his register
the branches pursued at the preceding session hy every pupil, so that his
successor may have the desired information in organizing the school.
34 Report of Superintendent of Public Instruction.
TEXT-BOOKS ADOPTED BY STATE BOAKD OF EDUCATION FOR USE IN
THE PUBLIC SCHOOLS.
The adoption of a series of books by the Board of Edu-cation
has practically brought about uniformity of text-books
in the ordinary public schools of the State, an end
much to be desired, and of great practical benefit to the
people and the schools.
It affords protection against improper and unfair books.
It enables the teacher \o have fewer classes and to give
better instruction. It largely decreases the number of
books necessary for any family to buy, and it also reduces
the price of the books, because better terms can be made
with the publishers. Uniformity also secures a saving of
money to people who move from one district or county to
another. The books carried with them are used in any
school which their children may attend.
It is purely a business matter in the interest of the pat-rons,
pupils and teachers of the public schools. The depos-itory
from which any dealer can order any and all books on
the State list is with the University Publishing Company, 43,
45 and 47 East Tenth street, New York City. The follow-ing
is the list and cash retail price to pupils, of the books
recommended and adopted :
Retail Contract Price.
Brand's Good Health for Children $ 20
Brand's Health Lessons for Beginners - 28
Eclectic Copy- Books. (Elementary.) Per dozen 86-^^
Eclectic Copy- Books. Per dozen lr-06 ^
^
Harper's New Graded Copy Books. Primary. 7 Nop. Per dozen 80 7 J,
Harper's New Graded Copy-Books. Gram. Sch'J. 8 Nos. Per dozen 1—06 ^(^
Harrington's Spelling Book 20
Harvey's Revised Elementary Grammar and Composition 4& V i_
Harvej's Revised English Grammar -W^J^
Holmes' First Reader, New Edition 15
Holmes' Second Reader, New Edition 25
Holmes' Third Reader, New Edition 40
Holmes' Fourth Reader, New Edition 50
Holmes' Fifth Reader, New Edition 72
Two Tears Ending June 30, 189^. 35
Retail Contract Price.
Hansen's School History of the United States $ 60
Hansen's Higher History of the United States 1 00
James' Southern Selections (Speech Book) 1 10
McGuffey's Revised Eclectic Primer 10
Maury's Elementary Geography 55
Maury's Revised Manual Geography, North Carolina Edition. 1 25
Maury's Revised Physical Geography 1 20
Moore's History of North Carolina 85
North Carolina Speaker. Cloth 50
North Carolina Speaker. Paper 40
North Carolina Writing Books. Per dozen 100
Page's Theory and Practice of Teaching 1 00
Sanford's Primary Analytical Arithmetic 20
Sanford's Intermediate Analytical Arithmetic 36
Sanford's Common School Analytical Arithmetic -.. 64
Sanford's Higher Analytical Arithmetic 85
Sanford's Elementary Algebra 1 00
Mrs. Spencer's First Steps in North Carolina History 75
Steele's Abridged Physiology 50
Stevens' History of the United States (Reference Book) 1 08
Swinton's Language Primer 28
Webster's Primary Dictionary 48
Webster's Common School Dictionary 72
Webster's High School Dictionary 98
Webster's Academic Dictionary 1 50
Webster's Counting House Dictionary 2 40
Worcester's Primary Dictionary 48
Worcester's New School Dictionary 80
Worcester's Comprehensive Dictionary 1 40
Worcester's Academic Dictionary 1 50
Worcester's Octavo Dictionary :... 3 40
Peterman's Elements of Civil Government 60
' -Singer's Civil Government in North Carolina and the United States 60
, > Scbool History of the Negro Race in America, by E, A. Johnson.. 75
" PEABODT FUND AND SCHOLARSHIPS AT NASHVILLE, TENN.
; , . The State has at the Peabody Normal College, Nashville,
-X* Tenn , twenty (20) scholarships, worth each $100 per annum,
for two years, tuition, and traveling expenses to and from
Nashville.
These scholarships are filled by the State Superintendent
under regulations made by the Institution. Examinations
36 Report of Superintendent of Public Instruction.
are held under the superv^ision of the State Superintendent
upon questions sent out by the President of the College.
The questions now embrace the branches named in our
school law and Elementary Algebra, two books in Geom-etry,
Addison's DeCoverly Papers and Irving's Sketch
Book, Beginner's Latin Book and Collar's Gate to Cassar.
The State Superintendent has no option to select the stu-dents
from the different counties, so as to give all the coun-ties
in turn the benefit of this fund, but he must be guided
by scholarship as shown by the examinations, and by the
physical health of the applicants and their purpose to make
teaching their regular profession. The object of the College
is to provide proficient teachers. No one need apply who
has not a well-determined purpose to make teaching a life-work,
and, to be successful, he must promise to teach at
least two years in the State.
The following is a list of scholarship students at the Pea-body
Normal College, Nashville, Tenn., who won scholar-ships
at competitive'examinations, July 20, 1893, for session
1893-'9tt
:
W. R. Freeman, Dobson, Surry County, N, C.
W. A. Goodman, Goodman, Anson County, N. C.
Alonzo T, King, "Wilmington, New Hanover County, N. C.
John D. MacRae, Fayetteville, Cumberland County, N. C.
Chas. S. Kirk, Unionville, Union County, N. C.
Miss Stella Passmore, Cary, Wake County, N. C.
Miss Canary Harper, Snowhill, Green County, N. C.
Miss M. D. Graham, Ridgeway, Warren County, N, C.
Miss Jessie Sharpe, Stem, Granville County, N. C.
Miss Nannie Woods, Hillsboro, Orange County, N. C.
Miss Daisy Crump, Tillery, Halifax County, N. C.
Miss Ida Montgomer}^, Raleigh, Wake County, N. C.
List of appointments made by Dr. Payne, President of
the College, from non-scholarship students at the College,
from North Carolina, paying their way one or more terms
:
Miss Ineva Gash, Calhoun, Transylvania County, N. C.
Alonzo C. Reynolds, Saiidy Mush,.Buncombe County, N. C.
Two Years Ending June 30, 1891i.. 37
Kufus P. Kirk, Palmerville, Stanly County, N. C.
Solomon M. Cheek, Whitehead, Alleghany County, N. C.
SCHOLARSHIP STUDENTS FOR TERM OF 1894-'95, APPOINTED BY
DR. PAYNE.
G. W. Chambers, Waynesville, Haywood County, N. C.
J. A. Kirk, Palmerville, Stanly County, N. C.
J. M. Noland, Palm, Haywood County, K. C.
Miss Lenoir A. Cook, Warrenton, Warren County, N. C.
Miss Sallie Boyce, Sardis, Mecklenburg County, N. C.
Miss Mary Elizabeth Holt,Goldsboro,Wayne County, N. C.
PEABODY FUNDS RECEIVED.
1893—Jan. 25. To check from Dr. J. L. M. Curry, agent $ 2,000 00
June 13. To check from Dr. J. L. M. Curry, agent.... 1,000 00
Aug. 6. To check from Dr. J. L. M. Curry, agent 600 00
Oct. 20. To check from Dr. J. L. M. Curry, agent... 1.000 00
TotaL... $ 4,600 00
Cr.
1893—Jan. 26. By check sent E. J. Forney, Treasurer Normal
and Industrial School, Greensboro, N. C.-.$ 2,000 00
By amount to Colored Normal Schools, as
shown by records of (his office 900 00
By amount paid for Institute work 700 00
Oct. 21. By check to E. J. Forney, Treasurer Normal
and Industrial School - 1,000 00
Total.. $ 4,600 00
PEABODY FUNDS RECEIVED.
1894—Feb. 23. To check from Dr. J. L. M. Curry, agent $ 1,250 00
Apr. 2. To check from Dr. J. L. M. Curry, agent.... 500 00
July 20. To chfck from Dr. J. L. M. Curry, agent 1,250 00
Total % 3,000 00
Cr.
1894—Feb. 28. By check to E. J. Forney, Treasurer Normal
and Industrial School $ 1,000 00
Apr. 6. By check to E. J. Forney, Treasurer Normal
and Industrial School - - 500 00
July 30. By check to E. J. Forney, Treasurer Normal
and Industrial School. 500 00
By amount to Colored Normal Schools 1,000 00
Total % 3,000 00
38 Re;port of 8ujperintendent of Piiblic Instruction.
SUMMARY OF STATISTICS.
SUMMARY OF RECEIPTS FOR 1893 AND 1894.
1893. 1894.
General poll tax 1248,032 61 $258,366 15
General property tax 365,728 28 383,550 06
Special poll-tax 2,748 34 2,626 54
Special property tax 1,075 58 1,000 62
Special property tax under local acts 11,487 70 11,756 69
Special poll-tax under local acts 1,883 40 1,566 51
Fines, forfeitures and penalties 21,270 39 18 48123
Liquor licenses 71,218 14 83,61398
Auctioneers ij-g
51 70
Estrays .— 13 q^ 35 ^q
Othersources 28,159 27 15,030 41
'^^^t^ls ...$751,608 11 1777,079 29
SUMMARY OF EXPENDITURES FQR 1893 AND 1894,
1893. 1894.
Tuition for whites $409,164 28 $418,798 03
Tuition for colored fl9,048 51 196,764 45
Houses for whites 45,073 52 36,350 58
Houses for colored. ... 18,017 80 17,54132
County Superintendents 20,055 41 18,737 39
County Institutes for whites... 886 02 800 86
County Institutes for colored 402 15 538 87
Treasurer's commissions 14,735 14 15 277 70
Mileage and per diem of Boards of Education. 5,534 18 4,882 38
Fuel for Board of Education, stationery and
postage 1,61147 1,958 75
Cityschools 38,217 19 29,72138
Other purposes 37,574 62 42,033 38
Total expenditures $790,320 29 ' $783,405 09
COMPARATIVE STATISTICS FROM 1884 TO 1894, INCLUSIVE.
Receipts for 1884 $580,311 06
Receipts for 1885 631.904 38
Receipts for 1886 670 671 79
Receipts for 1887 647 407 81
Receipts for 1888 670 944 73
Receipts for 1889 (8 months) 612,151 31
Receipts for 1890 721 ,756 38
Receipts for 1891 714 966 27
Receipts for 1892 775,449 63
Receipts for 1893 751,608 11
Receipts for 1894 777 079 29
Two Years Ending June 30, 1891f.. 39
CENSUS FROM 6 TO 21 YEARS OF AGE.
White. Colored. Total.
For 1884 321,561 193,843 515,404
For 1885 330,890 199,237 530,127
For 1886 338,059 209,249 547,308
For 1887 353,481 212,789 566,270
For 1888 363,982 216,837 580,819
For 1889—Not taken.
„ 1QQA ( Male ...190.423 \ o„^ ... Male .108,707 [ ^.n ^^, ^n^. ^.o
For 1890
j Female. 179,721 \
^^^'^^^ Female .107,817 \
^^^'^"^ ^^^'^^^
„ ,CQ, I Male ...196,156) ooA 710 Male ...107,376 ) 9,0 For Qr^q r^qi ^77 1891
j Female. 184,562 \
^^^'^^^ Female. 106,483 \
^^^'^^^ ^^*'^^'
„ ,QQo ( Male ...198,228 ) ^oa ^.^a Male ...106,021 \ ,,.. ^q^ ^q^, ^.n
For 1892
| Female. 188,332 [
^^^'^^^ Female. 105,675 }
'^^^'^^^ ^^^'^^^
For 1893 399,753 218,788 618,541
For 1894 389,709 212,191 601,900
ENROLLMENT.
White. Colored. Total.
For 1884 170,925 113.391 284,316
For 1885 185,225 112,941 298,166
For 1886 ...188,036 117,562 305,598
For 1887 202,134 123,145 325,279
For 1888 211,498 125,884 337,372
For 1889
"<- 189^
1 SaieilJtiS [
=i».^>» Saie::!;^^' [
"««' ^^-^^
For 1893 232,560 124,398 356,958
For 1894 235,486 123,899 359,385
AVERAGE ATTENDANCE.
White. Colored. Total.
For 1884 106,316 66,679 172,995
For 1885 115,092 70,486 185,578
For 1886 117,121 68,585 185,706
For 1887 124,653 71,466 196.119
Forl888 133,427 75,230 208,657
For 1889
For 1890 134,108 68,992 203,100
For 1891 120,747 71,016 201,863
Forl892 133,001 66,746 198,747
For 1893 142,362 74,417 216,779
Forl894 149,046 71,246 220,292
40 Re;port of Superintendent of Puhlic Instruction.
Average Length of School Terms.
For 1884 11.50 weeks for whites and 11.75 for colored.
For 1885 12
For 1886 11.75
For 1887 12
For 1888 12.80
For 1889
For 1890 11.85
For 1891 12.14
For 1892 12.66
For 1893. 12.81
For 1894 12.85
Average Salary of Teachers.
For 1886 white males, $26 23
" " 2510
" " 2568
" " 2580
....- " " 2503
" " 2620
" " 2646
" " 2553
For 1886 colored males, 24 69
For 1887.
For 1888.
For 1890.
For 1891
.
For 1892.
For 1893.
For 1894.
For 1887.
For 1888.
For 1890
For 1891
For 1892.
For 1893.
For 1894
24 10
22 67
22 72
22 32
23 33
23 33
23 08
11.75
Two Years Ending June 30, 189Jf,. 41
1892—For whites $ 636,525 00
1892—For colored 255.839 00
Total in 1892 $ 892,364 00
1893—For whites $ 785,637 34
1893—For colored 269.147 60
Total in 1893 $1,054,784 94
1894—For whites - $ 817,148 08
1894—For colored 301.149 80
Total in 1894 $1,118,297 88
NUMBER OF PUBLIC SCHOOLHOUSES.
1888—For whites - 3,779
1888—For colored 1,766
Total in 1888 - 5,543
1890—For whites - 3,973
1890-For colored 1,820
Totalin 1890 5,793
1891— For whites ... 4,034
1891—For colored 1,779
Total in 1891 - 5,813
1892—For whites ..4,168
1892—For colored 1,992
Totalin 1892 6,160
1893-For whites 4,271
1893—For colored (five counties not reporting). 1,942
Total in 1893 6,213
1894—For whites 4,356
1894—For colored (three coilhties not reporting) .2,010
Totalin 1894 6,366
NUMBER OF PUBLIC SCHOOLS TAUGHT,
1888—For whites 4,438
1888—For colored 2,317
Totalin 1888 .6,755
1890—For whites 4,508
1890—For colored 2,327
Totalin 1890 6 835
4
42 Report of Superintendent of PuhliG Instruction.
1891—For whites 4,574
1891—For colored 2,260
Total in 1891 6,834
1892—For whites 4,603
1892—For colored 2,376
Totalin 1892 6,979
1893—For whites 4,599
1893—For colored 2,219
Total in 1893 6,818
1894—For whites 4,811
1894—For colored 2,296
Totalin 1894 7,107
NUMBER OF DISTRICTS.
1888—For whites 4,763
1888—For colored 2,031
Totalin 1888 6,794
1890—For whites 4,893
1890—For colored 2,289
Totalin 1890 ..7,182
1891—For whites 4,926
1891—For colored 2,302
Totalin 1891 7,228
1892—For whites 5,168
1892—For colored 2,387
Totalin 1892 7,555
1893—For whites (four counties not reporting) 4,937
1893—For colored " " " 2,296
Totalin 1898 7,233
1894—For whites (three counties not reporting) 5,123
1894—For colored " " " 2,424
Totalin 1894 7,547
STATISTICS OF NORMAL SCHOOLS FOR 1893-94 FOR COLORED RACE.
Attendance at Franklinton 215
Attendance at Salisbury 236
Attendance at Goldsboro 277
Attendance at Plymouth 301
Attendance at Elizabeth City 299
Attendance at Fayetteville 236
Total 1,564
Two Years Ending Jmie 30, 189If.. 43
INSTITUTE WORK.
The $4,000 per annum appropriated by Chapter 200, Laws
of 1889, was, by Chapter 139, Laws of 1891, applied to the
support of the Normal and Industrial School for White
Women, located at Greensboro, N. C Since the opening
of said school in October, 1892, no State fund has been
available for Institute work in the counties.
During the summer of 1893 I expended $700 for Institute
work in Johnston, Pitt, Greene, Wilson, Onslow, Jones,
Robeson and Richmond—Institutes for both races, con-ducted
by Mr. M. C. S. Noble, of Wilmington, and by Mr.
Alex. Graham, of Charlotte ; Lincoln, for white teachers, by
Frank H. Curtiss, of Shelby ; and Cabarrus, for both races,
and in Guilford County $50 of the above amount was
expended for a four weeks' Normal Institute for Colored
Teachers, conducted under the supervision of Mr. B. F. Blair.
A report of this work is submitted, except the work of
the Institute in Cabarrus County, for which I have not
received a forrrtal report. The Institute reported, infor-mally,
through Jas. P. Cook, County Superintendent, who
had it in charge, that much good was accomplished for
both white and colored teachers.
The funds for this work were furnished by Dr. J. L. M.
Curry, Agent of Peabody Fund.
Dr. Curry, to whom I applied for aid for Institute work
in 1894, refused the aid on the ground that the Board of
Trustees of the Peabody Fund had uniformly acted on the
principle of granting appropriations only where the State
granted appropriations for such work. North Carolina
having discontinued her aid for this work, the Trustees
must be consistent and withhold their aid.
44 Report of Superintendent of Public Instruction.
REPORTS OF INSTITUTE CONDUCTORS.
Wilmington, N. C, September 4, 1893.
Hon. John C. Scarborough, Sxiipt. Public Instruction,
Raleigh, N. C.
Dear Sir—We hereby submit our report of the Teachers' Institutes
held by us under your direction during the months of July and August
of this year. In those counties where Institutes were held for both
races, the exercises were conducted in separate buildings.
ENROLLMENT.
WHITE RACE. COLORED RACE.
County. Males. Females. Total. Males. Females. Total.
Johnston 58 37 85
Pitt ...17 55 73 33 30 43
Greene 3 18 30 11 13 33
Wilson 37 8 35 16 15 31
Onslow-Jones... 36 39 75 18 7 35
Robeson 33 33 56 26 17 43
Richmond 8 16 24 10 14 34
Total number white teachers 367 Total colored teachers. .188
Total number of both races 555
The Institute in Johnston, for whites only, was conducted by Mr.
Noble, w^ho, on the afternoon of July 6, delivered an address to the
colored citizens and teachers of that county. The Robeson Institute
was conducted by Mr. Graham and Mr. Mclver, President of the State
Normal and Industrial School for Girls. County Superintendent Mc-
Alister did all in his power to make the Institutes successful. He not
only wrote to every teacher urging him to be present, but he requested
every minister in the county to give notice of the Institutes and the
addresses on Friday. More than one thousand of each race assembled
on Friday to hear the addresses delivered by yourself and Mr. Graham,
Mr. Mclver having been called home on Wednesday by sickness in his
family. We estimate that the total number addressed by us in our
Friday meetings was four thousand.
In counties where an Institute was conducted for both races, we
divided the time equally between them—one of us working with the
white teachers, while the other worked with the colored teachers.
We believe that you were most fortunate in being able to provide
Institutes for the colored people this year. The eagerness with which
Two Years Ending June 30, 1894. 45
they listened to us was strong proof of the wisdom of providing for
them. This same eagerness for instruction stimulated us to do our very
best for those who are to teach the colored youth in the counties visited
by us. We are glad to report that although we labored in much of the
territory known as the black district of our State, yet the white people
are, as a rule, kindly disposed to Negro education.
The time for holding an Institute—one week—being so short, our
object was to teach methods rather than subjects. The public school
teacher has many pupils to teach during a short school term. It is to
his interest, then, to learn how to do the most teaching in the least time.
We therefore tried to so shape our work as to give him the benefit of
those methods that we had, in our own schoolroom experience, found
to be of value in teaching the public school branches systematically,
accurately, and rapidly.
In all the counties above reported, we found a growing interest in
popular education. It is true that some of our citizens do not take the
aggressive interest that they should, but the great majority of our peo-ple
is on the side of the children. Many of our most talented young
men and women are to be found teaching in the public schools, and a
scholarship in our colleges and Normal schools is eagerly sought after
by those who wish to devote themselves to teaching as a life work.
Onelow and Jones united and held a joint Institute at Richlands in
the former county. In Richlands we found more practical enthusiasm
for education than we had met with before. The citizens furnished free
board not only to teachers but to visitors. This is an example that other
counties would do well to follow. Much of the success of the Onslow-
Jones Institute is due to the untiring efforts of Superintendent E. M.
Koonce, who personally interested the citizens and thus secured free
entertainment for the teachers and visitors. One great object of the
Institute is to reach the people, and we believe that there are prosperous
neighborhoods in many counties that would offer free entertainment for
the sake of having the teachers with them. In this way many citizens
could be reached and interested that have heretofore not attended any
of the exercises of the Institutes.
We are glad to report that we had good audiences to hear us on Fri-days
when we addressed the people on the subject of public schools.
We desire to thank you for being with us during these Friday exercises
in Johnston, Wilson, Onslow, Robeson and Richmond, and addressing
the people for us. Your personal interest, as manifested by your pres-ence
and earnest speeches, aided us a great deal in our work and greatly
pleased the people. At every Institute, both white and colored, resolu-tions
were passed thanking you for your active interest in education,
and Hon. J. L. M. Curry, General Agent of the Peabody Fund, for his
thoughtful care of the teachers—providing funds for the work.
46 Report of Superintendent of Public Instruction.
We thank you for the confidence that your appointment of us for
this work showed, and the oounty superintendents and citizens for the
kindly manner in which we were received. We are
Your obedient servants,
ALEXANDER GRAHAM.
M. C. S. NOBLE.
Shelby, N. C, September 5, 1893.
Hon. Jno. C. Scarborough, Stale Supt. Public Instruction,
Raleigh, N. C.
Dear Sir—On August 28th, 1893, 1 went to Lincolnton to hold a State
Institute for Lincoln County. Owing to the terrible storm which was
then sweeping the south Atlantic coast, it was impossible to hold a ses-sion
of the Institute on that day ; but I was present, and had everything
in readiness for work the next day.
I was compelled to conduct the Institute alone, but received valuable
assistance from the teachers, and from the acting County Superinten-dent,
Rev. R. Z. Johnston, who labored with most commendable zeal
to make the Institute a success.
There was a large attendance of teachers during the entire week, and
the interest seemed to increase rather than to abate as the meeting pro-gressed.
The State Superintendent came on Wednesday and made an
address to the teachers and citizens present. Fifty-nine teachers were
in attendance. This was most gratifying, as there are but fifty-six pos-sible
school districts in the county. The attendance of visitors was
most satisfactory, and speaks well for the educational interest mani-fested
by the citizens of Lincolnton.
Owing to there being no session on Monday, it was thought best to
continue over Saturday. On Saturday evening addresses were made
by the County Superintendent, the Institute Conductor and othefs, the
courthouse being well filled on that occasion.
On Monday, September 4th, an examination for State certificates was
held, and fifteen applicants presented themselves. Of this number ten
were successful, and secured high first-grade State certificates.
I shall ever remember with a great deal of pleasure my Institute work
at Lincolnton, and I am grateful to you for the appointment ; to Rev.
R. Z. Johnston for his hearty co-operation and earnest and successful
endeavors to make the Institute a success ; to the teachers for their
hearty sympathy and assistance, and to the good people who contributed
so much by their presence to make the Institute one of the most inter-esting
and profitable which it has ever been my good fortune to con-duct.
Respectfully yours,
FRANK H. CURTISS.
Two Years Eliding June 30, 189Jf. 47
REPORT OF GREENSBORO NORMAL INSTITUTE FOR COLORED
TEACHERS.
To the State Superintendent of Public Instruction.
The Greensboro State Normal for Colored Teachers opened in the
Colored Graded School Building No. 2, in South Greensboro, on the 3d
of July, 1893, with a fairly good attendance, which gradually increased
until it reached something over one hundred before the close of the
session.
Fifteen counties of our State were represented, but the difficulty of
getting money to pay board and traveling expenses prevented a number
of teachers in the more remote counties from attending, who would
otherwise have done so. Those who did attend manifested much inter-est
and seemed to be sincere and earnest in trying to gain information
and become more thorough and efficient as teachers.
The work of the Normal consisted of imparting the best and most
effective methods of teaching, and also real class- work in the various
branches, including sounds of letters, spelling, reading, geography,
grammar, arithmetic, physical geography, physiology, history and
political economy.
This we do, because many of the colored teachers are not as thorough
in the common school branches as they should be. We had a strong
and efficient teaching force, made up of two white and two colored
instructors, all college graduates, having the degree of A. M., except one
of the white teachers, who, nevertheless, is a most excellent and efficient
Normal instructor,
The deportment of those in attendance was uniformly good, and a
sincere appreciation of the work done was manifest.
Respectfully submitted,
B. F. BLAIR,
August 12th, 1893. Superintendent,
INSTITUTE WORK BY FACULTY OF THE NORMAL AND INDUS-TRIAL
SCHOOL.
Under the provisions of Section 6, Chapter 139, Laws of
1891, I, as chairman of the Board of Directors of the Nor-mal
and Industrial School, arranged for holding Teachers'
Institutes by the male members of the Facnltj of said school,
as follows
:
In 1893, the president, C. D. Mclver, held Institutes in
48 Report of Superintendent of Puhlic Instruction.
Cherokee, Swain, Macon and Haywood counties and aided
in the Institute held by Mr. Alex. Graham in Robeson
County,
These Institutes were well attended by teachers and citi-zens
who came in large numbers to hear the discussions on
school management and teaching and the addresses on pub-lic
education. I was with President Mclver in a part of
this work and testify to his zeal and wisdom in it.
In 1894 he was appointed to hold Institutes in ]^ash,
Sampson, Rockingham, Rowan and Guilford counties. He
held the Nash and Sampson Institutes, but was compelled
to recall the other appointments on account of sickness.
I publish the reports of Professors Claxton and Joyner,
as follows:
Hon. John C. Scarborough, Raleigh, N. C.
Sir—I send you the following brief statistics of my Institute work.
In the summer of 1893 I held four Institutes, as follows:
Rowan County, teachers present 125
Catawba County, teachers present 117
Caldwell County, teachers present 40
Watauga County, teachers present 23
While in Watauga it rained very hard every day and it was impos-sible
for many of the teachers to attend.
I was alone at all these places. By the choice of the teachers, as well
as in accordance with my own judgment, I held one session a day, from
9 A. M. to 1:30 p. M.
Before going to Salisbury I held an Institute in Iredell for the County
Board of Education. There was an attendance here of 95 teachers.
In 1894 I spent the month of July in the summer school at Chapel
Hill. I then held seven Institutes, as follows:
July 30-August 3—Davidson: Teachers, 117; males, 87; females, 30.
Average daily attendance of visitors, 50; attendance at Friday's speak-ing,
200. Certificates, 4; males, 3; females, 1.
August 6-10—Stanly: Teachers, 90; males, 63; females, 27. Daily
attendance of visitors, 80; Friday's speaking, 300. Certificates 4; males,
4; females, 0. (Ten of the teachers enrolled were Negroes. They
attended regularly and appeared to be interested.)
August 13-17—Mecklenburg: Teachers, 56; males, 32; females, 34.
Daily visitors, 15; no speaking on Friday. Certificates given, 1; males,
1; females, 0.
Two Years Ending June 30, 1891^. 49
August 20-24—Gaston: Teachers, 65; males, 38; females, 27. Daily
visitors, 85; Friday's speaking, 175. Certificates given, 1; males, 1;
females, 0.
August 27-31—Iredell: Teachers, 111; males, 61; females, 50. Daily
visitors, 200; Friday's speaking, 300. Certificates given, 1; males, 0;
females, 1.
September 3-7—Burke: Teachers, 40; males, 24; females, 16. Daily
visitors, 10; Friday's speaking, 200. Certificates given, 0.
September 10-14—Rutherford: Teachers, 50; males, 32; females, 18.
Dailv visitors, 150; Friday's speaking, 250. Certificates given, 2; males,
2; females, 0.
In Stanly and Mecklenburg I was assisted by Superintendent Alex.
Graham, of Charlotte, whose ability as a teacher and as an Institute
Conductor is well known, both to yourself and to all who have been so
fortunate as to hear him. You were present yourself in Stanly and
added greatly to the value of the Institute by a number of talks on edu-cational
questions.
At all of these places two sessions were held each day—one from 9:15
A. M. to 12:15 P. M., and one from 2 to 4:30 P. M. The afternoon session
was always held on Friday and was usually well attended. Unfortu-nately
the Monday morning sessions were, as a rule, poorly attended.
Superintendents and teachers seem not to understand that the Institutes
require the same prompt and regular attendance demanded by any other
business.
Yours very truly,
P. P. CLAXTON.
Hon. John C. Scarborugh, Raleigh, N. C.
Dear Sir—During the summer of 1894, in accordance with the appoint-ments
made for me by you, I conducted Teachers' Institutes in the
counties of Duplin, Wayne, Lenoir, Carteret, Chatham and Randolph.
About four hundred teachers attended these Institutes. In most of
the counties visited by me the interest manifested in the work of the
Institute by the teachers and the public was gratifying and encourag-ing.
Teachers and superintendents were faithful and earnest in the
discharge of their duties. It was my constant purpose to make my
work with the teachers as suggestive, stimulative and practical as pos-sible.
Respectfully.
J. Y. JOYNER.
60 Re2)ort of Superintendent of Puhlic Instruction.
NOKMAL DEPAKTMENT OF THE CULLOWHEE
HIGH SCHOOL.
The Legislature of 1893 provided for the establishment
of a Normal Department in the Cullowhee High School,
located in Jackson County, by the enactment of the follow-ing
statute—chapter 120 (Private Laws of 1893):
An Act to Amend Chapter 170, Private Laws 1891, Amending
Charter o^ the Cullowhee High School.
The General Assembly of North Carolina do enact :
Section 1. That section one, chapter one hundred and seventy, Private
Laws of 1891, be amended by adding at the end of said section the fol-lowing:
" And there shall be established in connection with said High
School a Normal Department to fit and train young men and women for
the position of teachers in the public schools of the State, and the sum
of fifteen hundred dollars is annually appropriated for this purpose.
Said Normal Department shall be under the supervision of the Superin-tendent
of Public Instruction of the State, and said Superintendent shall
have power to prescribe rules for the regulation and management of the
same. Said Superintendent shall also have power, upon being satisfied
that said Normal Department is inefficient or unnecessary, to discontinue
the same, and the appropriation herein provided for shall thereupon
cease. The Principal of said High School upon the completion of the
prescribed course in the Normal Department shall grant certificates
which shall entitle the holders to teach in any of the schools of the State,
subject to the general school laws of the State as to character, which
certificates shall be good for three years, subject to examinations upon
branches that may be subsequently added to the public school course:
Provided, that all young men and young women who are preparing
themselves for teachers shall pay no charges for tuition.
Sec 2. That this act shall be in force from and after its ratification.
In the General Assembly read three times, and ratified this the 27th
day of February, A. D. 1893.
The Normal Department provided for in the statute
quoted was organized in August, 1893, and, in connection
with said High School, was opened for work for the fall
term of the session of 1893-'94.
Two Years Ending June 30, 189J^. 51
The following gentlemen were selected by me to act as a
Local Board of Managers for said department: D. D.
Davies, Chairman ; Wm. Wilson, W. A. Henson, R. L. Wat-son,
J. D. Coward, T. A. Cox, L. J. Smith, R. H. Brown,
W. C. Norton, Walter E. Moore, C. C. Cowan and M.
Buchanan.
These gentlemen elected Mr. M. Buchanan as Secretary
and Treasurer, to hold and disburse the funds appropriated
by the act of Assembly.
They also elected Mr. E. P. Mangum, a graduate of the
University of North Carolina, as teacher in charge of the
Normal Department, in connection with Mr. R. L. Madison,
in charge of the High School, who did the preparatory and
academic work, teaching United States history, physical
geography, higher lessons in English, higher arithmetic,
algebra, physiology and Latin, aided by Mr. Mangum—Mr.
Mangum doing specially the professional work in school
organization, management and discipline, the laws of teach-ing,
with history and science of education.
The enrollment for the session of 1893-94, in the profes-sional
classes, was twenty-seven.
At the close of the first year's work the Principal of the
Cullowhee ELigh School, acting with the teacher in charge
of the Normal Department, granted first-grade certificates,
under the law, to twelve students of the department, upon
a written examination, in the following -studies
:
Spelling, Reading, Writing, English Grammar, Geogra-phy,
Elementary Physiology and Hygiene, History of North
Carolina, History of the United States, Elementary Algebra,
Physical Geography, Elementary Physics, Lessons in Eng-lish,
Theory and Practice of Teaching, Art of School Man-agement,
Principles of Education, History of Education,
Lectures on Science and Art of Teaching, and Psychology
Applied to Teaching.
52 Rejport of Superintendent of Public Instruction.
The following is the form of the certificate
:
STATE OF NORTH CAROLINA,
CULLOWHEE HIGH SCHOOL,
JACKSON COUNTY.
.189.
TEACHERS' FIRST-GRADE CERTIFICATE.
Three Years.
- having completed the course of study-in
the Normal Department of the Cullowhee High School, embrac-ing
the following branches of learning :
Spelling, Reading, Writing, Arithmetic, English Grammar, Geogra-phy,
Elementary Physiology and Hygiene, History of North Carolina,
History of the United States, Elementary Algebra, Physical Geography,
Elementary Physics, Lessons in English, Theory and Practice of Teach-ing,
Art of School Management, Principles of Education, History of
Education, Lectures on Science and Art of Teaching, and Psychology
Applied to Education
—
We are satisfied that has knowledge of all these branches
sufficiently thorough and accurate to enable satisfactorily
to teach in the most advanced public schools of the State ; and having
satisfactory evidence of good moral character, we grant
this First-Grade Certificate, which entitles to teach in the
public schools of any county in the State, and is valid for Three Years
from its date.
This Certificate is issued in accordance with Chapter 120, Private
Laws of N. C, 1893.
Principal of CuUoivhee High School.
Teacher in Charge of Normal Department.
I present below the report of Mr. Mangum to the Local
Board of Managers for the first year of the Normal Depart-ment
work, closing May 17th, 1894. This was turned over
to me as the report of the Board, it being approved by said
Board
:
To the Board of Directors, Normal Department,
Cidloivhee High School, Cullowhee, N. C.
Gentlemen—I have the honor, herewith, to submit to you my report
of the work done in the " professional year" of this department during
the past session.
Two Years Ending June 30, 189If.. 53
In my report for the fall term of 1893, rendered to your body on Jan-uary
12th, 1894, I mentioned the difficulties under which we were
laboring, and called your attention to some facts which I considered to
be of paramount importance to the full success of this work. During
the past term we have struggled on, hampered by the same difficulties,
but I am glad to say that I believe much good has been accomplished.
The spirit of deep earnestness and determination which was manifested
by the pupils during the fall has, if anything, increased during this
term, and the amount of work done by the pupils, under the adverse
conditions of equipment, reflects great credit upon them.
In behalf of those who will next year have to enter upon this " pro-fessional
work," I beg you to provide for some necessary equipment in
this department, which will make the work much more serviceable and
instructive to the pupils, and far more satisfactory to their instructor.
The course of "professional reading" has been rather limited. The
books of my own private library, together with the few which the
pupils have been able to purchase, have furnished the only available
source for this work. A " teachers' library " is much needed to make
this part of the work more beneficial.
Since January 1st instruction has been given regularly upon the
course in full, and those pupils who leave us this year, with their cer.
tificates of graduation in their possession, go forth with a wider and
more intelligent knowledge of the duties of their profession, and of the
great principles upon which this profession rests. This knowledge is
not entirely theoretical, but has also been gained by the practical appli-cation
of those principles in actual daily teaching. I do not mean to
say that these pupils are now " professional teachers," but that they are
far better prepared to do the work in our public schools, and at the
same time to wield an educational influence over the communities in
which they may work, than the great majority of those now engaged
in teaching our public schools.
They are yet to prove themselves "teachers," and I sincerely trust
that their labors may reflect honor upon this Normal Department here,
as well as upon themselves.
During the entire session there have been twenty-seven pupils enrolled
in this department, fourteen have beep regularly appointed by their
County Superintendents, while the others are appointees at large.
Twelve have completed the full " professional course," have passed sat-isfactory
examinations upon the subjects required, and have been
granted State Certificates. Only six of the fifteen counties of this
Congressional District have been represented, and only Haywood, Bun-combe
and Jackson have had their full representation.
All pupils in the " academic year " should review Arithmetic, Geog-raphy,
and History of the United States and of North Carolina, as the
great majority of those who come here for this work are deficient in
54 Report of Superintendent of Public Instruction.
these branches, and have no time to review them properly unless it be
required of them.
I have the best interests of this work deeply at heart, and desire to
see it grow and fully develop into an instrument of power and good in
the educational work of Western North Carolina, and of the whole
State.
In closing this year's work, I desire to thank you all, and the principal,
teachers and officers of this school, for all kindnesses rendered me, and
I ask of all a deeper interest in this work of education, that it may
steadily grow and prove of inestimable benefit to all our people.
Respectfully submitted,
E. P. MANGUM,
May 15th, 1894. Superintendent.
Approved by order of the Local Board of Managers :
D, D. DaVIES, Chairman,
M. Buchanan, Secretary.
I sent to Mr. Buchanan, Secretary and Treasurer of the
Local Board of Managers, the following sums on dates
given :
Septembers, 1893 |750 00
February 1, 1894 750 00
11,500 00
This sum was expended by him, on the orders of Local
Board of Managers, as follows
:
Paid E. P. Mangum, salary, fall session, 1893 $500 00
Paid E. P. Mangum, salary, spring session, 1894 500 00
Total paid Mangum $1,000 00
Paid R. L. Madison, services teaching Normal students
in High School, fall session, 1893 $250 00
Paid R. L. Madison, services, etc., spring session, 1894.. 250 00
Total paid Madison 500 00
$1,500 00
At close of spring session, 1894, the connection of Mr.
E. P. Mangum with the l^ormal Department ceased.
Mr. B. B. Brow^n, of Buncombe County, who is a grad-uate
of the Peabody Normal College of Nashville, Tenn.,
was elected by the Local Board of Managers, on my recom-
Two Years Ending June 30^ 189Ip. 55
mendation, to take charge of the department. The session
of 1894-'95 is now in progress, and a full report of the
work cannot be made to the Legislature of 1895.
I am in receipt of a report for the fall term of the present
school year, made at my request, for the information of the
members of the Legislature. This report was forwarded
by Mr, D. D. Davies, chairman, and is as follows
:
CuLLOWHEE High School,
December 21, 1894.
The President and Members of the Board of Managers,
Normal Department, Cullowhee High School.
Gentlemen—I have the honor to submit herewith a report on the
academic work of the Normal Department of the Cullowhee High
School for the fall term, ending December 31, 1894. I have ventured to
offer, in connection with the facts relating to the academic work, a few
general observations and comments which the board may find of interest
and value.
During the past term thorough work has been done in the following
branches: Arithmetic, political and physical geography, elementary
algebra, United States history, English grammar and spelling. Next
term, in addition to the branches just enumerated, instruction will be
given in physiology and hygiene, elementary physics, higher English,
North Carolina history, dictionary and reading. The half-year exami-nations
were conducted during the last week of the fall term. In both
the academic and professional work thoroughness has been emphasized
and insisted upon, and, as a result, much excellent work has been done
and the students have become impressed with the fact that nothing but
sound and accurate scholarship will be recognized by the department in
awarding certificates.
One of the strongest arguments for the existence of such an institu-tion
as our Normal Department lies in the deplorable lack of qualifica-tions
in most of our country teachers, and in the consequent imperfect
and superficial work done by the average country free school. Nearly
all of the young people who come to us are the products of the free
school, and nearly all of them are deficient in the rudiments of the com-mon
school branches. Poor teaching, short terms of schools, irregular
attendance, are responsible. The only remedy is the establishment and
proper maintenance of Normal Schools; for through the cultured and
enthusiastic teacher must ultimately come our needed educational
reforms. Put a well qualified, diligent teacher in the poorest district of
the State and, besides doing thorough work in his classes, he will accom-plish
very much by increasing the average attendance, by influencing
56 Report of Svperintendent of Puhlie Instruction.
the people to supplement the school term, by arousing parental interest
and childish ambition, by improving manners and morals of the young,
by educating public sentiment in favor of better provisions for educa-tion,
by inspiring respect for the office of the teacher, and by engender-ing
community and State pride.
I think that I am safe in saying that the experimental period has now
passed, and we are entering upon that era of prosperity and usefulness
which the department was designed to enjoy and accomplish. There
are many considerations which justify this opinion, and I beg leave to
bring a few to your notice.
The department has enrolled the present term, to date, twenty-eight
students. The area of patronage has been enlarged, Cherokee and Gra-ham
being represented for the first time through appointment of their
respective county superintendents. Letters of inquiry from county
superintendents and others in Madison, Henderson and Clay lead us to
expect representation from those counties after Christmas. It will be
noticed that the present enrollment is three greater than the total enroll-ment
of last session. All of the students who did not graduate from
the department last May have re enrolled except one from Macon Countj,
who is compelled to defer his return until next year.
Of the twelve students who were given three-year certificates last
May, all entered upon teaching last August except one. From all of
those who have taught or are still teaching come the most gratifying
reports. Some report that they have increased the average attendance
to a point never before known in their districts, some have induced the
people to supplement the public term with several months of subscrip-tion
school, some have pleased their patrons so well that they have been
already offered the same schools for next fall, and all are enthusiastic
and have achieved success beyond expectation.
It may be pertinent to add in conclusion somewhat regarding the pro-visions
made by the Cullowhee High School for the Normal Department.
A commodious one-room structure has been set apart for the use of this
department. The building is neat and attractive in appearance, nicely
painted, and having a bay-window at each end. Besides the light thus
afforded there are four other large windows. The room is double-floored
and the walls are neatly plastered. It is, perhaps, the best
heated, lighted and furnished schoolroom west of Asheville, About
seventy-five dollars' worth of handsome patent desks have recently
been purchased and set up.
The High School allows any Normal student to take any study not in
the Normal course free of charge, and provides students from the pri-mary
department for practice classes.
With the approval of the State Superintendent thirty-eight volumes
have been purchased as the nucleus of a " teachers' library," and to this
about as many more have been added by private gift. Additional nee-
Tivo Tears Ending June 30, 189Jf. . 57
essary apparatus will be purchased at the beginning of the next term,
which will constitute altogether a very complete equipment.
I take the liberty to bear testimony to the ability, zeal, and fruitful
labors of Mr. B. B. Brown, principal Normal Department. He is
unquestionably the right man in the right place. He is popular
with his students and possesses that rare faculty of " getting the
most out of them." While the most important part of his professional
work (psychology and its application to teaching, lectures, " practice
teaching," etc.) does not come until the spring term, he has, neverthe-less,
done excellent work in theory and practice of teaching and in
directing the reading of his pupils in " professional " literature. Besides
this, I take pleasure in acknowledging Professor Brown's readiness to
perform any and every duty which might in any way contribute to the
good of the department, the reputation and prosperity of the school,
and the improvement of the students.
Believing that the facts which I have presented are all encouraging
indications of better things, a number of which will be accomplished
this session, and feeling that the past achievements and the present pros-pects
entitle the department to take honorable rank among the perma-nent
educational institutions of our State, I have the honor to be,
With great respect.
Your obedient servant,
ROBT. L. MADISON,
Principal of the Culloivhee High School.
Painter, N. C, December 25, 1894,
To the Board of Managers, Normal Department,
Cullowhee High School.
Gentlemen—As the half-year of session of 1894-'95 has expired, I
desire to make the following report:
The enrollment of the Normal Department up to date is twenty-eight,
representing the following counties: Haywood, Jackson, Transylvania,
Macon, Swain, Graham and Cherokee. The indications are that this
enrollment will be greatly increased with the beginning of the next
term. A canvassing trip has been made by the teacher in charge over
a part of the district in the interest of the school. The results of this
trip are not yet fully known, but it bids fair to be of great benefit.
The academic work of the department has been divided between the
teacher in charge and the principal of the Cullowhee High School. The
class has completed the professional work; Page's Theory and Practice,
and a short course of professional reading.
A good start toward a professional library has been made by appro-priation
of the board. This has been increased by donations until it has
become a respectable collection. The Normal Department has at all
5
58 Report of Superintendent of Public Instruction.
times been generously dealt with by the High School in the matter of
furnishings and building.
As teacher in charge, I must mention the individual favor shown the
Normal by the principal of the CuUowhee High School, both in word
and act.
Respectfully submitted,
B. B. BROWN,
Teacher in charge of Normal Department.
The State Superintendent, upon whom the duty of organ-izing
this Normal School was placed by the Legislature of
1893, though he knew nothing of the passage of the act
authorizing it until some weeks after the Legislature ad-journed,
feels impelled to say that the section of the State
in which it is located needs the work of such an institution
very much for the proper preparation and equipment of
teachers for the public schools. The small sum appropriated
has thus far done much good and is destined to accomplish
a great work, and one of lasting benefit to the people of
that section of the State, if it shall be continued.
Two Years Ending June 30, 189If.. . 59
NORMAL SCHOOLS FOR THE COLORED RACE.
APPROPRIATION $8,000 PER ANNUM.
NAMES OF LOCAL BOARDS OF DIRECTORS AND PRINCIPALS.
Salisbury.—Theo. F. Kluttz, D. L. Gaskill, George W. Wright, John
Ramsey; Rev. J. Rumple, Treasurer; F. M. Mariin, Principal.
Fayetteville.—N. W. Ray, H. R. Home; Dr. H. W. Lilly, Treasurer;
G. H. Williams, Principal.
Goldsboro.—D. J. Broadhurst, C. B. Aycock, W. C. Munroe; M. L.
Lee, H. L. Grant, Treasurer; R. S. Rives, Principal.
Plymouth.—E. R. Latham, Joseph Tucker, W. L. Davenport; J. F.
Norman, Treasurer; H. C. Crosby, Principal.
Elizabeth City.—W. J. Griffin. S. L. Sheep, E. F. Lamb, J. W.
Albertson. Jr.; F. F. Cohoon, Treasurer; P. W. Moore, Principal.
Franklinton.—N. Y. GuUey, J. A. Thomas, H. C. Kearney, John H.
Williamson; B. W. Ballard, Treasurer: J. A. Savage, Principal.
REPORTS SALISBURY COLORED NORMAL SCHOOL 1892-'93
AND 1893-94.
Salisbury, N. C, August 28, 1893.
Hon. John C. Scarborough,
Superintendent of Public Instruction.
Dear Sir—In compliance with my position, I submit the twelfth
annual report of the State Normal School of Salisbury, N. C. The ses-sion
began September 5, 1892, and closed April 21, 1893. One hundred
and eighteen students were enrolled, representing fourteen counties.
The final examinations showed much progress. The moral tone and
conduct of the students were commendable. The Lyceum connected
with the Normal is a great auxiliary to the students. In it they can
develop their powers, and put into practice the knowledge acquired
from books. It is a source of usefulness and interest to students and
citizens of the town and community. Many distinguished visitors
addressed the school and Lyceum on subjects of interest during the
session. The closing exercises were said to be the best in the history of
the school.
The graduating class of 1893 consisted of five members, three young
men and two young women.
Respectfully submitted,
F. M. MARTIN,
Principal.
60 Report of Superintendent of Public Instruction.
Salisbury, N. C. , September 14, 1894.
Hon. John C. Scarborough,
Superintendent Public Instruction.
Dear Sir—I submit the report of school for 1893 and '94. The ses-sion
began September 4th, 1893, and closed April 20th, 1894. During
the session we enrolled one hundred and eighteen (118) students, 49
males and 69 females—representing eleven counties in the State, with
two representatives from South Carolina and one from Tennessee.
Owing to the financial stringency, the number was numerically smaller
than last year, but results better.
The work of the session, as a whole, was very good. The standard of
scholarship was raised, which required diligent study for promotion ;
said requirement gave life and vigor to the school, and the results were
gratifying. Six graduated from the class of 1894—four males and two
females.
By the energy and push of pupils and teachers, sixty volumes have
been added to the library ; one anatomical chart to the apparatus for
the facilitation of the work. Efforts are being made to secure a place
for permanent location of the school. During the session the students
were addressed by several distinguished gentlemen, as Revs. P. S.
Lewis, W. H. Sheppard of the Congo Mission in Africa, B. F. Murray,
R. P. Rumley, John C. Murray. W. H. Bryant, and Profs. A. B. Vin-cent,
S. B. Pride, J. D. Martin, and Mr. L. P. Berry.
Respectfully submitted,
F. M. MARTIN.
report of the treasurer.
J. Rumple, Treasurer, in account with
State Colored Normal School, Salisbury, N. C.
1892. Dr.
May 31. To balance from last term $ 124 78
Oct. 3. To amount of Auditor's warrant 700 00
Dec. 28. To amount of Auditor's warrant 700 00
1893.
July 6. To amount of Peabody fund 175 00
$1,699 78
Cr.
By disbursements as per vouchers filed with
State Superintendent Public Instruction. |1,623 45
To balance. 76 33
$1,699 78
Txoo Years Ending June 30, 189J^. 61
1893. Dr.
Sept. 13. To balance from last term $ 76 33
Oct. 2. To amount of Auditor's warrant 700 00
1894.
Jan. 3. To amount of Auditor's warrant 700 00
Mar. 12. To amount of Peabody fund 100 00
Aug. 3. Toamountof Peabody fund 100 00
$1,676 33
Or.
By disbursements as per vouchers filed with
State Superintendent Public Instruction.. $1,661 00
To balance 15 33
$1,676 33
REPORTS OF FAYETTEVILLE COLORED NORMAL SCHOOL
FOR 1892-'93 AND 1893-'94.
REPORT OF THE PRINCIPAL FOR 1892-93.
FAYETTEVILLE, N. C, Sept. 1, 1893.
Hon. J. C. Scarborough, State Superintendent Public Instruction.
Dear Sir—In accordance with your request, I beg leave to submit to
you the following report
:
The sixteenth annual session of the above-mentioned school began
September 5, 1892, and, after continuing thirty six weeks, closed May
19, 1893. The total enrollment during the year was one hundred and
thirty, of which forty-five were males, and eighty-five females.
The counties represented include Bladen, Cumberland, Duplin, Har-nett,
Moore, New Hanover, Pender, Richmond, Robeson, Sampson and
Wayne—in all, eleven.
The daily average attendance was 110. The number of students from
abroad reached forty-six and included 35 per cent, of the entire number
enrolled.
There were four students in the Senior class, all of whom completed
the prescribed course and received diplomas recommending them as
teachers.
Since the establishment of the school, 760 different students from 66
counties of the State have been enrolled, and of this number 117 have
completed the course of study. The general deportment of the students
during the year has been good. They have been deeply interested in
the execution of their work and have given their teachers very little
trouble.
62 Report of ISuper'mtenderd of PuUic Instruction.
The Literary and Temperance Societies connected with the institution
held their meetings regularly and did much good.
The closing exercises of the school took place during the last week of
the session. The annual exhibition of the Preparatory Department took
place Tuesday afternoon, and the closing exercises of the Normal De-partment
Thursday afternoon. These exercises were well attended by
the citizens, and many words of approval and commendation were given
to the Faculty.
For course of study covering six years see Catalogue. The text-books
in use are those recommended by the State Board of Education.
The Faculty have labored with much earnestness to discharge fully
the several duties devolving upon them, and tbey feel reasonably satisfied
with the results obtained.
The institution stands greatly in need of a supplement to the funds
appropriated for this work, and without this increase the operations of
the school will be materially impaired.
In conclusion, I desire to return my sincere thanks to the Local Board
of Managers for the interest they have taken in the work and the assis-tance
they have rendered me in carrying it on successfully.
All of which is respectfully submitted.
G. B. WILLIAMS,
Principal.
•
REPORT OF THE PRINCIPAL FOR 1893-'94.
Hon. J. C. Scarborough,
Superintendent Public Instruction.
SlR«—The seventeenth annual session of this institution began Sep-tember
4th, 1893, and closed May 18th, 1894, being a session of nine
months.
Notwithstanding the stringency of the times, which made an unfavor-able
year for educational work, our Normal School has been remarkably
prosperous, representing, as it does, ten different counties, with more
than 31 per cent, of its students coming from communities outside of
Fayetteville.
The school is divided into two departments, namely. Preparatory and
Normal, there being 40 students in the former and 66 in the latter.
For information in regard to the courses of 'study for these depart-ments,
see Catalogue.
The whole number of students enrolled during the session was—males,
35 ; females, 71 ; total, 106, The daily average attendance was 90. The
counties represented include Bladen, Cumberland, Duplin, Harnett,
Mecklenburg, Moore, New Hanover, Robeson, Sampson and Wake.
The Senior class consisted of five students, who, having satisfactorily
completed the course of study prescribed, were granted diplomas of
Two Years Ending June 30, 189Jf.. 63
graduation. Four of these presented themselves for public examina-tion,
and received first-grade teachers' certificates.
Since the establishment of the school 791 different pupils, from 67
different counties, have been admitted. Of these, 123 have completed
the prescribed course. Earnestness on the part of the teachers to impart
instruction, and eagerness on the pfirt of the students to receive it, have
done much toward making our work here a success.
The Literary and Temperance Societies held regular sessions during
the year, and much improvement was seen as a result of this training.
In addition to this, many lectures on a variety of subjects were deliv-ered
by the Principal, and by distinguished educators and friends of
education, greatly to the benefit of the students in attendance.
The school enjoys the favor of the people of this section of the State,
and it is doing a great work for the elevation of the colored race.
The closing exercises took place in the school building. The annual
exhibition took place Tuesday afternoon. May 15th, at 4 o'clock; Liter-ary
exercises, Wednesday evening at 8:30 o'clock ; and Commencement
exercises, Thursday afternoon at 4 o'clock. All of these exercises were
largely attended, and many congratulations were extended to the
Faculty by visiting citizens.
The outlook for this institution of learning is encouraging, and the
teachers feel cheered with the results of their labors during the past
year.
Before closing this report, I desire to make grateful acknowledgment
to the Local Board of Managers, Capt. N. W. Ray, Mr. H. R. Home
and Dr. H. W. Lilly, whose support has materially aided me in carrying
forward this work.
All of which is respectfully submitted,
G. H. WILLIAMS,
Fayetteville, N. C, June 1st, 1894. Principal.
REPORT OF TREASURER.
Fayetteville. N. C, September 5, 1893.
Mr. J. C. Scarborough, Superintendent Public Instruction,
Raleigh.
Dear Sir—I append a complete report since my incumbency as
Treasurer of Colored Normal School :
To amount received from former Treas-urer
of Board $ 11 26
1893.
Sept. 10. To amount received from State Treasurer. 750 00
1893.
March 1. To amount received from State Treasurer. 750 00
11,511 26
64 Report of Superintendent of Public Instruction.
1893.
Sept. 10. By paid as per Voucher No. 1 $ 20 00
Sept. 10. By paid as per Voucher No. 2 19 94
Oct. 1. By paid as per Voucher No. 3 152 80
Oct. 1. By paid as per Voucher No. 4 159 80
Nov. 26. By paid as per Voucher No. 5 153 17
Dec. 23. By paid as per Voucher No. 6 150 50
1893.
Jan. 28. By paid as per Voucher No. 7 166 05
March 2. By paid as per Voucher No. 8 . . - 150 50
M'ch 25. By paid as per Voucher No. 9 152 51
April 22. By paid as per Voucher No. 10 154 85
May 20. BypaidasperVoucherNo.il 173 00
Sept. 4. By paid as per Voucher No. 12 20 00
1,473 12
To balance on hand September 5, 1893. $38 14
Respectfully,
H. W. LILLY,
Treasurer Colored Normal School.
Fayetteville, N. C, September 5, 1894.
Hon. J. C. Scarborough, Superintendent,
Raleigh, N. 0.
Dear Sir—Following is my report as Treasurer of the Fayetteville
Colored Normal School
:
To balance on hand as per statement of September
5th, 1893 $ 38 14
To received from State Treasurer, October 3d, 1893.. 750 00
To received from State Treasurer, January 5th-, 1894. . 750 00
To received from State Treasurer, September 5, 1894. 750 00
1893.
Oct. 5. By paid G. H. Williams, Superintendent,
as per Voucher No. 18 $157 26
Oct. 28. By paid G. H. Williams, Superintendent,
as per Voucher No. 14 156 50
Nov. 27. By paid G. H. Williams, Superintendent,
as per Voucher No. 15 157 00
Dec. 22. By paid G. H. Williams, Superintendent,
as per Voucher No. 16 176 70
1894.
Jan. 27. By paid G. H. Williams, Superintendent,
as per Voucher No. 17 162 10
$2,288 14
Two Years Ending Jtine 30, 189]^.. 65
1894.
Feb. 24. By paid G. H. Williams, Superintendent,
as per Voucher No. 18 $154 25
M'ch 24. By paid G. H. Williams, Superintendent,
as per Voucher No. 19 152 00
April 21. By paid G. H. Williams, Superintendent,
as per Voucher No. 20 151 65
May 19. By paid G. H. Williams, Superintendent,
as per Voucher No. 21 183 83
Postage and stationery... 50
1,451 79
To balance on hand September 7, 1894. $836 35
Yours truly,
H. W. LILLY,
Treasurer.
REPORTS OF GOLDSBORO STATE NORMAL SCHOOL (COLORED)
FOR 1892-93 AND 1893-94.
REPORT OF THE PRINCIPAL FOR 1892-93.
GOLDSBORO, N. C, May 30, 1893.
To the Local Board of Managers of the
Ooldsboro State Normal School.
Gentlemen—I have the honor to submit the following report of the
sixth annual session of the Goldsboro State Normal School:
The session opened September 12, 1892, and closed May 18, 1893—
a
term of nine months. There were 128 matriculates, of whom 44 were
males, and 84 females, representing the counties of Wayne, Lenoir,
Edgecombe, Nash, Halifax, Craven, Sampson, Duplin, New Hanover,
Johnston, Wake and Guilford. The session, though long, was well
attended until a few weeks before the close, when the students, from
force of circumstances, were obliged to go to the truck farms; but, upon
the whole, the school has been largely attended during the session. We
have striven to hold up the standard of scholarship in all the grades of
the school. We had only one graduate,
COURSE OF STUDY.
The prescribed course of study (see Catalogue) has been adopted with
an eye single to the present demands of our public schools and embraces
only such branches as are required to be taught in them. The course
will be raised when the Principal and Board of Managers deem it nec-essary.
66 Beport of Sujjerintenden t of Public Instruction.
DEPORTMENT.
The deportment of the school has been exceptionally good. We have
tried to teach their minds and hearts the fact that " Order is heaven's
first law." We have also taught the scholars not to be unmindful of
that injunction—"To do unto others as we'd haye them do unto us."
PUBLIC SENTIMENT.
It is encouraging to note the interest that has been manifested on the
part of the citizens of Goldsboro and the adjoining counties. The people
have shown themselves to be interested in the work of the school. The
colored people have seen clearly the great need of such a school, and
recognize the progress that is being made by those for whom the school
has been established.
INDUSTRIAL DEPARTMENT.
This department was organized three years ago through the efforts of
benevolent friends. Knowing, as we did, the great need of colored young
men versed in the various trades, as well as the professions of life, it has
been our chief object to train the students in the various handicrafts,
so that a greater variety of employments may be opened to them, afford-ing
a means of livelihood and enhancing their value as citizens. The
girls receive instruction in cutting, fitting, and needlework. It has
been the purpose of the teachers to give the young men a practical
knowledge of tools and instruct them in making such articles as would
be of immediate benefit to the school. In front of the school building
will be seen a stand (about twelve by fourteen feet) which was built by
the young men to be used at the Columbian Celebration. An examina-tion
of this structure will show that the students possess a practical
knowledge of the spirit-level, as well as the hammer and saw, the
chisel and the adze. The youug men have been taught to make settees
and washboards, the former being used in the school, the latter being
sold nearly as fast as we could make them. Another feature to this
department has been added, viz., a taming lathe, which will enable the
students to do fancy work. Our motto has been to teach the mind to
think, the heart to love, and the hand to work.
To my assistant instructors (Miss L. S. Dorr, Mrs. A. L. Dillard and
Mrs. J. B. Hagans), who have labored so zealously in building up a
moral and religious as well as a literary sentiment among those entrusted
to their care, I am truly grateful.
And to you, gentlemen of the Board of Managers, I return thanks for
the kindly manner in which you have aided me in conducting the work,
and the spirit you have exhibited in the mental development of the
colored people. Very respectfully,
H. E. HAGANS,
Principal.
Two Fears Ending June 30, 189^, 67
REPORT FOR 1893-94.
GoLDSBORO, N. C, June 28, 1894.
To the Local Board and
State Superintendent of Public Instruction.
Gentlemen—I have the honor to submit a report of the State Normal
School for colored people, located at this place. We opened September
11, 1893, and closed June 15, 1894, a term of ten months, including one
month of Teachers' Institute. The entire number of students enrolled:
females, 110; males, 39—total, 149.
GRADUATES.
The absolute necessity for thoroughness in all the branches taught,
and owing to the fact that none were as well prepared as they should
be, we could not graduate anyone at the close of this term. So far as
we are able to judge, all concerned agree that we are correct in demand-ing
thoroughness of scholarship and adequate preparation before grad-uation.
COURSE OF STUDY.
We have followed the prescribed course indicated in the Catalogue.
However, we are of the opinion that the standard could be raised to
advantage. We believe the standard of scholarship for the Colored
Normal should be as high as that of the white graded school, at least.
DEPORTMENT.
The order of the school has been uniformly good. We believe that
moral character and chaste deportment should be rigidly taught in col-ored
as well as in the white schools.
PUBLIC SENTIMENT.
There is a growing interest in this school among the citizens of Golds-boro
and this section. This is indicated by the number of visitors and
inquiries made during the term. At the close of the school we were
hardly able to accommodate the crowds coming in from the neighboring
villages, together with the great nu