Biennial report, Public Schools of North Carolina

              Yours truly,
CHARLES H. MEBANE,
Superintendent Public Instruction.
,s^^ ^^/.^^^^. _/^i//'-^^*«-/^'...
BIENNIAL REPORT
-^-'•If
OF THE
SUPERINTENDENT
Public Construction,
OF
North Carolina,
SCHOLASTIC YEARS I896-'97AND 1 897-'98.
RALEIGH:
Guy V. Barnes, Printer to CouNCii, of State.
1898.
T-f / ^^
State of North Carouna,
Department of Public Instruction.
Raleigh, N. C, Dec. i, 1898.
To His Excellency, Daniel L. Russell,
Governor of North Carolina.
Dear Sir : In accordance with Section 2540 of the Code,
I have the honor to submit my Biennial Report for the
scholastic years i896-'97, and 1897-98.
In this report will be found recommendations such as
seem to me, after careful though^ stnd consideration, best
for the advancement of the cause of public education in
our State.
Very respectfully,
C. H. MEBANE,
Superintendent Public Instruction.
INTRODUCTION.
It has been my purpose in this, my first Biennial Report,
not only to give information to the General Assembly as
to the condition of our public schools, and to recommend
further legislation needed, as my predecessors have done ;
l)ut in addition to this I have attempted to secure valuable
historical information pertaining to public schools, city
schools, private schools, academies and colleges.
I wish to express my gratitude and appreciation to the
various friends who have so generously aided me in this
work.
C. H. MEBANE,
Superintendent Public Tnstruction.
RECOMMENDATIONS TO THE GENERAL ASSEM-BLY
OF NORTH CAROLINA.
STATE BOARD OF EXAMINERS.
The present State Board of Examiners is composed of
the Superintendent of Public Instruction, ex-officio Chair-man
; Prof. W. Iv. Poteat, of Wake Forest College ; Prof.
L. L. Hobbs, Guilford College, and Prof. M. C. S. Noble,
of the University.
This Board should be kept, and its powers increased in-stead
of being diminished. The present Board has prepared
an outline Course of Study for our Public School Teachers.
Eight thousand copies were publiehed and distributed
throughout the different counties in the State. This will
prove to be a stimulus to the teachers, and much self-im-provement
and study witl follow as a result.
Examinations for all teachers in public schools should be
prepared by this State Board of Examiners.
I advise that we have a uniform examination for the en-tire
State prepared by this Board twice each year, instruc-tions
sent ont with the questions as to grading. Then let
these certificates granted under these uniform examinations
be good for one year in any county in the State, by making
it the duty of the Supervisor to endorse every such certifi-cate
presented to him by teachers from any other county,
unless he has information that such teacher or teachers are
morally disqualified in any way ; then he shall refuse to en-dorse
such certificates. In cases where it can be shown
that the applicant could not, for any cause, take either of
the uniform examinations, then let the County Supervisor
give examination and certificate, good for his county alone.
This Board should also prepare the Course of Study for
the Colored Normal Schools of the State, and arrange a sys-
6 BIKNNIAL REPORT OF THE
teinatic course of work to be done in the County Institutes
for teachers, of both races, in the public schools.
No school supplies, such as charts, maps, globes, black-boards
and desks, should be allowed to be sold for use of pub-lic
schools by any school-supply house, or their agents, unless
such goods and prices are recommended by the State Board
of Examiners as a body sitting for transaction of business.
One of the most sacred duties the Legislature has to per-form
is to enact a law which will stop the squandering of
the public school fund for school supplies.
How many thousand dollars of the poor, helpless chil-dren's
money have been squandered nnder the head of
" School Supplies."
The Committeemen, I take it for granted, do not mean
to waste the money of the children, as they often do, but
they are simply deceived and led into contracts by shrewd
agents. These Committeemen, I feel sure, are surprised at
their own actions, after they sit down and reflect for a few
moments. Then let this State Board of Examiners be the
means of protection to the Committeemen as well as for the
children.
At present there is no compensation for the members of
this Board except their hotel and railroad fare. It would
be well to allow a reasonable compensation to all the mem-bers,
except the Superintendent of Public Instruction, if
these additional duties that I have recommended are added.
COUNTY BOARD OF EDUCATION.
I advise that the County Board of Education be required
to publish an itemized statement annually of the receipts
and disbursements of the School Fund. The public have
a perfect right to know how and for what every cent of the
public school fund is spent. The reports for years in the
office of Superintendent Public Instruction show that thous-ands
and thousands of dollars have been spent in the columns
marked " Paid for other Purposes.''
superintp:ndent pubuc instruction. 7
If every one of these " purposes " were published in the
counties, I think it would cause the fund to be spent more
wisely and more carefully than it has been in some in-stances
in the past.
The County Board of Education should be required to
keep posted in every public school-house a list of the text
books adopted to be used in the schools. The name of each
book should be given and the price to be paid for it by the
children.
This should be done as a matter of convenience to teach-ers
and the children. It should be done especially as a
matter of protection to parents in the purchase of books for
their children. We heard of book dealers charging parents
more for the books than the contract price. This could not
be done if the teachers had the list published on stiff paste-board
and hung up in each school-house, because the par-ents
as well as teachers and children would know just what
the price of each book is, and could not be imposed upon
by the dealer or any one else as to prices of books.
According to Sec. 770 of the Code, the County Treasurer
is ex-oificio the County Treasurer of the County Board of Ed-ucation,
and the commission of this treasurer of the school
fund is fixed by County Commissioners.
Or, in other words, the treasurer who serves the Board of
Education has his commission of the school fund fixed by
a board who have nothing to do with the school fund.
This commission on the school fund should be fixed by the
County Board of Education.
I recommend that the treasurer of the school fund be
elected by the County Board of Education, and that he be a
man separate and apart from the County Treasurer, who
handles the general fund of the county.
The County Board of Education is responsible for the
school fund, and should have authority over the man who
handles this fund more than they now have.
This treasurer of the school fund must be a bonded officer,
of course.
8 BIENNIAL REPORT OF THE
The main reason why we shonld have a treasurer of the
school fund, is that in some counties the Sheriff is County
Treasurer as well as Sheriff, and often the school fund is
mixed up with the county fund. This mixture occurs even
where there are County Treasurers.
And again, if any fund in the county is to be borrowed, or
needed for something else in the county, we find that the
school fund is used first, last and all the time for these
emergencies. Let us have a separate ofhcer for this school
fund. Let the County Commissioners build their bridges
and their roads, but let us shut them out from our public
school fund.
Some of the connty treasurers in North Carolina will
oppose this plan because it means a decrease in their
salaries. Some members of the Legislature will not vote
for it because the county politicians will oppose, but I am
for it because I believe it is the right thing to do. I believe
it will save money for the schools. I know we would have
less trouble in getting reports from the counties.
I now have letters from Treasurers of counties from which
no report of the school fund was made last year, and none
this year ; and why? Because they say their predecessors
mixed the school fund with other funds ; that some of the
school fund was used or borrowed for this purpose or for
that purpose.
We have only to look over the records in the ofhce here
to see how this loose management of the school fund has
gone on for twenty \ears.
In the name of the school children of Xorth Carolina, I
ask that we have this fund kept separate and distinct. Let
us see to it that when the school year closes that the Super-intendent
of Public Instruction will have a report of the
school fund from ninety-six counties.
Give us this separate treasurer of the school fund for the
County Board of P'ducation, and we will have no more
of this borrowing and mixing of the most sacred public
money that any county has.
SUPERINTENDENT PUBLIC INSTRUCTION. 9
AS TO SUPERVISORS.
Elsewhere I have recommended additional powers and
duties in reference to the apportionment of the school fund
and the employment of teachers.
I wish now to make some recommendations as to the
qualification and election of the Supervisors.
In the first place, no man should be eligible to the office
of County Supervisor unless he is a graduate from some col-lege,
or if not a graduate, he shall, at least, first be required
to take the examinatian for life certificate, and if not
competent to pass this examination he shall not be eligible
to this important office.
We have some well educated, well qualified Supervisors ;
men who have done faithful work and are prepared for this
work ; some men who are making themselves felt among
their teachers and the people of their counties, but we have
not ninety-six such men, and this is what we want and
must have.
I know that there is at least one good, strong school man
to be found in every county in the State. In most of our
counties there are numerous strong school men. Has North
Carolina ever had ninety-six of these strongest school men
for County Superintendents, or County Examiners, or for
County vSupervisors? If not, then why not?
In numerous cases, of course, the best men for the places
would not accept them, because of the worry and small com-pensation.
In numerous cases the best men for these places have
never had an opportunity to fill the positions.
Why have not the men best qualified to fill these posi-tions
been elected in every county in North Carolina ever
since we had the office of County vSiiperintendent, of County
Examiner, and of County Supervisor? I am sorry to tell
those of you why, who do not already know, but I will do
it. Politics was the cause, and is the cause to-day.
lO BIENNIAL REPORT OK THE
The -puljlic schools have hecn in the galling grasjj of the
court-house foliticians for twenty years in some of the
counties
.
The County vSiipervisor owes his election, both directly
and indirectly, to the county officers. These are the masters
he is supposed to serve ; these are the men to whom he must
render an account of his stewardship.
Away with such. Let us break away from this court-house
ring business.
Let the Supervisor render his account to the teachers, to
the children and to the parents. Yea, let him render his ac-count
to all the people of his county, not in the interest of
half dozen men about the court-house, but in the interest
and progress of public education of his entire county, re-gardless
of any political party or power.
To this end I recommend that we elect the County Su-pervisor
by the teachers and educators of the county. Let
each first-grade certificate public school teacher have a vote,
each life certificate teacher and each teacher in the county
who is a graduate of a State chartered college.
This will be an inducement for the public school teachers
to work and study to rise from a second grade to the first
grade.
The college men and private school teachers would be a
check on the Supervisor to keep him from manipulating to
secure his own election, as he might possibly do if his elec-tion
depended entirely upon public school teachers.
The college men and private school teachers would thus
be brought into active touch with the public schools—would
have an interest in the public schools. This interest and
sympathy is sadly needed, and can never be secured under
our present management. In fact, at present we do not
even have the respect of some private school men. Why ?
Because school men have not been respected in the manage-ment
of our public schools, as they should have been in
many instances. I believe this method of electing the
SUPERINTENDENT PUBLIC INSTRUCTION. II
Supervisor would release the schools from political influence
so far as the Supervisor is concerned.
I believe in this way a man would be elected for kis edu-cational
^ower and influence^ instead of for his iwhlicaJ
pozver^ as is often the case under the present law.
AS TO SCHOOL COMMITTEEMEN.
Elsewhere I have advised that we have separate com-mittees—
one for the white schools and one for the colored
schools.
No man should be eligible to the office of School Com-mittee
unless he can write his name, is qualified to do ordi-nary
business, and is known to be in favor of public educa-tion.
Where colored men who are qualified cannot be found
to serve as Committeemen, then in such townships white
men should be appointed to manage the colored schools.
The committee should not be allowed to divide the school
of any one year into two terms, as is now done in some
places.
We have heard of schools where the Committee employed
one teacher two months in the summer, and another teacher
for two months, for the same children, in the winter.
How can children ever make any progress, and schools
be of any value to a community, when we have such man-agement
on the part of School Committeemen ?
The best teacher in the whole State could accomplish
very little in two months, and then go back after a lapse of
six months and teach two months or six weeks more. If
the best teacher could accomplish very little by dividing
the term, what can we expect from the average public
school teacher, when one is employed six weeks in summer,
and another, who teaches almost entirely different, is em-ployed
for two months during the winter season ?
Above all, men should be selected who know sore ething
of the value of a good teacher to a community ; men who
12 BIENNIAL REPORT OF THE
Will secure the services of the very best teachers, without
any regard to whose sons or daughters such teachers may
be ; without any regard to what church such teachers may
belong, and last, but by no means least, without any regard
to what political party the teacher may be in sympathy
with.
The provision in Section 2553, which says "that not
more than three members of the said School Committee
shall belong to any one political party," should be repealed.
This provision was intended to keep partisan politics out
of the management of the schools in the townships, but I
find in some instances it has kept good school men from
serving on the Committees.
Let us have the very best men of the townships, whether
they be Democrats, Republicans or Populists.
I want, in the name of the public school teachers, in the
name of the children, and in the cause of public education,
to demand that we have the very best men that can be se-cured
for School Committeemen in every county in this
entire State.
TOWNSHIP SYSTEM.
I advise that we hold to the Township System, and that
the unity of the township be more and more emphasized.
I think we should have an amendment in regard to the
Township Committee. Instead of having five men, as we
now have, who have charge of all the public schools of the
township, I think it better to have six men—three white
men for the white schools and three colored men for the
colored schools of the township. Let it be the duty of
the County Supervisor to meet the six Committeemen
in joint session and apportion the township fund to the
two races, with a view to having the same length of
term as far as practicable for both races of the township.
The County Supervisor should be the presiding officer at
these joint meetings of the Township Committee. An ap-
SUPERINTENDENT PUBLIC INSTRUCTION. 1
3
peal from this joint committee's action to the County Board
of Education should be provided for.
It should be the duty of the County Supervisor also to
meet one day with each of these three Township Committee-men
and assist them in employing teachers and apportion-ing
the money to their respective schools of the township.
This means three days' service from the County Super-visor
to each township. If the County Supervisor is the
wise, prudent man he should be; if he knows the teachers
of his county, and knows their qualifications and ability as^
teachers as he should know them ; if he knows the people^
of his county and knows Iheir peculiar needs and conditions
as he should know them ; then, indeed, these three days'
expense, which means about $6 for a whole township, will
prove the greatest blessing to the public schools of any fund
ever spent for so much territory.
Too much power, some may say, to give to the Super-
'
visor. The Supervisor fimst be a man of power, ana must
know how to use his power in order to advance in this great
work.
We must do all we can to avoid race prejudice. The
mixed Committees cause trouble and dissatisfaction, and,
in my opinion, always would, if retained. The very
instinct of our Anglo-Saxon race is against the idea of a
colored man, either directly or indirectly, having authority
over them. We must remove all the objections we possibly
can in operating our public schools.
We have two distinct races and must have two distinct
systems of public schools, as far as possible, without injury
to the general system of the State.
The 7nosf inifortant reason why we should hold to the
Township System is that we may have local taxation.
In our rural districts, if we wish to increase our school
fund by special tax we must do it by the township, as no
territory less than this can vote a special tax, except incor-porated
towns and cities by special acts of the Legislature.
14 BIENNIAL REPORT OF THE
In 1897 eleven townships voted a special tax upon them-selves.
This number, we hope, is only a beginning of a brighter
day for the public schools of the rural districts in our State.
We trust that others, seeing the good work in these town-ships,
may go and do likewise.
DUTIES OF TOWNSHIP COMMITTEE.
The duties are somewhat burdensome to the Committee.
I would advise that the Committee be empowered to employ
one of their number, at a reasonable compensation, to take
the census of the school children, in order that a complete
and accurate census may be taken each year.
We find one advantage in regard to the Township Com-mittee
that I will mention. There are many others, but
lack of space will not permit me to mention them:
The worthy Township Committeeman realizes the im-portance
and the responsibility of his office more than the
small District Committeeman. He knows and feels he is
responsible for the progress of eight or ten schools, or in
other words, for the progress of all the public school chil-dren
of his township. When he comes to employ teachers,
he lays aside personal favors and the thought of any such.
He wants teachers who are best prepared for the work,
without any thought of whose son or daughter he or she
may be, without any special concern of where the teacher
comes from, but the chief concern is what can the applicants
do in the school-room, what will be the effect of the teacher's
influence in the community for the cause of education and
moralit)'.
I would not be considered as casting any reflection upon
the worthy committeeman of the small district system.
We had some good, worthy men, of course, but often men
did not realize the importance of their position, and would
employ teachers as a matter of personal favor.
SUPERINTENDENT PUBLIC INSTRUCTION. 15
We have heard of Township Committeemen who use
their power and office for personal gain and personal favor,
but such men may be, and should be hastily, removed from
office. The trouble is with the <{fficei' and not with the
ujice.
COLORED NORMAL SCHOOLS.
The results that I see from our Colored Normal Schools
are not satisfactory to me. I find that a great deal of the
work done is not thorough and is not practical. I find that
the pupils have a smattering of many subjects, and do not
know thoroughly and well any one subject. I find great
haste to get away from arithmetic, geography, spelling and
English grammar, in order to study Latin, algebra and
other higher studies, for which the most of the colored
teachers will never have any practical use, none whatever,
especially those who teach the public schools.
I would not for one moment find any objection to the
hieher studies if the lower studies are mastered first.
If I understand the object of these so-called Normal
Schools, they are intended to teach the pupils the studies
required in our public schools, that the pupils shall know
these sith/ectK and kiiozu lunv to uiipart this hnowledgc to
their pupils.
I have advised, under the recommendations as to State
Board of Examiners, that this Board prepare the course of
study for these schools.
I advise also that this Board, instead of the State Board
of Education, have the general management of these schools;
that this Board be given the power to appoint the Local
Board of IManagers.
It will be the part of wisdom to do this because the State
Board of Examiners is composed of school men, of educa-tors,
whereas the State Board of education has only one
school man, the Superintendent of Public Instruction, on
it, and he is helpless as an educator, in some cases.
1
6
BIENNIAL RKPORT OF THE
Teachers and members of the Local Board are more likely
to be selected by the State Board of Education, who do not
and will not serve the best interest of education, than would
be if these persons were appointed by a Board of school
men, by a board of educators.
I further advise that the seven Colored Normal Schools
be reduced to three, located, perhaps, one at Elizabeth City,
one at Fayetteville and one at Winston,
Why have three schools instead of seven? Do I mean
to save dollars and cents by this?
In one sense of the word I mean to save monev. In that
we could show results.
Let the money we spend in the seven schools be spent in
three schools.
Let us have the very best brain and talent to be had
among the colored teachers. I do not care where they
come from. If we have the men in North Carolina, why,
of course, let us use them ; if not, let us go North, South,
East or West until we find the men. The men can be
found ; no trouble about this.
Some will say it will never do, because we cannot reach
so many of the colored people as we now do.
I admit that we might not reach so large a number of
pupils, but we would do something for those we reach,
I would rather be able to send out one good, strong, well-trained
teacher to a whole county, than to send to this same
county twenty-four poorly-trained, weak teachers, " who
know not, and know not that they know not,"
This one well-trained, wide-awake teacher can and will
organize the teachers of his county. He will have them
pursuing a coftrse of study similar to what he has had. He
will give inspiration to others to go to the Normal. In a
few years we will have a class of teachers of power and
ability, and in this way my saving of money would come
in, because we are now spending the money and are not
producing a class of strong teachers.
SUPERINTENDENT PUBUC INSTRUCTION. 1/
This will not be a popular thing to do, because it means
the loss of positions of some of the present teachers. It
means the loss of the money that is spent in some of the
towns that now have these schools.
I advise these changes as to these Normal Schools, with-out
fear or favor, because I believe they will be an advan-tage
to the progress of education among the colored people.
These recommendations were submitted to Dr. J. L. M.
Curry, General Agent Peabody Fund. I quote from his
letter :
" Your thoughts on Normal Schools I have read with
much satisfaction. They are almost identical with what I
said in my last address to the North Carolina Legislature.
Normal Schools are frequently only so in name, and hence
are deceptive and injurious. Three real Normal Schools
for the training of colored teachers, properly located and
supported, with coiupctcul ^nd failhfnl instructors, would
accomplish a vast good.
'' We need to get lid of incompetence in both white and
colored schools, to divorce from politics and mere local sel-fishness,
and give children the benefit of men and women
who know how and what to teach.
" All reforms meet with opposition.
" I trust yon will not be deterred from doing right by
' fear, favor or affection.' Be assured of my readiness to
co-operate with you and others in all wise efforts to improve
the whole system of education."
AS TO TENT-BOOKS.
There is perhaps no one subject of more vital interest in
connection with public schools to the great mass of our
common people than the subject of text-books.
How may we secure text-books for all the children who
are, or should be, in our public schools?
How may we secure the best books for the least money ?
In order that the members of the General Assembly may
1
8
BIENNIAL REPORT OF THE
have some information on this subject, and in order that
they may see how the books are adopted in the various
States of the Union, I sent a letter to each Superintendent
of Public Instruction, and give, in the following list of States,
what method is used in the respective States named, also
give the opinion of the various Superintendents as to what
they think is the best plan of adopting books.
There is diversity of opinion as to the best plan. Dif-ferent
ccnditions in the different States will readily show
that a plan may be good for one State that will not work
well in another State.
The Superintendent of Missouri seems to realize some-thing
of the difficulty of this great question.
In answer to the question as to what is the best plan of
adoption, he says: "Please ask me something easy."
Several of the Superintendents did not express an opinion
at all.
The books cost the children of this State too much money,
and why ? What is the remedy ? How may we furnish
as good books as we now have, or better, for less money, to
the parents of the poor children ?
Why mention parents of the poor children any more than
parents of means?- In North Carolina there are many
children who are kept away from school because the)- have
not the books, and their parents are to poor to buy them.
I am aware that the inferior text-book, like a cheap piece
of machinery, or an incompetent teacher, is dear at any price.
There are, of course, different things which enter into
the manufacture of text-books. The times demand the
/Host education possible in the hast time possible. The
arrangement and selection of material is of very great im-portance.
Our books must contain what is necessary for informa-tion,
or discipline, and that which is unnecessary must be
omitted.
The subjects must have the various points^arranged in
SUPERINTENDENT PUBLIC INSTRUCTION. 1
9
their logical order, in order that these subjects may be
instructive and at the same time entertaining to the young
mind.
So we conclude that the text-book writer must be a
thinker, a specialist and not a mere compiler.
But in my opinion the cost of books is not so much the
expense of the literary work and mechanical make-up of
the book as the cost of putting the books on the market.
The adoption of the text-books in North Carolina in
June, 1896, cost the various text-book companies thousands
of dollars.
Who pays al! this enormous expense in the end? The
parents of the children, of course. Those who use the
books foot the bill.
Wh\- not do away with all this expense of adoption and
give the children the benefit of all these thousands of dol-lars
in reduction of prices on text-books.
Can it be done ? I believe it can.
I advise that the text-books be adopted by the State
Board of Examiners, which is composed of educators, of
school men.
The law should providr- that the maximum price paid
should not exceed seventy-five per cent, of the published
list wholesale' price.
If this Board could adopt the books for the whole State,
we ought to secure the books at sixty per cent, of wholesale
price, or perhaps even fifty per cent., because there would
be no expense of thousands of dollars for agents, which
expense, as was mentioned, conies out of the parents' pockets
in the end, and this deduction of the thousands could be
taken from the prices our parents pay at present for the
books of their children.
In all the mercantile business, and other business of
which I have heard anything, the amount of goods bought
has a great deal to do with the price to be paid by the
purchaser. For example, the merchant that buys a car-
20 BIENNIAL REPORT OF THE
load of bacon gets a great reduction of price in comparison
with the merchant that buys only a few hundred pounds.
Applying this method of business to the purchase of
books, it is reasonable to expect better terms as to cost of
books from any publishing house, if said house can make
sale for ninety-six counties instead of a county here and
there.
But if the General x\ssembly does not think it the part of
wisdom to put the adoption of text-books in the hands of
the State Board of Examiners, and prefers the adoption by
local boards instead, then, in this case, I advise that the
local boards be given all the protection and aid possible in
this important duty.
I publish, in connection with this subject, the law of the
State of Ohio, which seems to me would be the best plan,
if we are to continue local adoption. Certain changes can
be made in the different sections to suit the conditions of
our State.
For instance, in Section 2, instead of having a Commis-sion
composed of the Governor, Secretary of State, etc., I
would put the State Board of Examiners. Other changes
in other sections could be easily made to suit our needs in
this State.
It will be seen from reading this law that ^ach Board of
Education shall determine, by a majority vote of all mem-bers
elect, which of the books so filed shall be used in the
schools under its control.
Each Board also has power to make necessary provisions
and arrangements to place the books within easy reach of
the pupils. Ten per cent, may be added to the cost of the
price to pay for handling the books. Under this law it
will also be observed that the Boards pay for all the books,
and the proceeds of the sale of the books are repaid into
the contingent fund. There is also a provision for free
text-books if the electors so direct.
It is reported that thirty-eight leading companies have
SUPERINTENDENT PUBUC INSTRUCTION. 21
sold books under this law to the different Boards in the
State. This law, at least, does not crowd out the book
companies.
OHIO TEXT-BOOK LAW.
Section 1. Br it enacted by the General Assembly of the State of
Ohio, That any publisher or publishers of school books in the United
States desiring to offer school books for use by pupils in the common
schools of Ohio as hereinbefore provided, shall, before such books may be
lawfully adopted and purchased by any school board in this State, file in
the ofiice of the state coram is'-ioner of common schools a copy of each
book proposed to be so offered, together with the published list wholesale
price thereof, and no revised edition of any such book shall be used in
the common schools until a copy of such revised edition shall have been
filed in the oflfice of the said commissioner, together with the published
list wholesale price thereof. The said commissioner shall carefully pre-serve
in his office all such copies of books and the prices thereof so filed.
Sec. 2. Whenever and so often as any book and the price thereof shall
be so filed in the commissioner's ofiice as provided in Section 1, a com-mission
consisting of the governor, the secretary of state and the state
commis.sioner of common schools, shall immediately fix the maxinmm
price at which such books may be sold to or purchased by boards of edu-cation
as hereinafter provided, which maximum price so fixed on any
book shall not exceed seventy-five per cent, of the published list whole-sale
price thereof, and the state commissioner of common schools shall
^
immediately notify the publisher of such book so filed of the maximum
price so fixed. If the publisher so notified shall notify the commissioner
in writing that he accepts the price so fixed, and shall agree in writing to
furnish such book during a period of five years at the price so fixed, such
written acceptance and agreement shall entitle said publisher to offer said
book so filed for sale to said board of education for use by the pupils
under the terms of this act.
Sec. ?>. The said commissioner shall, during the first half of the month
of June, 189f5, and during the first half of the month of June in each year
thereafter, furnish to each board of education the names and addresses of
all publishers who shall have, during the year ending on the first day of
said month of June in each year, agreed in writing to furnish their publi-cations
upon the terms provided in this act. And it shall not be lawful
for any board of education to adopt or cause to be used in the common
schools any book whose publisher shall not have complied, as to said
book, with the provisions of this act.
Sec. 4. If any publisher who shall have agreed in writing to furnish
books as provided in this act, shall fail or refuse to furnish such books
adopted as herein provided to any board of education or its authorized
agent upon the terms as herein provided, it shall be the duty of said
22 BIENNIAL REPORT OF THE
beard at once to notify the said commission of sach failure or refusal, and
the commission shall at once cause an investigation of such charge to be
made, and if the same is found to be true the commissioner shall at once
notify said puljlisher, and each board of education in the state, that said
book shall not hereafter be adopted and purchased by boards of educa-tion;
and said publisher shall forfeit and pay to the state of Ohio five
hundred dollars for each failure, to be recovered in the name of the blate,
in an action to be brought by the attorney-general, in the court of com-mon
pleas of Franklin county, or in any other proper court or in any
other place where service can be mande, and the amount, when collected,
shall be paid into the state treasury to the credit of the common school
fund of the state.
Skc. 5. Each board of education, on receiving the statements above
mentioned from said commissioners, shall, on the third Monday in August
thereafter, meet, and at such meeting, or at an adjourned meeting within
two weeks after said Monday, determine, by a majority vote of all niem-
Vjers elected, the studies to be pursued, and which of said text-books so
filed shall be used in the schoWs under its control, but no text-books so
adopted shall be changed, nor any part thereof altered or revised, nor
shall any other text-book be substituted therefor for five years after the
date of the selection and adoption thereof without the consent of three-fourths
of all the members elected, given at a regular meeting; and each
1)oard of education shall cause it to be ascertained, and at regular meetings
in April and August shall determine, which, and the number of each, of
said books the schools under its charge shall require, until the next regular
meetings in April and August, and shall cause an order to be drawn, for
the amount in favor of the clerk of the board of education, payable out of
the contingent fund : and said clerk shall at onre order said books so
agreed upon by the board, of the publisher, and the publisher, on receipt
of such order, shall ship such books to said clerk without delay, and the
clerk shall forthwith examine such books, and if found right and in ac-cordance
with said order, remit the amount 'to said publisher, and tlie
board of education shall pay all charges for the transportation of such
books out of the school contingent fund; but if said boards of education
can, at any time, secure of the publishers books at a price less than said
maximum price, it shall be his duty to do so, and may, w-ithout unnec-essary
delay, make effort to secure such lower pKice before adopting any
ptrlicular text-books. F<ach board of education shall have powt-r to, and
shall make all necessary provisions and arrangements to place the books
so purchased within easy reach of and accessible to all the pupils in their
district, and for that purpose may. make such contracts and take such
security as they may deem necessary, for the custody, care and sale of
such books and accounting for the proceeds; but not to exceed ten per
cent of the cost price shall be paid therefor, and said books shall be .-old
to the pupils of school age in the di -strict at the price paid the publisher,
and not to exceed ten per cent, therefor added, and the proceeds of such
sale shall be paid into ihe contingent fund of such district, and whoever
SUPERINTENDENT PUBLIC INSTRUCTION. 23
receives said books from the board of education for sale as aforesaid to
the pupils, and fails to account honestly and fully for the same, or for the
proceeds, to the board of education when required, shall be guilty of em-bezzlement
and punished accordiagly. Provided, however, boards of
education may contrict with local retail dealers to furnish said books at
prices above specified, the said board being still responsible to the pub-lishers
for all books purchased by the said board of education, and when
pupils remove from any district, and have text-books of the kind adopted
in such district, and not being of the kind adopted in the district of which
they remove, and wish to dispose of the same, the board of the district
from wuich they remove, when requested, shall purchase the same at the
fair value thereof, and re-sell the same as other books ; and nothing in
this act shall prevent the board of education from furnishing free books
to pupils as provided by law. That for the purpose of carrying into effect
the foregoing provisions of this act, and paying the expenses incident
thereto, iliere be and is hereby appropriated out of any m ney in the state
treasury, to the credit of the general revenue fund, not otherwise appro-priated,
the sum of five hundred dollars, to be disbursed and paid on the
allowance and order of said commissioner.
Sec. 6, This act shall take effect and be in force on and after May 5,
1896.
Passed April 22, iSg6.
In order that the members of the General Assembly may
know something of the result of the only State, California,
which owns its own -plant, and prints its own books, I give
figures showing the amount of money spent by the State
and the prices of text-books to the children.
In 1885 the sum of $20,000 was appropriated for com-piling
a series of text-books for the common schools. One
hundred and fifty thousand dollars was set aside for estab-lishing
a plant, purchasing material and payment of sala-ries.
In 1887, $165,000 was added for the purpose last
mentioned.
Other appropriations have been made from time to time
to carry on the work.
According to figures compiled by Secretary of State of
California, $405,000 has been appropriated for j^rinting
text-books.
It has been said that the State Board expects in eight
years to pay, not only for the books published, but also for
the plant.
24 BIENNIAL REPORT OF THE
But of course the books will need revision, the plant will
wear out, and the number of books sold does not reach
their expectation.
These things will greatly hinder the financial success on
the part of the State.
From an examination of the list of books it will be seen
that the prices to be paid by the children are not on the
side of economy so far as the parents and purchasers are
concerned.
CALIFORNIA.
TEXT-BOOKS. RETAII, PRICE.
Revised First Reader $ .20
Revised Second Reader 35
Revised Third Reader 50
Revised F'oiirth Reader 60
Speller 30
Primary Number Lessons 25
Advanced Arithmetic 50
Lessons in Languag*^ 30
Revised English (rrammar 55
r. S. History 80
Elementarj' ( reograph}- .60
Advanced Geography 1.20
Physiology 60
Civil Government 55
English Grammar (old edition) 50
From all the information I have gathered on this sub-ject,
State publication seems to be the most expensive plan
of adopting text-books.
The objections we hear to State adoption are that it
shuts out competition and results often in inferior books,
but I think these objections would be removed if the plan
first proposed were adopted and the Board have the author-ity
to select from the latest and best books, and at the
same time secure the books at seventy-five per cent, of
wholesale list price or less.
It is my duty to -advise on this subject, as well as on all
others pertaining to the interest of the public schools, and
I have done so without fear or favor.
SUPERINTENDENT PUBLIC INSTRUCTION. 25
Personally, I would much prefer to have nothing what-ever
to do with the text-books, because some of my preces-sors,
who were honorable, honest men, were severely criti-cised
on account of the duty they were called upon to per-form
in connection with the adoption of books.
I have not given a recommendation for any books or school
supplies to any person or persons since I have beenin the office
of Superintendent of Public Instruction, but have observed
the strictest impartiality towards agents, and have tried to be
courteous and pleasant to all who have called upon me.
LIST OF STATES.
ALABAMA.
Have no adoption, except three counties that have uni-formity.
Books selected by County Boards.
Do you have uniformity? No.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools ? Let the
teachers of County Boards select the books for the county.
ARKANSAS.
List of books is named by the State Superintendent.
The Ditectors are limited to this list in making their adop-tion.
Time, three years.
What do you think the most satisfactory and economical
plan of adopting books for Common Schools? The Direc-tors
of each school district shall adopt the text-books.
CALIFORNIA.
The text-books are published by the State. The State
owns its own plant, and publishes its own plant.
COLORADA.
Books are adopted by Local Boards.
CONNECTICUT.
Text-books are selected by Local Boards. State Board
26 inHNXlAL RKPORT OF THK
of Education has authority by law to prescribe text-books,
but never does so.
Do you have State uniformity? No,
What do you think the most satisfactory and econaniical
plan of adopting books for the Common Schools? The
most economical way of obtaining books is probably the ,
State system. The effect must be extended over ten years
to realize any saving to the State.
DELAWARE.
All books are ordered by the Local School Boards,
through the Trustees of the State School Fund. Time,
five years.
Do you have State uniformity ? Yes.
What do you think the most satisfactory and economical
plan of adopting books for the Common vSchools? Our
plan.
FLORIDA.
Each Countv School Board adopts books for its county.
Time, five years.
Do you have vState uniformity? We have only county
uniformity.
What do you think the most satisfactory and economical
plan of adopting books for Common Schools? We are sat-isfied
with our county adoption. We have never tried any
other plan. State uniformity, properly guarded and hon-estly
done, it strikes me, ought to be good.
GEORGIA.
Each County Board of Education selects books to be
used in the county. No free books.
Do you have State uniformity ? No.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools? Allow
County Boards to buy them direct from publishers and
supply them to the people at cost.
SUPERINTENDENT PUBLIC INSTRUCTION. 27
ILLINOIS
Each District Board makes the selection for its district.
No change can be made oftener than fonr years- Free of
cost to indigent pupils.
Do you have State uniformity ? No.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools? Free
text-books purchased by the Boards for the use of the pupils.
INDIANA.
Books are adopted by a Board of School Book Commis-sioners
for five years. Free text-books to indigent pupils.
Do you have State uniformity? Yes.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools? Our
plan has been very satisfactory.
IOWA.
By County Board of Education.
IDAHO.
Adopted by a Commission appointed by the Governor.
Furnished free to all.
Do you have State uniformity? Yes.
What do you think the most satisfactory and economical
plan of adopting books for Common Schools? I would
suggest that County Superintendent supply them direct to
the districts.
KANSAS.
Books are adopted by the State Text-Book Commission
for five years.
Do you have State uniformity? Yes.
Wliat do you think the most satisfactory and economical
plan of adopting books for Common Schools? State uni-formity
and State ownership.
KENTUCKY.
County Board of Examiners adopt books. Publishers
28 BIENNIAL REPORT OF THE
whose books are adopted are required to give bond, in a
measure, guaranteeing prices. Term of adoption five years.
Each county is required to furnish indigent children $ioo
worth of books on certificate of the County Superintendent
that such is necessary.
Do you have State uniformity? State uniformity is not
required by law, though the same books are largely used
throughout the State.
What do you think the most satisfactory and economical
plan of adopting books for Common Schools? State uni-formity,
giving the State Board of Education or some other
central body power to contract, thus opening up a market
that encourages competition.
LOUISIANA.
Books are selected by the State Board of Education once
in four years, a uniform series being provided. The Board
reserves the right to make changes or additions to the list.
Do you have State uniformity ? Yes.
What do you think the most satisfactory and economical
plan of adopting books for Common Schools? The plan
followed in this and many other States seem to me the best
of all, though it is not without disadvantage.
MAINE.
Books are adopted by the Boards of each town free to all
the children. Time, five years.
Do you have State uniformity ? No.
MASSACHUSETTS.
Each Local School Committee selects its own books,
which are furnished free to the children. They remain the
property of the towns and cities, however.
Do you have State uniformity? No.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools? We
like our plan very much.
SUPERINTENDENT PUBUC INSTRUCTION. 29
MICHIGAN.
Books are adopted by Local Boards for five years.
Do you have State uniformity? Not yet; bill pissed for
that purpose last winter.
What do you think the most satisfactory and economical
plan of adopting books for Corainon Schools? P*ree text-books.
MONTANA.
Books are adopted by a Commission composed of Super-intendent
of Public Instruction, the President of the Uni-versity,
the President of the ^Agricultural College, and three
public school teachers actively engaged in public school
work. Time, six years.
Do you have State uniformity ? Ves.
What do you think the most satisfactory and economical
plan for adopting books for the Common Schools ? Our
law gives complete satisfaction. The commission plan is
undoubtedly the best, provided that the luembers thereof
are modern, up-to-date school men, who are incorruptible.
MINNESOTA.
By the Local Boards, for not less than three years and
not more than five years.
Do you have State uniformity? No.
What do you think the most satisfactory and economical
plan of adopting books for Common Schools ? We are well
satisfied with the workings of our law, but think it should
now be made compulsory on all districts.
MISSOURI.
School Book Commission composed of State Auditor,
Attorney General, Superintendent of Public Instruction,
President of State Normal School at Kirksville, and one
practical public school teacher appointed by the Governor.
Time, five years.
Do you have State uniformity ? Yes.
30 BIENNIAL REBORT OF THE
What do you think the most satisfactory and economical
plan of adopting books for Common Schools? Please ask
me something easy.
NEW MEXICO.
Books are adopted by the Territorial Board of Educa-tion
for four )ears.
Do you have State uniformity? Yes.
What do you think the most satisfactory and economical
plan of adopting books for Common Schools? Adoption
by State Board of Education.'
NEBRASKA.
Independent Districts each selects its own books from
three to five years. Schools are furnished free text-books.
School Boards usually handle the books.
Do you have State uniformity ? No.
What do you think the most satisfactory and economical
plan of adopting books for Common Schools? We think
Nebraska has the best text-book law. We buy books
in the market of the United States and get as good prices
as are made anywhere.
NEVADA.
Has State adoption by State Board of Education every
four years. Expect to save from forty to fifty per cent, by
having books distributed from the Superintendent of Pub-lic
Instruction's office.
Do you have State uniformity ? Yes.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools? Our
system.
NEW HAMPSHIRE.
Local option as to adoption of books. Books are free.
Bought by School Board from publishers.
Do you have State uniformity? No.
SUPERINTENDENT PUBLIC INSTRUCTlOiST. 3
1
NEW JERSEY.
Books are adopted by Local Boards and the County
Superintendent.
Do you have State uniformity ? No.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools ? I believe
our system the best for our schools. Competition among
publishers keeps the price of books down to a minimum.
Conditions in our schools vary so that books suitable in one
district are not as suitable as others in another district.
NEW YORK.
Books are adopted by Local Boards.
Do you have State uniformity? No.
OHIO.
Books must be endorsed and a maximum price fixed by
the Commission, consisting of Governor, Secretary of State
and State Commissioner of Schools, before they can be
adopted by County or District Board of Education.
OREGON.
Every six years the selecting of school books is made by
a vote of the County Superintendents and the State Board
of Examiners, composed of nine members.
Do you have State uniformity ? Yes.
What do you think the most satisfactory and economical
plan of adopting books for Common Schools ? There are
some objections to our mode, but may be impossible to get
a system against which no objection will be raised. I think
the main objection is the board of adoption is too large.
RHODE ISLAND.
Adopted by Local Boards. Free of cost to the pupils
Bought and distributed by the Boards.
SOUTH CAROLINA.
State adoption by State Board of Education. Time not
32 BIENNIAL REPORT OF THE
less than five years ; may be as long as the State Board
wishes. Last adoption was for seven years.
Do you have State uniformity? Partially so; to all in-tent
and purposes, yes. It is a great saving to the people.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools? Single
list by the State Board, allowing the books in use to be
worked out gradually, all new books to be the listed books.
TKNNESSEE.
The County Superintendent suggests changes, and the
Directors adopt or do not adopt, as they prefer. There is
no compulsion as to adoption.
Do you have State uniformity? No.
What do you think the most satisfactory and economical
plat] of adopting books for Common Schools? Having in-telligent
Directors, it is best to leave the matter to them.
In this State there are three Directors for each district.
TEXAS.
Books adopted by State Text-book Boaid, composed of
State Board of Education, Superintendent of Public Instruc-tions,
President Sam Houston Normal Institute, and Atttor-ney
General, for five years.
Do you have State uniformity ? Will go into effect Sep-tember
I, 1898.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools? Free
schools carry with them the idea of free books. I believe
if the State furnishes free tuition, some plan of free books
should be adopted.
UTAH.
Books are adopted by Local Boards for five years.
Do you have State uniformity? Yes.
What do you think the most satisfactory and economical
plan of adopting books for Common Schools ? Our experi-ence
has been confined to the method now in use, and it
seems fairly satisfactory.
'm
i'?r^ "' Ilk' ^T-KLj>i^ V
_ ztm
' ' ''iH'f—V- ;>^—*^*l '
)
..PI-T-.-.r-^ y to Ji « '.•»
i;mH3ifl-:7T::f" $ i:i' II'' fi
mhi '^:.^ "r^WM"^^' ^/ • d -I /
L: I I ~ „ ,>-
SUPERINTENDENT PUBLIC INSTRUCTION, ^^
VERMONT.
Each town selects the books. Change as the Board desires.
Do 3-011 have State uniformity ? No.
What do yon think the most satisfactory and economical
plan of adopting books for Common Schools ? Our present
system. The Town School Board of each town selects,
purchases and distributes. There is not uniformity in our
towns even, because some books are better adapted to cer-tain
schools than others.
STATE OF WASHINGTON.
Books are adopted by the State Board of Education for
five years.
Do you have State uniformity ? Yes.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools? The
present plan, unless the State go into the business itself.
WEST VIRGINIA.
A part of the list is adopted by State contract and the
rest by the County School Boards.
Do you have State uniformity ? Partially.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools? State
contract by a State Commission.
WISCONSIN.
Books are adopted by the Local Boards.
Do you have State uniformity? No.
What do you think the most satisfactory and economical
plan of adopting books for the Common Schools? Our law
works quite satisfactory.
34 BIENNIAL REPORT OF THE
$400,000 MORE FOR PUBLIC SCHOOLS
ATTAINABLE.
I sent out a letter of enquiry to the different States, in
order to find how the various railroads are taxed, and what
part of this tax is given to the public schools of the respec-tive
States. One special point I wished to know was, in
what States were taxes laid on gross earnings.
From reading the list of States it will be seen that fourteen
States tax the railroads on gross earnings, or gross receipts.
In North Carolina we do not receive any taxes at all
from the gross receipts or gross earnings. We have a sweep-ing
statute on this subject. It starts out as if wonderful
results would be sure to follow. It is found in Chapter i68.
Section 40, Laws of 1897, and reads thus: "Every rail-road,
steamboat or canal company incorporated under the
laws of this State, doing business in this State, shall pay to
the State a tax on the corporation equal to the sum of one
per centum upon the gross receipts of said company. The
said tax shall be paid semi-annually, upon the first days
of July and January ; and for the purposes of ascertaining
the amount of the same, it shall be the duty of the treas-urer
of said company to render the Treasurer of the State,
under oath or affirmation, a statement of the amount of
gross receipts of said company during the preceding six
months, and if such company shall refuse or fail, for a period
of thirty days after such tax becomes due, to make returns
or to pay the same, the amount thereof, as near as can be
ascertained by the State Treasurer, with an addition of ten
per centum thereto, shall be collected for the use of the
State."
This reads well, and one might think was putting into
the State Treasury from the railroads alone more than one
hundred thousand dollars—which it would do, if it were
not for that wise (?) proviso : " No railroad or canal com-pany
shall be liable to this tax if its property is taxed."
This no doubt was prepared by some learned lawyer, who
SUPERINTENDENT PUBLIC INSTRUCTION. 35
was the representative of the companies intended to be
taxed. The proviso knocks the bottom out, so that we may-paraphrase
the whole section thus : " Every railroad, steam-boat
or canal company incorporated under the laws of the
State shall be taxed one per centum upon the gross receipts
of said companies, provided they are not taxed at all."
I advise the General Assembly to impose a tax upon the
gross receipts of the railroads in North Carolina for the ben-efit
of the public schools. It can be done. It ought to be
done. We find taxes upon gross earnings in fourteen States.
Why not have it in North Carolina?
The gross earnings of the railroads in this State are more
than eleven million dollars. Suppose we had a law like
Minnesota, taxing the roads 3 per cent, on gross earnings ?
What a handsome sum of more than three hundred thousand
dollars to give instruction and intelligence to the great army
of poor boys and girls now groping in darkness, and who
must, under present conditiors of our educational facilities,
grow into manhood and womanhood burdened with all the
disadvantages of the ignorant.
If the insurance, telegraph and the telephone companies
are taxed on gross earnings in our State, and I am informed
they are, then why not the railroads pay a similar tax?
We reasonably conclude that the natural increase in rail-road
business for the next year or so will be equal to and
even greater than the last year. A tax of 3 per cent, on gross
earnings next year would amount to about three hundred and
sixty thousand dollars. In addition to this, let us have the
same tax on gross earnings of telephone companies, tele-graph
companies, express companies, insurance companies,
and then we will have a school fund from these sources of
about four hundred thousand dollars. Think of having four
hundred thousand dollars added to the school fund by the
General Assembly of 1899. Remember, this tax would be
annually.
Most every one will admit that in order to increase the
36 BIENNIAL REPORT OF THE
school terms, and in order to secure better and more efficient
teachers, we must have an increase of school fund.
The General Assembly cannot do much more than it has
done in the past, so far as general taxes on property are
concerned, on account of constitutional limitations. This
is the onh^ way, so far as the General Assembly is con-cerned,
to lift our schools out of the mire and put us on our
feet. The source from which this tax would come would
be one well able to bear it, in my opinion. The earnings
of the companies," that is, the freights, fares, &c., come from
the people.
I do not believe in making an individual or company
bear a larger per cent, of any publilc expense just simply
because such person or persons have the means. This is
not what I mean, but I mean that after the railroads and
companies referred to have paid their officers reasonable sal-aries
and their stockholders reasonable income on their
investment, then, as there have been large sums of money
given as a bonus to stockholders or officers, it is evident that
a part of this money should go back to the people from
whence it comes, for the elevation and enlightenment of
such people.
That which is of very great importance is that the rail-roads
and corporations will have no way of evading this law.
No injunction can be taken to stop this tax, if imposed by
the General Assembly. As soon as the Railroad Commission
reduces passenger or freight rates, then an injunction is
issued an once, but if the General Assembly will ha\'e the
courage to impose this tax, then Judge Simonton nor any
other Federal Judge can have anything whatever to do with
the case.
I leave the matter with the General Assembly. Here
you have an opportunity to help the cause of public edu-cation.
Will you do it ? We shall see.
SUPKRINTKNDENT PUBLIC INSTRUCTION. 2)7
GKORGIA.
Four roads pay one-half of one percentum on net earn-ings.
Income from this source last year was $3,356,044.
VIRGINIA.
Roads pay one percentum on net earnings. x-Vmount
derived from this source in 1898 was $6,371.41.
ALABAMA.
The only tax levied on railroad earnings is that of $12,-
500 per annum for the purpose of paying the Railroad Com-missioners
and their clerks, etc., and this is on the basis of
gross earnings ; percentage varies each year.
MARYLAND.
No tax applied to the School Fund.
MASSACHUSETTS.
Railroad stocks are taxed according to value of shares ;
none to the Public School Fund.
PENNSYLVANIA.
A tax of eight mills is levied on the gross earnings of
railroads. Total amount derived unknown. About $6,070
of the tax goes to the School Fund.
MICHIGAN.
Tax on gross earnings not exceeding $2,000 per mile,
two and one-half per cent. Exceeding $4,000, but not ex-ceeding
$6,000, four per cent. Exceeding $6,000, but not
exceeding $8,000, four and one-half per cent. Exceeding
$8,000, five per cent. Total amount received from this
source, $985,150.49.
MAINE.
Tax on gross receipts not exceeding $1,500 per mile, is
one-fourth of one per cent. Exceeding $1,500, but not ex-ceeding
$2,250, one-half of one per cent., and so on, increas-
38 BIENNIAL REPORT OF THE
ing at the rate of one-quarter of one per cent, for each $750
of the average gross receipts per mile or fractional part
thereof. Provided, that in no case the tax exceed three
and one-fourth per cent. Provided, that in case the roads
are operated exclusively for the transportation of freight,
the tax shall not exceed one and three-fourth per cent.
Total receipts about ^173,000.
MINNESOTA.
Tax of three per cent, imposed on gross receipts. Total
amount received from this source about $1,000,000. One
mill State tax goes to free schools of the districts for forty
days in the year.
OREGON.
Railroad stock assessed by the counties through which
they pass. Three mills is the school tax.
VERMONT.
Roads are given the option to pay at the rate of two and
one-half per cent, on gross earnings, if situated wholly in
the vState ; if the option is not taken they are assessed on an
appraisal of the property. Nearly all roads pay on gross
earnings. Receipts from this source last year $112,910.96.
None directly to the School Fund.
TEXAS.
Imposes an occupation tax of one per cent, on gross pas-senger
earnings, and two and one-half per cent, on gross
earnings of sleeping-car companies originating and ending
in the State. Receipts last year $46,962.32. About one-foiirth
goes to the Public School Fund.
RHODE ISLAND.
Railroad stock not taxed on earnings. Express, Tele-graph
and Telephone Companies pay one per cent, on gross
receipts, which money goes into the General Fund.
SUPERINTENDENT PUBLIC INSTRUCTION. 39
SOUTH CAROLINA.
Railroad stock not taxed on earnings ; pay the same rate
as do citizens, and three mills goes to School Fund.
TENNESSEE.
Not taxed on earnings. State tax, three mills ; school
tax, one and one-half mills.
NEW YORK.
Street Railway Companies pay a tax of one per cent, on
gross earnings. Railroad Companies pay a tax of one-half
of one per cent, on gross earnings. A dividend tax is also
levied. All appropriations for public schools are made
from General Fund, and vary each year.
OHIO.
Railroads pay a tax of one-half of one per cent, on gross
earnings. Receipts from this source unknown.
LOUISIANA.
Tax on valuation. vState tax for public schools one and
one-fourth mills.
ILLINOIS.
Under Revenue Law no such tax is levied. Under orig-inal
grant of lands to the Illinois Central Railroad by the
State it was required that the railroad should forever pay
to the State into the State Treasury seven per cent, on its
gross earnings. Receipts from this sourcs $600,000 per
annum.
MARYLAND.
Eight-tenths of one per cent, on the first one thousand
dollars per mile of gross earnings, or on the total earnings
if they are less than one thousand dollars per mile, and one
and one-half per cent, on all gross earnings above one
thousand dollars per mile, and when the earnings exceed
two thousand dollars per mile two per cent, on all earnings
above that sum. Total receipts from this source $177,000.
40 BIENNIAL REPORT OF THE
MISSOURI.
Railroad stocks are not assessed on their earnings, but on
their tangible property.
NEBRASKA.
None on earnings. Pay tax same as resident property
holders.
NEVADA.
None on earnings. Property assessed five cents on $ioo
of all taxable property goes to Public School Fund.
NEW HAMPSHIRE.
None to School Fund. Towns may appropriate their
share to support their schools.
NEW JERSEY.
No tax on earnings, but on valuation of property. None
to the School Fund.
WISCONSIN.
Four percentum of the gross earnings of all railroads, ex-cept
those operated on pile and pontoon, or pontoon bridges,
whose gross earnings equal or exceed three thousand dol-lars
per annum of operated road. Three and one-haif per-centum
of the gross earnings of all railroads, except those
operated on pile or pontoon, or pontoon bridges, whose gross
earnings equal or exceed $2,500 per annum, and less than
$3,000 per mile per annum of operated road. Three per-centum
of the gross earnings of all railroads, except those
operated on pile or pontoon, or pontoon bridges, whose gross
earnings equal or exceed $2,000, and are less than $2,500
per mile per annum of operated road. F'ive dollars per
mile of all operated railroads, whose gross earnings equal
$1,500 per mile per annum and are less than $2,000 per
mile per annum of operated road, and in addition two and
one-half percentum of all gross earnings in excess of $1,500
per mile per annum, and under $2,000 per mile per annum.
SUPERINTENDENT PUBLIC INSTRUCTION. 4
1
Five dollars per mile of operated road by all companies
whose gross earnings are less than $1,500 per mile per an-num.
Two percentum of the gross earnings of all rail-roads
which are operated on pile and pontoon, or pontoon
bridges, which gross earnings shall be returned as to such
parts as are within the State.
CALIFORNIA.
Paid into the State Treasury and distributed according
to mileage among the counties. Assessed by State Board of
Equalization. Per cent, to School Fund varies in the dif-ferent
counties.
COLORADO.
No tax on earnings.
CONNECTICUT.
The State assesses tax one per cent, on market value of
stocks and bonds on railroad stock out of the general rev-enues
of State $2.25 to each person for the support of the
schools.
DELAWARE.
No tax on earnings.
FLORIDA.
Railroads are not taxed on earnings. School tax is one
mill. In addition an average of five mills is assessed by
counties for school purposes.
IOWA.
None on their earnings. Assessed in every county just
as other property. The taxes go to the different depart-ments
of government. About sixty per cent, of all taxes
is spent for schools.
KANSAS.
Earnings are not assessed, only the actual property.
42 BIENNIAL REPORT OF THE
AS TO LOCAL TAXATION.
The General Assembly has done about all that can be
done to increase the public school Fund on account of con-stitutional
limitations. There is one way, however, that it
can aid the Public Schools, and that way is pointed out
elsewhere under the head of "$400,000 Attainable."
As I see it, there are only two ways to increase the Public
School Fund—the one mentioned under the subject above
referred to by taxation on gross earnings of railroads and
corporations, the other by local taxation.
According to Chapter 421, Laws of 1897, an election was
held on Tuesday after the second Monday in August, 1897.
As a result of this election eleven townships voted the
special tax provided for in this chapter.
There is a provision, or an alternative in this law, that
in case an amount is raised by voluntary subscription an
equal amount shall be paid by the State Treasurer.
Under this provision there was $8,596.63 raised and du-plicated
by the State.
There seems to have been some considerable misunder-standing
as to the condition upon which the State would
duplicate funds.
I understand, and have stated so hundreds of times, that
this provision meant that the money raised by private sub-scriptions
and duplicated by the State should be subject to
the order of the Committee for the Township for the benefit
of all the Public Schools, just as the tax would have been
if voted by the people.
I have reason to believe, in some instances, that my in-structions
as to the use of the funds raised in this way were
not carried out.
The following circular letter was sent out all over the
State :
SUPERINTENDENT PUBLIC INSTRUCTION. 43
Office of Supkrintexdknx of Public Instruction,
Raleigh, N. C, February 28, 1898.
Dear Sir :—A township becomes a special School District when a do-nation
is put into the hands of the County Treasurer for the benefit of
all the Public Schools, white and colored, in said township, and this do-nation
is supplemented by the State. The funds thus raised by donation
and by the supplement given on the part of the State becomes a special
fund for this township.
This fund is subject to the order of the Township Committee, and for
the benefit of all the public schools in the township, just as the money
appo tioned to the township by County Board of Education is for the
benefit of all the schools in the township.
No one or two schools in a township can expect to receive aid from the
State. No territorj' less than a township need apply for aid.
This is a great opportunity for small townships, cr townships where the
number of schools is small.
Suppose a township only has five schools, and raises by donation five
hundred dollars and the State gives five hundred dollars. Here we have
a special fund of one thousand dollars, which will give to each school
$200.
These donations will be duplicat.-d at any time between January 31st
and June 30th of a school year, provided that no township can receive
more than I500 in any one year.
Very truly, C. H. MEBANE,
Supprinte7u1enf of Puhlir Instruction.
The results are not satisfactory for two reasons :
First, The law is not plain, so that there can be no doubt
as to how the money is to be used that is raised by private
subscription and duplicated by the State.
Second, The schools that need help most do not receive
aid.
There are hundreds and hundreds of individual public
schools that could raise from $25 to $50, and having it
doubled by the State many dark corners would soon begin
to see the light, and the State would encourage the cause of
public education and the cause of local taxation where it
is most needed.
I advise that the provision be amended so that the maxi-mum
amount of subscription to be duplicated by the State
be $50, and the minimum be ^15 to every Public School
^,
44 BIENNIAL REPORT OF THE
in the township. This minimum doubled would give the
school |?30 or one month's school.
What wonderful results would follow within a few years
if eacli school had the opportunity to raise $15, I25 or $50,
and have these amounts doubled by the State. This, in-deed,
will be a way to help those who are helping them-selves.
Again, I recommend that the time for holding the elec-tion
be changed to that of the regular election in order to
save the expense of holding the election.
Even persons who are friendly to the cause of education
will not go to an election for schools alone.
We hear some say, politics will crowd out the school
question. I say 1 nKint the school question to crozvd out
some of our politics, at least to crowd out enough that men
going before our people will not dare to misreijresent the
cause of education for political gain.
The election for schools in 1897 cost between $12,000
and $15,000, and yet there are men who seek office in high
positions, and go around over the State asserting that it
cost $65,000.
By local tax the strong help the weak. Local tax is one
way by which the brotherhood of man is forcibly brought
before the public. Men are brought to realize an interest
in the rising generation. The man of means and the poor
man have a common interest in the instruction of the
young. It does away with the false idea that has been pre-valent
in the minds of many that the children of the man
of means are better than the poor man's children.
Look at our cities and towns where local tax has been
the means of opening the schools alike to the poor and
those of means. Here we find the children of the wealthiest
men in the towns entering the same threshold with the
children of the poorest men. Their little feet tread the
same pathway of instruction, their little hearts are warmed
around the same hearthstone, which is radiant with a glow
SUP?:RINTENbENT PUBLIC INSTRUCTION. 45
of love and truth emanating from the soul of the faithful,
conscientious teacher. Here they are taught to respect,
honor and love each other. Here they learn to have an
interest in each other which otherwise would be unknown.
And last, but by no means least, the parents are drawn
towards each other through their children, and we find
unity of interest in the minds and hearts, not only of the
children, but also in the minds and hearts of parents.
We do not expect to have the same kind of schools in
the rural districts as in the towns—we do not need the same,
but we do need the increase in school fund, the increase in
length of term. We do need more of the common interest
in each other on the part of farcntu and teachers. We do
need the money which a farmer now and then spends to
send his children off to have even primary teaching done.
Let the money these farmers spend for education be spent
in the way of local tax, which will benefit not only his own
children, but his neighbors' children.
We hear farmers justly complain as to the society of their
community ; that they have no society which is interesting
or elevating for their children. How soon all this would
be changed if all the children in these rural districts had
the opportunity and the advantage of a six or eight months
good school. Soon we would have social circles, elevating
and refining, and we would hear no more of leaving the
country home in order to have the advantage of schools,
and in order to have society of the refined and cultured.
We want our parents in the country to take a broader
view of this subject than many of them have had. We
ii'CDit Hiore common inlereH in the future happiness and
zvclfare of ike children.
We want it to be a thing of the past when a young man
or a young woman who has secured an education is regarded
as a person far above or apart from the masses of our young
people. We want no great gulf between a college man and
the man of the community.
46 BIENNIAL REPORT OF THE
The more money men put into anything the more interest
they have in that thing. I think zve usually -pay enough
school tax to ease our consciences, and not enough to cause
vs at^y concern as to how it is spent and what results foilozu
the e'xpenditure.
I believe there are men to-day who pay $3 public school
tax and never give any special thought or consideration as
to what the public schools are doing, whereas if they were
paying $12 tax for this cause they would see to il that re-sults
were seen and felt from the expenditure.
One reason, then, why we should have special tax for
schools is to create special interest for schools.
AS TO SCHOOL ATTENDANCE.
I am slow to advise a compulsory attendance of our pub-lic
schools under our present conditions, and especially
when I remember the character of work done in some of
our public schools, but when I call to mind that in many
cases the children are kept from schools by careless, indif-ferent
parents, and sometimes by lazy parents, who compel
them to work in cotton mills, while their fathers sit around
the stores, talk politics, and discuss the ways and means of
preserving the government; when I think of these cases I
am compelled to conclude that the State ought to come to
the rescue of these helpless children.
Cases have come under my own personal observation,
where children were put in the cotton mill at seven or eight
years of age, and kept there until they were twenty-one
years of age. I recall some young men and women whom
I met a few years ago. They could neither read nor write
because they had been kept in the cotton mill from seven
years of age. Think of it, white boys and girls being
bound down by their parents and not even able to read
and write when twenty-one years old in this day and gen-eration,
and yet it is true in our own State.
SUPERINTENDENT PUBLIC INSTRUCTION. 47
In the rural districts also we often find boys roaming over
the fields, idling away their time, when the Public School
Fund is being spent for their benefit.
I advise that the General Assembly give us some mild
form of compulsory attendance to begin with.
CIVIL GOVERNMENT.
I advise that we add Civil Government to our list of sub-jects
to be taught in our Public Schools.
It is singular, but nevertheless true, that so large a per cent,
of our more intelligent people are so poorly informed upon
matters pertaining to our government, both the National
and the State Government.
We want our children to be patriotic, to love our govern-ment,
and one of the ways to do this is to teach them what
our government is, and how our laws are made.
Our children should know the duties required of the vari-ous
State officers; how laws are enacted, repealed or
amended.
Our children should know the duties of the President of
the United States, and of the different Cabinet officers.
They should be taught the duties of both Houses of Con-gress,
and the various departments of our government.
While we may not in many cases have regular classes
studying this subject, yet the teachers should be well
informed on this subject, and should give oral lessons at
least once a week to the entire school, and even in this way
our children may acquire a good general knowledge of our
government.
THOUGHTS BY THE WAY.
I began my work on the 13th day of January, 1897. I
was very kindly received by my predecessor, Hon. John C.
Scarborough, who gave me a general insight into the records
and duties of the office of Superintendent of Public Instruc-tion.
48 BIENNIAL REPORT OF THE
My entire time has been given to the work, and not only
my time, but my whole interest of mind, heart and soul has
been thrown into the work.
I have no doubt made some mistakes, but these mistakes
were of the head and not of the heart.
I have tried to win and merit the support and co-oper-ation
of our leading educators in the public school work,
and it gives me very great pleasure to say, with becoming
modesty, that I believe I have had not only their support
in the public school work, but that which I appreciate
even more—their respect and confidence.
OFFICIAL STANDING OF THIS OFFICE.
I have endeavored to bring this office and its duties into
closer touch with our people than ever before.
This office has been regarded by many of our people as
a kind of sinecure. Some people seem to think the object
of the office was merely to satisfy the requirement of our
Constitution by which the office was established ; that the
Superintendent has merely to furnish some blanks for le-cords
of schools and the preparation of some few statistics.
In this connection I wish to express my sincere appre-ciation
for the assistance given me by the press of our State.
The papers of all political parties have kindly printed offi-cial
circulars sent out from this office from time to time,
and in this way I have been enabled to reach the masses of
our people as I otherwise could not possibly have done.
It is very gratifying to all the friends of public education
to know that this office and its duties are more widely
known to-day than ever before, not only to the general
public, but even to our children.
RELATION OF THE OFFICE TO PARTY POLITICS.
It has been one of my special objects to remove the office
and its duties as far as possible from partisan politics. To
SUPERINTENDENT PUBLIC INSTRUCTION. 49
this end I have taken no active part in any political cam-paigns.
In this particular I have differed from some of my
predecessors.
I have long felt that one of the most important things
to be done in connection with our public educational work
was to remove it as far as possible from partisan politics.
I have pled for this to be done from the very beginning ;
when the count)' school officers were selected I asked that
the men best qualified for the position be selected.
I have practiced what I preached on this subject, and ex-pect
to continue to do so as long as I am in this office.
I hope that the time is not far away when all the people
of North Carolina will see to it that the Superintendent of
Public Instruction, whoe\-er he may be, will not only not
be expected to take an active part in political campaigns,
but that public opinion may be so strong against such
actions that he will not dare to do so.
RELATION OF THIS OFFICE TO PRIVATE
SCHOOLS AND DENOMINATIONAL
COLLEGES.
I have endeavored to create a closer sympathy and com-mon
interest on the part of these schools and colleges.
I have recognized and appreciated what these schools and
colleges are doing for the cause of education within our
State.
I have striven to emphasize the fact that good public
schools, well filled public schools, will mean well filed
academies and colleges.
I have tried to have all of our schools
—
the State, the de-nominational
colleges, and the private schools—to realize
more than ever that there is one subject, one work, upon
which we can unite our forces, and that is the work and
progress of our public schools.
An index to this common interest will be found in the
4
50 BIENNIAI, "REPORT OF THE
expressions from the faculties and heads of the various in-stitutions
published elsewhere in this Report.
In order that my Report may show what educational
work was done and is being done by these institutions, I
have given space to them at an approximated cost, per page,
by the State Printer.
AS TO SUPERVISION.
The most important thing the General Assembly of 1899
has to do is to legislate to increase the School Fund. I
have tried to show how this may be done elsewhere.
The next act, in importance, is to legislate so that we
may have a wise expenditure of this fund.
One great hindrance to the cause of public education in
North Carolina for years past, and even now, is that we do
not have the funds wisely spent in so many instances.
Where a farmer has a house to build he not only em-ploys
carpenters, but he employs one carpenter to supervise
the work, to see that each man does his work well, to see
that he keeps at his work and earns the wages he receives.
We even have our Road Supervisors. ]Vc arc not zuil/ing
that earth and stones shall he handled zvithotit supervision.
We must have supervision to lay stone and to place earth
on our highways, we must have supervision to build our
bridges, lest some harm may perchance come to the traveler.
This is all right, but how strange, it seems to me, that la-borers,
men and women who fashion and mould the charac-ter
of our future citizenship ; men and women whose work,
whether good or bad, will last when houses and bridges
are crumbled into dust; men and women whose work will
last throughout eternity itself ; yet we are not only will-ing
for these laborers to work without supervision, but in
many counties our County Boards of Education actually
refuse to send out the Supervisor to even take a peep at the
work that is being done in the public schools. What ex-
SUPERINTENDENT PUBUC INSTRUCTION. 5
1
cuse do we hear for such action on the part of the County
P>oard of Education? They say it is needless expense
—
better let the schools of the county have the benefit of the
money than to have the Supervisor out among the schools.
If the Supervisor is the man he should be, we cannot
nn asure his worth to the cause of education by a few dol-lars
and cents expended for sending him out among the
schools. He will bring order and system out of confusion
and chaos in many places, where the teachers are young
and inexperienced. He will create interest, where there is
no interest, in the public schools. He will make peace
where there is turmoil and confusion. Pie will infuse life
and inspiration into the schools which have become dry
and monotonous.
He will be so full of zeal and enthusiasm for the work
that every community into which he goes will feel the
effects of his visit, not only in the school-room, but the life
and noble ambition for higher and better things pointed
out by him will be caught up by the children and carried
into their homes, and the parents thus interested—and by
and by the whole community—will be aroused on the sub-ject
of schools.
If we have not Supervisors who can do these things then
let us secure them. There are such men in every county
in North Carolina.
It gives me pleasure to say we have some Supervisors
who are doing, and have done, the very things mentioned by
me here. Others would do much greater things than they
are, but their hands are tied by County Boards of Educa-tion.
I add below the resolutions passed by the Teachers'
Assembly of North Carolina at its last meeting, in June,
1898, at Asheville.
I will not discuss these resolutions here, as a committee
provided for in the resolutions will present the merits of
the plan proposed.
52 BIENNIAL REPORT OF THE
Resolved^ That in the opinion of the North Carolina Teachers' Assem-bly
the supervision of the public schools would be greatly improved and
the general cause of public education would be promoted if the State,
should adopt a plan to secure about ten District State Supervisors, in
addition to the ninety-six County Supervisors. The State Supervisors,
under the advice of the State Superintendent of Public Instruction, should
each have general oversight of the educational work in about ten coun-ties,
advising with County Supervisors, instructing teachers in Institutes,
and arousing proper educational sentiment among the people.
Resolved further. That the Teachers' Assembly send a committee of
nine to the General Assembly of North Carolina to petition the Legisla-ture
to make this improvement in the supervision of the public schools.
Resolved, That it is the sense of the North Carolina Teachers' Assem-bly
that the State should bear all of the traveling expenses of the vState
vSuperintendent of Public Instruction necessary to a proper oversight and
visitation of our schools.
DR. BATTLE'S WORK.
I have been very fortunate to secure the valuable .ser-vices
of Dr. Kemp P. Battle, of the University of North
Carolina, to write a history or sketches of the old extinct
schools in the counties of North Carolina. I congratulate
the State upon having a man so well prepared to write our
educational history as is Dr. Battle.
This work alone of Dr. Battle will make my Report of
great value to the State and to all friends of education.
FINALLY.
I wish to remind the members of the General Assembly
that the children of North Carolina, whose future power
and influence as citizens, as men and women in society
—
these have no lobbyist to elbow you around, no one to
whisper in your ear how great you are, how you may make
a great name for yourself.
They have no one here to flatter you, to entertain }ou.
But could you fully realize that to-day, throughout the
length and breadth of North Carolina, there are thousands
of anxious, longing young minds and hearts crying for
mental food, yearning for that which will brighten and
SUPERINTENDENT PUBLIC INSTRUCTION. 53
make happy their lives, then you would listen, then you
would come to their rescue, then would the empty praise
and flattering words of the lobbyist be as " sounding brass
and tinkling cymbal," in comparison to the still small
voices of these little ones around your own fireside and
those of your neighbors' hearthstones.
I have tried to be faithful to these little ones, I have tried
to point out ways and means by which you may help them.
I can close the two years' work with a clear conscience that
I have done, though only a mite it be, what I could for the
advancement of the education of all our peo-fle^ the rich
and the poor alike.
I now leave the subject with you. What may be accom-plished
within the next two years will largely depend upon
you. I trust you may act wisely and prudently in all legis-lation
pertaining to the cause of Public Education.
I am yours for service,
C. H. Mebane,
Su-pt. Public Instruction.
LETTERS FROM COUNTY SUPERVISORS.
The following letter was sent to each of the County
Supervisors. I publish, following this, the letters received
in reply :
To THE Supervisor :
Will you please write me a short letter for publication in my forthcom-ing
Biennial Report, touching upon the following points:
As to your teachers association, as to institute work, and as to general
condition of public schools, and the subject of public education in your
county. I hope to have a letter from each Supervisor at an earia' date.
Please attend to this at once.
Very truly, C. H. MEBANE,
Sitpcriiitendent Public Instruction.
November 10, 189S.
Hon. C. H. Mebane, State Superintendent, Raleigh, N. C.
Dear Sir:—In compliance with your request, I beg leave to say that
the Teachers' Association of Cherokee County was organized the first
54 BIENNIAL REPORT OF THE
of this year with a large number of teachers present. The teachers were
very much encouraged over the prospects of being benefited by their
association. Believing this was what they had needed for quite a time,
almost every teacher has attended these meetings since the organization.
Many teachers have become more enthusiastic in their work by coming
in contact with others of more experience and broader views.
The institute work, conducted by the supervisor, I think has been pro-ductive
of causing some teachers to make their teaching professional.
The work done in these was of such character as the teachers could
make it applicable to the needs and wants of their schools.
In some of the townships we have had large educational gatherings,
what we styled an "educational rall3\" Three or four schools would
assemble together with appropriate exercises by each, thereby- causing
the people of the entire community to be present. The importance of
better schools, better attendance, better equipments and the importance
of education was brought iiefore the people.
By means of the above-mentioned efforts the condition of the public
schools have been greatly augmented.
While our public schools are not what they ought to be—as we would
like to have them be—yet the people are in sympathy with them, and are
manifesting some interest to make them better.
\'ery respectfully, your obedient servant,
J. M. LOVINGOOD,
Supervisor of Cherokee County.
Windsor, N. C, November i, 1S9*.
Hon. C. H. Mebane, State Superintendent, Raleigh, N. C.
My Dear Sir:—We have held no institute work the present year.
We find that our teachers, in considerable numbers, are taking educa-tional
publications, which contain very mnch the same matter usuallv
exhibited in institute work; also, that the necessary expense and board
upon the attendance of same would be an extra tax upon our teachers,
many of whom fai! to get a school at all, and others having but a short
term and small salary. Reasons of this character influenced our School
Board in declining to order an institute.
We have a Teachers' Association in the county. We were among the
first counties of the vState to organize them some six or eight years ago,
and have kept them in unbroken existence ever since. We hold from
two to three meetings annually—think two enough. The character of
these meetings have been of marked interest, and have unquestionably
exerted much good among our people. W^e have as few by-laws as pos-sible.
Every white teacher in the county, whether of a public or private
school, is a reconigzed member, thereby retaining a much larger mem-bership
than if left to voluntary joining. For several past years our
meetings were largely attended, not only by the teachers, but by the
masses of our citizens. Our chiefest effort is to get the county people
SUPERINTENDENT PUBLIC INSTRUCTION. 55
present at these educational rallies; thereby bringing them into a stronger
and more interested sympathy with the education of their children. We
look upon this feature of our meetings as being most productive of good.
Hence we emphasize it.
Our present, as well as former State Superintendents, have honored us
with their presence, with very entertaining and profitable talks and
councils; and they can testify to the apparent good work these meetings
are doing, and from our own observation and experience we would
heartily advise the establishment and persistency of these educational
meetings in all the counties of the State.
We flatter ourselves that, taken altogether, Bertie County can boast of
as intelligent and efficient set of teachers as any county in the State.
While they are not all up to as high grade in school studies as is usually
desired, yet they possess as fair an average preparation for county school
work as we deem ordinarily necessary. They are selected much for their
moral as well as intellectual work. Our chief effort is to have efficiency
for good, honest work, with special care as to their capacity for control
or government over their children.
The general impression throughout the county is, that the attention,
training and results of school work is largely on the up-grade.
Some features of our present new school law, we fear, are not going to
work well.
After a years' experience and observation, we are beginning to very
much question the reduction of number of school committeemen. We
think we could give best of reasons why the old system in this particular
should be re-established; also as to the present place of distributing
the money. We find it very unequal, hence unsatisfactory. We feel
sure at our next session of the General Assembly these matters will be
well considered, and all defects, if any, duly corrected. We have reason
to believe, at the proper time, we could make suggestions as to these
things. As to the visitation w-ork of the County Supervisor, we find a
good, and believe, proper place to notify the teachers a few days ahead
of the day of visitation at the school, and advise that the neighbors and
patrons be requested to be out at the hour; then having teacher, children
and parents together, we have the better opportunity to talk to them and
thereby create, if possible, a deeper interest and closer sympathy between
teachers and parents; result, better attendance and more interest in the
educational growth of the children of such communities.
We have on our statute books such a thing as "Arbor Day " in our
school work, the same to be appointed and proclaimed by the Governor
and State Superintendent. In the absence of any like notice of the
same, it will be the purpose of the Supervisor of this county to appoint
the Friday before Christmas of the present year, as such a day in each
school-house community, at which time the teacher will be requested to
provide some public exercises by the children for half the day; and the
other half to be used in fixing up, in any needed way, the school-house
ground (assisted by the patrons), such as trimming up or cutting away
56 BIENNIAL REPORT OF THE
such as should be thus; and planting out new trees, such as ornamental
and fruit trees, principally the latter. Of fruit trees we shall suggest:
Walnut, hickory, chestnut, pecan, persimmon, locust and others, such as
will always be of benefit and pleasure to the children during the fall and
winter months. We believe in making our little school centres attractive
places in any community.
Trusting that in every conceivable way new life and energy may con-tinue
to be enthused in this most important work, and that blessings of
approval may rest upon the heads that guide it, from State Superintend-ent
to the humblest committeeman, I am sir,
Your obedient servant,
R. W. Askew,
Supervisor of Bertie County.
MarshviLi.E, N. C, October 18, 1898.
Mr. Mebank.
Dear Sir:—Union County Teachers' Association was organized in the
fall of 1897. Most of the teachers took hold at once, and have worked
earnestly. It has an enrollment of eighty, an average attendance of
sixty. It meets once a month. The teachers discuss methods of teach-ing,
discipline, and other live questions relating to the profession; also,
the different branches are reviewed. Through the Association teachers
are being aroused and the people are being reached.
The institute- was held in July. It was under the management of the
County Supervisor, who secured, free of cost, all the high school teachers
of the count}' to assist him. Each one was assigned a certain branch to
discuss before the institute, and to answer all questions relating to it and
to the method of teaching it. All teachers of the county were rec|uired
to attend. The great majority were glad of this opportunit)- that they
might better prepare them.selves for their work. That the institute held
this summer did great good is questioned by no one. It was a school in
which the student* worked hard and learned much.
Union County is now improving rapidly in education. Our county is
so small that we send only one man to the Lower House of the General
Assembly, still we now have eight flourishing high schools. Statistics
show that education is increasing. The public schools are doing more
good than ever before in the history of the county. Parents are becom-ing
interested. Teachers are working hard. The present school law has
given an impetus to education. The system of committee works nicely-much
better than the old one. One more step and we will be all right:
let us have compulsory 'education.
Yours sincerely,
Pl.lIMMKK Stkwakt.
Supervisor of Union County.
SUPERINTENDENT PUBLIC INSTRUCTION. 5/
Mars Hill, N. C, October 25, 1898.
Hon. C. H, Mebane, Superintendent Public Instruction, Raleigh, N. C.
Dear Sir :—We have a Teacher's Association in Madson county, com-posed
at present of about thirty -five teachers. Our meetings have devel-oped
quite an iuteresi in the Teachers woik, and I trust that much good
will result from the organization. It has been a very difficult matter to
arouse inspiration in many of the teachers sufficient to induce them to
take the proper interest in these meetings. My predecessor, as Superin-tendent,
made many faithful efforts, but to meet with final failure, the
average teacher preferring to rest on his own resources, rather than come
in touch with the onward movement of the more progressive element. In
order to overcome this spirit of indifference I have used every effort avail-able
to inspire them to a more meritorious course of action in their profes-sion.
Indeed I have found it necessary to so arrange matters in counter-signing
vouchers on certain days as to almost compel some of them to
attend. I am glad, however, to say that there is much improvement and
promise for the better in this much needed work.
INSTITUTE WORK.
From July i, 1897, to July i, 1898, there were five Institutes held in the
county, conducted by myself as County Supervisor, assisted bj- some of
best and most efficient teaching: force in the count}*. The object of this
work has been to bring before the teachers better methods of giving in-structions
to the pupils. I think this department of our work has been
of great interest and very good results. We are able in the Institutes to
come in contact with nearly all of the teachers—a much larger per cent
than in the associations. The number who attended the Institutes dur-the
year mentioned was sixty-six. It is generally found expedient to have
certain hours set apart for examinations, which brings some teachers in
who would otherwise remain out. The effect of this work is not confined
to teachers alone, but reaches out into the community and gives a healthy
inspiration to education among the people, and now and then we are able
to induce a school committeeman to attend, aud thus get him enthused
in his line of work.
While we have, no doubt, in Institutes, fallen below true standard work.
I nevertheless feel that we have never failed to arouse, both in teachers
and citizens, a higher spirit of education in our public school work.
It is with no little pride that I feel able to say that there has been a
forward move in our public schools all over the count}-
Perhaps one of the healthiest indications of the above statement is
found in the fact that public sentiment has been awakened along this line.
People have been eager to talk about the public schools. Until public
sentiment was diverted by the war qirestion, or more recently by politics,
the uppermost question in the minds of our people seemed to be the pub-lic
schools. Our teachers are fast passing from the non-professional to
the professional, and hence the teachers' work is rising to a higher plane.
58 BIENNIAL REPORT OK THE
The vSupervisor in his visits to the schools has constantly kept before the
teachers, the pupils and the public the claims of the vState on these schools.
Teachers have been urged to make ever\- effort to enroll every scholar in
their respective districts, and then so stimulate them and their parents as
to secure a regular attendance. To this request they have, as a rule, been
fai.hful. When boys and girls have been absent the reason of such
absence has been inquired for, and hence our average attendance has
been made better. Whether we shall ever be able to get the children all
in and keep them in school without a compulsory law, is a question for
the future to decide. It is, no doubt, the fond hope of the true friend of
])opular education in our dear old State, that political fanaticisim may
not be allowed to lay its blighting hand on the progress now being made
in our public schools, merely to further the ends of some political party.
The highest t3-pe of patriotism is that which stands with a drawn sword
in order to protect our public school system from any who would cripple
it, even for a time, for mercenary motives.
W. P. JERVIS,
Supervisor of Madison County.
PiTTSBORO, N. C, October 27, 1898.
Hon. C. H. Mebane, Raleigh, N. C.
Dear Sir:—Our schools were a little longer this past year; the attend-ance
was better, and I think there was more interest and better work
done than usual.
I think a proper sj'stem of grading schools gives the most uniform ad-vantages.
I recommend separate committees for the supervision of white
and colored schools.
May is the wrong time to take the census, if the money is apportioned
the following January; too far apart, and districts change too much.
Better take census in November.
Truly, R. B. Lineberry,
Supervisor of Chatham County.
Bee Log, N. C, October 20, 1S98.
Superintendent Mebane:—I have only been Superintendent of
Schools for Yancey County since about the middle of July. My prede-cessor.
Will Peterson, upon whose resignation I succeeded, did most all
of our Institute work, and very ably, giving certificates to only worthy
teachers, and putting our school system upon a sound basis.
Since 1 have been Superintendent a Teachers" Association has Ijeen
organized, to meet monthly, and all teachers are requested to attend the
meetings, or be deprived of teaching next year.
With this understanding in view, we have the presence of nearly all
our teachers at every meeting. We meet at various places in the county
in order to let the people know just what we are doing.
SUPERINTENDENT PUBLIC INSTRUCTION. 59
Much enthusiasm is manifested in the interest of education in our
count}-.
We now have five high schools in good progress, and two colleges in
erection.
Yancey, although in the mountains, seldom heard from, is no longer
going to be in the dark, but will in a few years rival her surroundings
We are determmate, resolute and untiring in our work, audit is our
motto: " Not to be outdone by our equals."
\'ery truly, W. M. McIntoSH,
Supervisor of Yancey County.
Watauga County, N. C, October 24, I898.
Hon. C. H. Mebane :
We have no Teacher's Association in this county, neither have we had
any Institute work done in several years. Our public schools are lagging
in interest. Our teachers are of a verj' good grade, but our citizenship is
seemingl)' uninterested on the subject of public education. I hav.e just
taken hold as County Supervisor, and think it impracticable to organize
a Teachers' Association now, for this year, as many of the teachers are
just closing their schools. I hope, however, to organize an association
early next year, which, I think, will inspire our teachers with more enthu-siasm.
Respectfully, L. H. Michael,
Supervisor of Watauga County.
CUFTON, N. C, October 26, 1S98.
Hon. C. H. Mebane, Raleigh, N. C.
Dear Sir :—I am sorry to say we have no Teachers' Association in
our county. We organized one two years ago, but the teachers took so
little interest that we had to abandon it.
We had a Teachers' Institute during the past summer, conducted by
President Chas D. Mclver, and enrolled thirty-e'ght teachers, and every
one who attended seemed well pleased with the work done, and went
awav, I am sure, determined to do better work in the future than in the
past.
Our public schools seem to be looking up considerabl}, but the}' are
not what they ought or what they could be, by any means.
There seems to be a greater interest manifested in education than ever
before, and I am confident the people will vote the special school tax in
some of the townships in this county next year.
Yours truly, J. W. Jonks,
Supervisor of Ashe County.
Ayden. N. C, October 31, 1S98.
C. H. Meb.^ne, Superintendent Public Instruction. Raleigh, N. C:
I have not been able, so far, to organize a Teachers' Association. I
think a lively Teachers' Association would do much good, but owing to
6o BIENNIAL REPORT OF THE
the large territory of our county, I fiud it very difticult to get the teachers
together.
Prof. J. V. Joyner held an Institute of a week. The time was divided
between the whites and colored, giving three days to the whites and two
to the colored. We had fifty-nine white teachers and forty-five colored,
in regular attentlance. While the time was entirely too short, 1 am sure
much good was accomplished.
I find the general condition of the public schools to be gradually im-proving,
and I hope that my personal visits and direct contact -with the
schools will raise them to a higher standard. I feel safe in saying that a
little encouragement to the teachers and pupils will lead them into higher
ideas of life and increase the spirit of education. I hope to do much on
this line during the fall and winter term of, our schools.
I find the greatest difficulty to be indifference among the people. I
am trying to awake the people to an interest in the public schools, and
during my visits to the schools I shall try to reach the public by lectures
at night in different neighborhoods where I can get a hearing: I hope in
this way to overcome indifference and secure a larger attendance. I am
fully satisfied that the public ear must be reached and the people educa-ted
in public school work. J. R. TiXGLE,
Supervisor of Pitt County.
Office of County Supervisor,
Whiteville, N. C.
Hon. C. H. Mebane Raleigh.
Dear Sir :—At first the teachers manifested a good deal of interest in
their associations, but it seems to have all died out, for neither white nor
colored have met since last June.
There has not been an Institute held in this county in three years. The
Board of which I have the honor to be Secretary, believe it to be a waste
of the children's money to have Institutes.
The general condition of the public schools has greatly improved during
the past year The subject of popular education is taking on new life in
old Columbus.
I had issued, from July i to November i last year, only thirteen certifi-cates
; for same time this year I have issued forty. Bogue Township the
last school year made an average of seventy nine daj-s to each school for
the white race. Whiteville made an average of sixty-two days to each
school for the white race. Bug Hill Township and Waccamaw stood at
the foot of the list in the day schools. Waccamaw returned 161 children,
enrolled only 48 ; average attendance, 28.
Your friend, W. H. Seli^ERS
Supervisor of Columbus County.
SUPERINTENDENT PUBLIC INSTKUCTION. 6l
OCTOBKR 14, 189S.
Hon. C. H. Mebank, State Superintendent Public Instruction, Raleigh,
X. C.
Dkar Sir:— In answer to j-our request, I willsa}' that no appropriation
for an Inscitute has been made by the Board of Education fur this county,
and therefore none has been held.
Some teachers have advocated a voluntary Association, but no steps
liave been taken towards organizing it as 3-et. I am of the opinion that
this would be a move in the right direction, if we could get our teachers
to meet often enough. The plan woidd work no expense on the county,
and might be a great help to teachers, especially the inexperienced.
The schools in this county are in fairly good condition, but the interest
is not taken in matters of education that ought to be. In some sections
we find a good many who should be in school that never attend.
In order to ascertain the needs of the schools and to improve the educa-tional
interests as much as possible, the Board of Education has directed
the Supervisor to visit every school in the county.
\'ery truly yours, H. S. AveriTT,
Supervisor of Cumberlaiul County.
NASHViLtH, N. C, October 18, 1898.
Hon. C. H. Mebane, Superintendent Public Instruction, Raleigh, N. C.
Dear Sir :—In reply to yours of recent date, I have to say we have no
Teachers' Association in this county yet. Hope to have one soon. No
Institute held this year. The general condition of our schools is growing
better. Teachers grade better, both white and colored. Houses much
improved. The people generally becoming more interested The sub-ject
of education getting more attention. The school committee dis-charging
their duty. Colored committeemen for colored schools recom-mended.
Most respectfully your obedient servant,
L. M CONYERS,
Supervisor of Nash County.
ROCKINGH.AM, N. C, October 15, 1898.
Hon. C. H. Mebane, Raleigh, N. C.
Dear Sir :—We have no Teachers' Association. Have had no Teach-ers'
Institute for several years. I have not visited schools. The law re-quires
the " Supervisor to visit schools under the direction of the Board
of Education." I am not able to find the needs of the schools nor con-ditions,
as the Board of Education has not directed me to visit schools.
There is no doubt in my mind that public schools could be very much
improved and made more popular if schools were visited and the claims
of public schools properly presented to the people. I would, with pleas-ure,
visit schools if directed by Board of Education.
Yours very respectfully, M. N. McIvER,
vSupervisor of Richmond County.
62 BIENNIAL REPORT OF THE
Office County Supervisor,
Lake Comfort, Hyde County, N. C, October 15, 1S9.S.
Hon. C. H. MebAxNE, Raleigh, N. C.
Dear Sir:—In reply to your circular I would say, that we have no
Teachers' Association or any Institute work done, but our schools are in
a fair condition, and the interest in public education increasing.
The length of school term has been increased at least one-lhird in the
district that carried the special school tax.
Very truly, H. L. McGowan,
Supervisor of Hyde County.
MT. Pleasant, N. C, October 19, 1S98.
Hon. C. H. Mebane, State Superintendent
Public Instruction, Raleigh, N. C.
Dear Sir:—Replying to your circular which I had the honor to receive
a few days ago, I have to say:
1
.
That the effort made last year to organize a Teachers' Association in
this county met with failure. On one or more occasions heretofore
similar attempts had been made, with apparent success at the beginning,
but for some reason the teachers lost interest and the Association ceased
to exist. Since then the teachers have not manifested much interest in
forming an Association.
2. Two Institutes, one for white, the other for colored teachers, were
held August 22-26, both dates included, in Concord. Prof. J. Y. Joyner,
of the State Normal and Industrial College, Greensboro, conducted the
Institute for the white teachers. He was assisted by Prof. T. A. Sliarpe,
formerly Superintendent of the Goldsboro Graded School.
The Institute was attended by seventy (70) teachers, thirty-one males
and thirty- nine (39) females. Dr. C. D. Mclver, President of the
State Normal and Industrial College, delivered a public address on the
26tli. Much interest was taken in the work by the teachers, and much
good was no doubt accomplished.
The Institute for colored teachers was conducted by Rev F. T. Logan,
Principal of the Concord Graded School. He was assisted by President
Jas. B. Dudley, of the State (Col.) Agricultural and Mechanical College,
Greensboro, and Prof. W. M. Provinder, of the State Normal School,
for colored teachers, at Salisbury. The County Supervisor also gave the
institute one hour each day, instructing the teachers on such subjects as
was thought would add to their efficiency as teachers. The Institute was
attended by twenty-six teachers, seven males and nineteen females
(which was one less than were examined during the year). The interest
manifested by the colored teachers was all that could be desired. I think
the Institute will prove to be of much benefit to the colored schools.
President Dudley and Prof. Provinder delivered public addresses to the
colored people on the 26th.
SUPERINTENDENT PUBLIC INSTRUCTION. 63
3. The public schools at this date have not opened for the winter term.
The schools last winter were, as a general thing, well taught. The com-mittees
and people seemed to be pleased with the work done. Some of
the houses are not such as to secure the best results, but that difficulty is
gradual!}- being overcome by paying more attention to the proper con-struction
of new houses when occasion requires. Furniture, maps,
globes, etc , are needed, but with the present school fund it has not been
thought good policy to encourage the purchasing of such supplies. The
chief want of many of the schools, other than money, is efficient
teachers, such as will be full}' competent to use maps, globes, charts, etc.
If it be deemed well, then to make the outlay.
4. I think the interest in education is growing. The people more gen-erally
are coming to the point of seeing that the prosperity of a country
depends upon the general intelligence of the people; that to raise North
Carolina in the scale of prosperity the children must be educated, but in
this field there is much work to do.
Very respectfully, II. T. J. LiuwiG,
Supervisor of Cabarrus Coimty.
East Bend, N. C, October 28, 1898.
Hon. C. H. Mebane, Superintendent Public Instruction, Raleigh, N. C.
Dear Sir:—We are trN'ing by every possible means to raise the standard
of education in Yadkin. We expect, through our Teachers' Association,
white and colored, to secure a much higher grade of teachers and an
increase in their salaries of at least twenty per cent, above last year.
Our Count}- Institute, which opened the 19th and closed the 28th of
July, was j)ronounced, by honest persons of all classes, a success. Prof.
Foust, of Goldsboro, N. C, showed himself the proper man in the proper
place, and by his gentle and unassuming conduct before the ninety-seven
teachers who were in attendance, won for himself the esteem of them all.
In conclusion, I will say, without the least thought of sycophancy, the
outlook for a higher standard of education in old Yadkin was never so
hopeful as under our new system and with our present State Superinten-dent
as our literary leader.
Truly yours,
J. H. Patterson,
.Supervisor of Yadkin County.
Wanchese, N. C, October 29, 1898.
Hon C. H. Mebanh, Superintendent Public Instruction, Raleigh N C.
Dear Sir :—The necessity of traveling by sail-boat (and hence the
uncertainty) has prevented us from having a Teachers" Association.
There has been no Institute held in the county.
Our people are aiding the publ c schools by employing, where practica-ble,
the regular academies to do the public school work. There is a grow-
64 BIENNIAL RKPORT OF THE
ing sentiment in favor of public primary and academic schools for the
masses. Yours very truly,
h. Basnight,
Supervisor of Dare County.
Shelbv, N. C, November i, 1898.
Hon. C. H. Mebane, Superintendent Public Instruction, Raleigh, N. C.
Dear Sir :—Cleveland county has two Associations for the teachers',
one for the white teachers and the other for the colored teachers. The
white Association is divided into two divisions, fne the western division,
the other the eastern division. Each of these Associations are vpeU
organized and are planning to do much practical educational work this
winter.
We held two Institutes last July, one for the white teachers and the
other for the colored teachers. Both of these Institutes were very largely
attended, much interest being manifested by the public generallv, and
the teachers nmch better prepared for the work of the school- room.
All our public schools are improving rapidly in every respect. The
teachers are well prepared for their work. The school rcoms are being
well equipped and public sentiment is more healthful.
J. A. Anthony,
Supervisor of Cleveland County.
Stony Kxoli,, N. C, October 30, 1898.
Hon. C. H. Mebank, Raleigh, N. C.
Sir :—We have no Teachers' Association in this county now, and for
what the Board of Education thought good reasons, we had no Teachers'
In.stitute this year, although the county has not been backward in insti-tute
work.
The condition of the public schools is good, in fact, I believe better
than ever. The prevalence of measles in most all parts of the county
last winter reduced the average attendance to a considerable extent. Our
citizens are taking greater interest in schools than ever before. By vot-ing
a special school tax Mount Airy gets ten months school this year.
The school is in a very flourishing condition, with able teachers and large
attendance. It is, perhaps, one of the best schools of its kind in the
State. The academies at Siloam, Pilot Mountain and others in the
county are in successful operation and well patronized.
Yours truly, John W. Williams,
Supervisor of Surry Count)-.
CHARLoriE, X. C, October 22, 1898.
Hon. C. H. Mebane.
Dear Sir:—I am sorry to say that the Teacher's Association of this
county is not what it should be by any means. I believe, however, that
SUPERINTENDENT PUBLIC INSTRUCTION. 65
some of the causes which have militated against it will be removed, and
that, for the next year, it will be far more efficient and enthusiastic.
By order of our County Board of Education we had the Institutes
during the month of July—one for each race. Both of these were well
attended and highly appreciated by the teachers.
Prof. F. H. Curtier conducted the Institute for the white race. He was
assisted by Prof. J. G. Baird, of the Charlotte Military Institute, and
Profs. Coon and Bivens of the Graded Schools of the city. In addition
to the regular work of the Institute, we had lectures by several prominent
educators of the State. Among this number were Dr. Henry Louis Smith,
of Davidson College; Dr. Mclver, of the State Normal School, Greens-boro;
Dr. E. W. Sykes, of Wake For st College, and Hon. C. H. Mebane,
State Superintendent of Public Instruction.
We had in attendance 104 teachers, and many friends of education in
this and other States.
The colored Institute was conducted by Prof. G. E. Davis, of Biddle
University, assisted by Prof. Baird and others. There were 129 teachers
in attendance, and the work of Prof. Davis and his assistants was very
practicable and helpful. Each Institute continued one week. Besides
the regular free schools of the county, we have thirteen high schools in
which our boys and girls are prepared for the higher colleges. All of
these high schools are doing excellent work, and I am glad to say they
are largely attended . The educational interests of this county are steadily
improving, and I can see an increased desire on the part of our boys and
girls for a liberal education. May this sentiment prevail all over our
beloved old State.
Respectfully, R. B. HuxTER,
vSupervisor of Mecklenburg County.
Hertford, N. C, October 22, 1S98.
Hon. C. H. Mebane.
My Dear Sir :—I will say this county has not paid out any money for
Institute work, because, I think, if the County Supervisor is careful to
grant license to teach to none except those who are competent to teach,
the monty paid out for such purposes can be better expended in the em-ployment
of teachers—that is to say, in extension of the school term. I
am of the opinion that nothing is so essential to the good of our public
schools as an extended school term. We have so little money to pay the
expenses of our schools that I deem it waste to use it for any other pur-pose
than the employment of teachers. I am hoping that this winter's
school term will be longer than that of last winter. I regard our public
schools as the only reliable means by which the masses of our people are
to be educated, and I hope to see the time when our people shall esteem
the public school as the most priceless institution of our State. The
status of the public school in each of the several States is a sure index of
the value placed upon education by the several peoples thereof. Where-
3
66 BIENNIAL REPORT OF THE
ever the public school does not exist, there education in its crudest form
will be found. Yours ver}- truly, etc.,
Francis Picakd,
Superintendent of Perquimans County.
Queen, N. C, October 25, 1S9S.
C. H. Mkbank, Superintendent Public Instruction, Raleigh, N. C.
vSiR ;—Some of the p^iblic schools in Montgomery county are not as
good as I thought they were before I began visiting them. In some of
the schools where I have gone a very large per cent, of the books used are
old and out of date. Some of the people say that they would buy the
books needed if they could get them, while others don't seem to realize
the need of having any books except Webster's old speller, etc. This is
the case in some of our districts but not in all of them. We have some
well conducted schools.
We have had no Teacher's Institute for several years, neither have we
any Teachers' Association. There was a Teachers' Association organized
a few years ago, but it soon died for want of interest.
In some townships the committee have decided to pay no teacher more
than f20.00 per month. Many of our first grade teachers have to teach
for that amount or not teach at all. I heard a school committeeman,
who is a farmer, remark some time ago that he was not willing for any
one to make more than he could.
We certainly need and must have a Teachers' Association, whether we
have any other organization or not.
Most truly, (JEO. L. Reynolds,
Supervisor of Montgomery County.
Elizabeth City, N. C, October 13, 1898.
Hon. C. H. Mebane, Raleigh, N. C.
Dear Sir :—We have no Teachers' Association here at present, but I
expect to organize one shortly. As to Institute work, we have had none
conducted here for some years, but we intend to do better in future.
I can say but little regarding the general condition of the public
schools, because I have not visited them. I am reliably informed, how-ever,
that the condition of the school-houses in the county is for the most
part good. With few exceptions the school-houses are comparatively
new, having been built and furnished within recent years. And still the
good work goes on. We continue to build new houses every year.
Since I have been in office an appropriation of 1:412 50 has been made for
a new house in one of our townships.
I believe we have one of the best schools in the State here at Elizabeth
City. The building is a commodious brick structure, and six teachers
are employed. The school is divided into five grades, under the direc-tion
of a superintendent, and bookkeeping and stenography will be
taught during the present term.
SUPERINTENDENT PUBLIC INSTRUCTION. 67
As to the rural districts, more money is needed in order to secure high
grade teachers at a liberal salary, and to lengthen the usual four months
term. Very respectfully, Gaston Pool,
Supervisor of Pasquotank County.
Glen Ayre, N. C, October 31, 1S9S.
Prof. C. H. Mkb.\ne, Raleigh, N. C.
Dear Sir:—The teachers of Mitchell county, N. C, met at Bakers-ville,
July, 1S97, and organized a Teachers' Associaton. The Association
prospered during August and the following autumn. It was a good edu-cational
help for the teachers of Mitchell. It should have been kept up;
but for the distance the teachers had to go, and the inclemency of the
weather in this mountain section of country, the Association closed.
There has not been an Association organized this year. I think
Teacher's Associations are a great help for the cause of education.
We had a very interesting Institute July, 1S97. We did not have an
Institute in Mitchell this summer.
The public schools of Mitchell are progressing. Better teaching is
being done each year. We have better school-houses and more thorough
teachers than formerly. The text-books are superior to those used some
years ago. With these improvements in teachers, hou