North Carolina education

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NORTH CAROLINA
EDUCATION
A Journal of Education, Rural Progress
and Civic Betterment
"^
\ Vol. XVI. No. 9 RALEIGH, N. C, MAY, 1922
M
Price: $1.50 a Year
In Warbler Time
From Essays by John Burroughs in "Under the Apple-Trees" (Houghton Mifflin Company)
This early May iiioniing, as I walked through
the fields, the west wind brought to lue a sweet,
fresh odor, like that of our little white sweet
violet. It came probably from the sugar maples,
just shaking out their fringelike blossoms, and
from the blooming elms. For a few hours when
these trees first bloom, they shetl a decided per-fume.
It was the first breath of May, and very
welcome. April has her odors, too, very delicate
and suggestive, but seldom is the wind i)erfumed
with the breath of actual bloom before May. I
said, It is warbler time; the first arrivals of the
pretty little migrants should be noted now.
Hardly had my thought defined itself, when be-fore
me, in a little hemlock, I caught the flash of
a blue, white-barred wing; then glimpses of a
yellow breast and a yellow crown. I approached
cautiously, and in a moment more had a full
view of one of our rarer warblers, the blue-winged
yellow warbler.
One appreciates how bright and gay the plum-age
of many of our warblers is when he sees one
of them alight upon the ground. While passing
along a wood road in June a male black-throated
green came down out of the hemlocks and- sat
for a moment on the ground before me. How
out of place he looked, like a bit of ribbon or
millinery just dropped there! . . . Not long
after I saw the chestnut-sided warbler do the
same thing. We were trying to make it out in a
tree by the roadside, when it dropped down
quickly to the ground in pursuit of an insect, and
s.at a moment upon the bi'own surface, giving us
a vivid sense of its bright new plumage.
When the leaves of the trees are just unfold-ing,
or, as Tennyson says,
"When all the woods stand in a mist of green.
And nothing perfect,"
the tide of migratory warblers is at its height.
They come in the night, and in the morning the
trees are alive with them. . . . One cold,
rainy day at this season Wilson's black cap—
a
bird that is said to go north nearly to the Ai'ctic
Circle—explored an apple tree in front of my
window. It came down within two feet of my
face, as I stood by the pane, and paused a mo-ment
in its hurry and peered in at me, giving me
an admirable view of its form and markings. It
was wet and hungry, and it had a long journey
before it. AVhat a small body to cover such a
distance! . . . WTien one has learned to note
and discruninate the warblers, he has made a
good beginning in his ornithological studies.
Contents of This Number
SPECIAL ARTICLES
Classifleation of tlie Public Schools,
E. C. Brooks
Is there a Need for Science in the Higii School?
Bert Cunningham 9
Language Work in the Second Grade,
Elise Fulghum 7
The Five-Million Dollar Bond Issue Validated,
E. C. Brooks 5
Planning a Lesson on the Civil War and
Reconstruction, Wm. T. Laprade 8
One Standard High School for Every County,
E. C. Brooks 5
EDITORIAL PAGE
Add Marion and Rockingham 10
County Campaigns for Home and School Im-provement
11
Good English Campaign 10
Pith and Paragraph 10
DEPARTMENTS
Advertisements 2-4 and 12-24
Editorial 10-11
State School News 14-21
SnSCELLANEOUS
An Aid to Your Children 11
Centennial of Ebenezer Academy 16
Lectures Heard 800 Miles Away 20
Palmer Method Penmanship Contest 21
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NORTH CAROLINA EDUCATION [May, 1922
WAKE FOREST COLLEGE
WAKE FOREST, NORTH CAROLINA
August 10, 1921.
Messrs. NEWSON & COMPANY,
73 Fifth Ave., New York, N. Y.
Gentlemen :—After a rather careful examination of
Webster's "Effective English Expression"
I am glad to give it my approval as a thoroughly live and
modern text on this most difficult of subjects.
The greatest fault of our common and high schools is
the ineffectiveness of the English teaching in them. With
this text as a tool, and guided by the Teachers' Manual which
accompanies it, many a weak English teacher will be much
strengthened; the strong teacher will likewise find here
much that is encouraging.
I shall, therefore, be glad to recommend it to all making
inquiries about a good high school English text.
Yours very truly,
EDGAR H. HENDERSON,
Associate Professor of English.
World-Wide Recognition Won
ROBINSON—BREASTED—BEARD HISTORIES
Adopted in the United States by 6436 schools, also in Great Britain, in
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and the American University in Beirut.
Two "Year Course
Robinson-Breasted's History of Europe: Ancient and Medieval
Robinson-Beard's History of Europe: Our Own Times
One "Year Course
Robinson-Breasted-Smith's General History of Europe
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GINN AND COMPANY, 70 Fifth Avenue, New York
Represented by P. E, SEAGLE, Box 311, Raleigh, N. C.
May, 1922] NORTH CAROLINA EDUCATION
1,560^000 Practical Drawing Books
For the scholastic year 1922-23 we have ordered
and are now having printed 1,560,000
Practical Drawing Books
What Are the Reasons For This
Large Order?
We have reason to believe that this ex-ceeds
the stock order of any competing
series by 1,000,000 books.
These figures are not quoted boastfully,
but are given to demonstrate that:
(1) The Practical Drav^ing Books are
widely adopted.
(2) The Practical Drawing Books are so
usable and teachable, so practical, that
they are used where they are adopted.
(3) School authorities can make no mis-take
in selecting and introducing Prac-tical
Drawing, Modern Art Course,
Revised. These books are proven be-yond
the question of doubt. They
meet the needs of public school con-ditions.
The original Practical Drawing Books
were published in 1894. They have grown
in merit and popularity with each succeed-ing
revision, until today they are in the
hands of considerably more than a million
school children. Evidently they meet the
demands of the times.
ADOPTED (CO-BASAL) FOR NORTH
CAROLINA SCHOOLS
You are aware, of course, that our
Practical Drawing, Modern Art Course
(Revised Edition)
was recently adopted, co-basal with other
books, by the North Carolina State Board
of Education. For years we have had a
good sale of our books in North Carolina,
and we have always appreciated this recog-nition
of them. That the new edition will
win even greater favor we confidently be-lieve
and expect.
We are glad to place our books and our
service at the disposal of North Carolina
schools and teachers. Do not hesitate to
call on us or on our Mr. B. L. Jones, Lau-rens,
S. C, if further evidence is desired of
the adaptability of our Drawing Books to
the needs of your schools.
ON SALE AT STATE DEPOSITORY
They will be on sale with Alfred Wil-liams
& Company, Raleigh, N. C. (the State
Depository), at the following prices:
Books 1 to 4, each, 15 cents
Books 5 to 7, each, 20 cents
If enclosed in Kraft envelope with sec-tion
of practice paper, 5 cents additional
for each book.
We hope to hear from you and that you may decide to adopt and use
our eminently usable, teachable, and practical drawing
books, even if you have not been doing so before.
Practical Drawing Company
DALLAS, TEXAS Box 1143 1516 Wabash Ave. CHICAGO
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NORTH CAROLINA EDUCATION [May, 1922
THE BETTER WAYS OF TEACHING READING
AND LANGUAGE
Teaching by Methods that have Proved Highly Efficient, and Testing Results as you go
Along are the Two Important Processes Guaranteed by the
SMITH-McMURRY LANGUAGE SERIES
and CHILD^S WORLD READERS
The content of both series is live and fresh.
The methods are real and not pet theories of faddists.
The respective manuals to the readers and language books are full of
help and inspiration to the teacher, and contain chapters on the scientific
testing of language and reading results.
Dr. M R. Trabue of Teachers College has prepared the test material for
the Language Series.
Dr. Wm. A. McCall of Teachers College has contributed the tests on the
Readers.
The Use of These Books Means a Day of New and Better Results in Education
JOHNSON PUBLISHING COMPANY
RICHMOND, VA.
Represented by BANKS ARENDELL, Raleigh, N. C.
\_
A NEW KIND OF PEDAGOGICAL BOOK
THESE friendly, human letters from Martha to Hilda form an unusual book on rural
school teaching. Wholly unpedantic in style, they nevertheless discuss the difficult
problems of the rural school and present the most approved educational theory.
Every teacher who reads them will feel that the writer was acquainted with the very
things she, herself, finds most perplexing. In this intimate story of how one teacher met
the problems that confronted her and overcame them, there is pictured the record of
achievement within the reach of every teacher. Successful Teaching in Rural Schools
is a book that will be read and re-read with enjoyment and profit.
SUCCESSFUL TEACHING IN RURAL SCHOOLS
B.v Jlavvin S. Pittman. Head of Department of Rural Education, Micliisan State
Nomial College, Ypsilanti, Mich.
ABIERICAN EDUCATION SERIES
George Drayton Strayer, General Editor
Other volumes in this series are, "Strayer aud Engelhardt's "The Classroom Teacher at Work in
American Schools," and La Rue's "Psychology forTeachers."
A.IVIERICAIV BOOK COJMPAIVY
Represented by W. G. PRIVETTE, Raleigh, N. C.
NEW YORK CINCINNATI CHICAGO BOSTON ATLANTA
North Carolina Education
Vol. XVI. No. 9 RALEIGH, N. C, MAY, 1922 Price: $1.50 a Year
THE FIVE-MILLION-DOLLAR BOND ISSUE VALIDATED
By E. C. Brooks, State Superintendent of Public Instruction.
The act to provide a special building fund to be
loaned to county boards of education to aid in erecting
scboolhouses, which, has been before the courts since
January, was validated by the Supreme Coiirt in April.
This is the most important decision of the Supreme
Court since the old Barksdale decision was reversed in
1907. It opens the way for counties to provide ade-quate
school buildings for all the children.
The validity of the act was questioned on the grounds
that it was in violation of section 7, Article 7, of the
Constitution. This article prohibits counties, cities,
towns, and other municipal corporations, from con-tracting
a debt or levying taxes except for necessary
expenses unless approved by a majority of the quali-fied
voters. Judge Hoke, in writing the decision of
the court, states that this restriction of the Constitu-tion
"must be understood to refer to debts and taxes
in furtherance of local measures, and does not extend
to a State-wide measure of the instant kind, undertaken
in obedience to a separate provision of the Constitu-tion,
and iu which the counties are as stated exjsressly
recognized as the governmental units through which
the general purposes may be made effective."
The court further states : "While we thus uphold the
proposed bond issue as being in the reasonable exercise
of the powers conferred by the Constitution, it must
not be understood that the exercise of these powers is in
all cases arbitrary and without limit as to amount.
They shall maintain one or more school terms at least
six months in every year," is the requirement of the
Constitution, showing that this number must be in
reasonable proportion to the need. And if the school
authorities, departing from any and all sense of pro-portion,
should enter on a system of extravagant ex-penditure,
clearly amounting to manifest abuse of the
powers conferred, their action may well become the
subject of judicial scrutiny and control.
"But no such condition is presented in this record.
On the contrary there is every reason to believe and
know that the preamble of the present statute is well
within the facts, and in no way exaggerates the need.
A position that is emphasized by the fact that our
Legislature under section 15 of Article IX, has, in
specified instances made it indictable where there is
willful failure to attend the public schools. Consoli-dated
Statutes, section 5758, et seq."
It would present indeed an incongruous and most
deplorable condition if the General Assembly, having
thus provided for a compulsory attendance on the pub-lic
schools, were not allowed to make provision also
for adequate and suitable housing for the purpose. And
we are of the opinion that the proposed bond issue,
with the requirement that the loans made to the coun-ties
to be i-epaid to the State is throughout a constitu-tional
enactment, and in the reasonable exercise of the
powers conferred on the authorities to enable them to
properly maintain the public schools of the State.
There is no error and the judgment of the court
holding this a valid indebtedness is afiirmed.
Although the court validates this act it throws such
safeguard around the county authorities as to prohibit
the indiscriminate and reckless issuance of bonds. It
would seem to be a fact that such issuance of bonds
must be of legislative authority and under State con-trol.
The one handicap in the way of building a
county system has been the lack of funds for the
erection of school buildings. This handicap has been
removed by the Supreme Court, and we should move
with caution and intelligence, but should provide as
well as possible for the housing now of all the chil-dren
in each county.
This $5,000,000 bond issue will be made available
as soon as possible. It will probably be some time
during the summer before the entire amount can be
disposed of, but those who have contracted for build-ings
may feel sure that the money will be made avail-able,
and no one will be seriously hurt by the delay.
ONE STANDARD PUBLIC HIGH SCHOOL FOR EVERY COUNTY
The State Board of Education has appropriated $5-1,-
850 to aid in establishing standard four-year high
schools in the rural districts. A high school of stan-dard
grade must maintain at least an eight months
term, having three teachers devoting whole-time to
high school instruction, and an average attendance in
the high school department of not less than 45 pupils.
In addition to this, there are certain minimum re-quirements
for library and science equipment.
Heretofore only 16 counties have been able to main-tain
a high school of this standard grade for the
rural districts. These are: Catawba, Craven, David-son,
Guilford, Iredell, Jackson, Moore, ISTash, Rowan,
Sampson, Vance, Wake Watauga, Beaufort, Cleveland,
and Warren. Through the ajipropriation made last
Saturday, 43 other counties will maintain schools of
the standard grade given above. These are as fol-lows:
Alexander Clay Jones Polk
Alleghany Currituck Lenoir Eandolph
Ashe Dare Macon Rockingham
Avery Davie Madison Stokes
Bertie Franklin McDowell Swain
Bladen Gates Mitchell Transylvania
Brunswick Graham Montgomery Tyrrell
Camden Granville Onslow Washington
Carteret Greene Pamlico Yadkin
Caswell Haywood Perquimans Yancey
Chatham Hyde Person
The apj)ropriation to each school ranges from $500
to $1,250. To a large majority of these coimties the
maximum sum of $1,250 was appropriated.
The law enacted by the last General Assembly states
that in ajjpropriating this fund the preference shall
be given first to those counties having no standard
high school, and second, to those counties having no
NORTH CAROLINA EDUCATION [May, 1922
standard high school in the rural district : Provided, that
no part of this fund shall be used in any school unit con-taining
less than five teachers, nor in districts having
a special local tax voted by the peojjle less than the
average rate voted in the State, in addition to the
State and county school tax for the six months term,
nor in any district containing a town of more than
1,500 inhabitants, unless the number of children liv-ing
in the rural district attending school shall exceed
the number attending from within the incorj^orated
limits of said town.
At the close of the last school year there were 28
counties in which there was not a high school of
standard grade. All of these by this appropriation
will be able to maintain at least one high school of
standard grade within the county. In addition there
will be located in 15 other counties high schools in the
rural districts which heretofore have never had a
high school of standard grade outside of the towns of
these counties. Therefore, for the first time in our
history every county in the State will be able to
maintain at least one standard public high school.
The growth of the high school within the past two
years has been most encouraging. The enrollment in
the high school department in 1920 was 30,868, but
the enrollment for the year 1921-22 is 42,316; almost
a 50 per cent increase in the growth of the high school
in two years. Through this aid from the State the
growth of our high schools will soon place them on
a plane with high schools in other states. The per
cent of our school i^opulatiou that has had the oppor-tunities
of high school education at home has been in
the past entirely too low. In fact, we have almost
been at the bottom of the list of states in providing
high school advantages. But the remarkable growth
of our consolidated schools, making it possible to have
high schools convenient to the children of the county,
is one of the greatest achievements in the past few
years. E. C. B.
CLASSIFICATION OF THE PUBLIC SCHOOLS
By E. C. Brooks, State Suvcrintendent of Public Instruction.
It has become necessary to give a more definite
classification of the schools of the State, in order that
the public money may be apportioned more equitably.
The following classification of city schools, high schools
and elementary schools has been made, and the State's
funds will be apportioned accordingly
:
Classification of City Schools
The city schools are divided in two classes as follows
:
Class A : A city school having thirty or more teach-ers
and maintaining a Group I, Class A High School
may be designated as Class A, and may be allowed a
superintendent of Class A. For every additional twenty
teachers one supervisor or principal of Class A may be
allowed. However, a part-time supervisor or princi-pay
may be allowed if the number of teachers in the
system is between thirty and fifty, at a salary not to
exceed $1,800. A city school of this class should
have at least one ungraded room for children who are
not able to carry the regular work of a given grade,
and the teacher in charge of this grade should be
specially fitted to give instruction to this class of
children.
Class B: A town or city school system, having not
less than twenty nor more than twenty-nine teachers,
and maintaining a High School of Group I, Class B
may be designated as Class B, and may be allowed a
superintendent at a salary not to exceed $3,000. ISTo
supervisors or principals will be allowed for schools of
this class. However, teachers in charge of building
may be allowed 10 per cent more than salary as a
teacher because of the extra administrative duties.
A supervisor is defined as one who may be employed
to supervise all the teachers of a section of a school
system such as the primary or grammar grades. ffl
A principal is defined as one who may have the
supervision and administration of a school unit such
as the high school or an elementary s6hool unit of one
or more buildings.
Teachers who supervise the instruction in sj)ecial
subjects such as writing, music, drawing, etc., will be
classified as special teachers.
Counties are not required to j)rovide for directors
of physical education in city schools unless arrange-ments
are made for the director to supervise physical
education in the county schools.
Classification of High Schools
A school unit not designated as a city school, but
maintaining a standard high school, may be designated
as a high school unit (that is, a system containing both
elementary and high school departments) ; three teach-ers
will be allowed in the high school department for
the first forty-five pupils in average daily attendance,
provided a four-year high school course is maintained.
One additional high school teacher will be allowed for
every twenty-five pupils in average daily attendance.
The principal of the high school umX must have
general supervision of the entire school unit. Other-wise
he or she will be classed as a high school teacher.
It is absolutely necessary for the system to be unified
under one management.
The public high schools of the State are divided
into the following groups
:
Group I—Classes A and B:
Class A maintains a four-year course, having a nine
months terms with six teachers, two of which are
teachers of vocational subjects, requiring fifteen units
for graduation.
Class B maintains a four-year course, having nine
months term with four whole-time teachers, requiring
fifteen units for graduation.
Group II—Classes A and B:
Class A maintains a four-year course, having an
eight months term with four whole-time teachers, re-quiring
fifteen units for graduation.
Class B maintains a four-year course, having an
eight months term with three whole-time teachers, re-quiring
fifteen units for graduation.
The salary of the principal of the high school of
this group may not exceed $2,000 a year from State
funds.
Group III—Classes A, B, and C:
Class A is a non-standard school, having three high
school teachers, and maintaining a four-year course,
and may employ a principal at a salary not to exceed
$1,000 from the State funds.
Class B is a certified high school, employing two
high school teachers, and maintaining a three-year
May, 1922] NORTH CAROLINA EDUCATION
course, for a term of eight months. The principal
may be paid a salary not to exceed $1,600 from State
funds.
Class C is a recognized high .school, employing one
high .school teacher and maintaining a two-year course
for a term of eight months. The principal may be
paid a salary not to exceed $1,500 from the State funds.
Elementary School
In apportioning the Equalizing Fund for 1922-23,
two teachers will be allowed for thirty-eight pupils in
average daily attendance, three teachers for sixty-five
pupils in average attendance, and four teachers for
one hundred pupils in average daily atetndance, and
one additional teacher for every thirty pupils in aver-age
daily attendance.
Moreover, in aiDportioning the Equalizing Fund for
1922-23, due regard will be given to the number of
pupils in average daily attendance per teacher in
those counties that do not i^articipate in the Equaliz-ing
Fund, and so far as practicable the same standard
shall be maintained as to the number of teachers al-lowed
in those counties that draw from the Equalizing
Fund, and the State funds will be apportioned ac-cordingly.
By a proper classification of pupils, and by trans-ferring
the students of the sixth and seventh grades
in the small one-room school to some better equipped
school in the township, it is possible to make forty
pupils in average attendance the minimum basis for
employing two teachers, and counties are advised to
adopt this policy.
LANGUAGE WORK IN THE SECOND GRADE
Elise FuLGHUM, Tcachcf in the Second Grade in the Goldsboro Public Schools.
Much oral work preceded the writing of these little
experiences. When the pupils enter school in the fall
we talk informally, choosing subjects related to their
every-day life. The little girls tell about their dolls,
and the boys talk about dogs or rabbits, or perhaps,
about "going fishing."
The following plan Avorks well and helps establish
the sentence sense.
Select four children. Ask each child to tell one
thing about her doll. (Having each child give one
sentence hel^js eliminate the "and" tendency, which is
a weakness of many children.) Then one child is
asked to tell all four things about her doll. After this
other children try. They are asked to make their
stories different.
Many such oral compositions are given. The chil-dren
are not ready to write of their little experiences
until very much later in the year, when they have
acquired a vocabulary. They they begin writing some
of the original stories that were told orally in the fall.
Others are added—the oral work always preceding the
written.
For instance, wdien we begin writing these stories,
one child gives four or five sentences about his dog.
These sentences are written on the board by the teacher
as the child gives them. They serve as a model for
the class. These sentences are then erased and the
class asked to write different stories about dogs—as a
rule not making more than five sentences.
It is necessary to stimulate some children through
suggestive questions in order to get your sentences as,
Where did j'ou get your dog?
Tell me one trick he can do, etc.
Others can tell the sentences as a connected whole
without questions.
Another time miscellaneous subjects were chosen and
after one or two were developed orally, the children
Wrote at their seats the stories given below. They
felt free to ask for help on any words they could not
spell. When the stories were finished the teacher asked
each pupil to read his over carefully and look for
errors. Encourage self-criticism and lead your pupils
to find their own mistakes. They have been taught
attention to the mechanics—the use of the capital
and period—and careful spelling. They see that their
sentences do not begin with "and." They ask them-selves
if they have made sentences peojjle would like
to hear. Then the teacher and pupils together correct
the stories, the teacher going over each composition
with the little writer, and questioning individually as
to corrections. Completion of these stories, including
the writing and correcting, covers two or three lan-gmige
periods.
The children then found much pleasure in reading
their stories aloud to clas.s-mates. Some w^ere read
to another grade, and some were taken home and read
to mother.
Leading the child to feel that he has something of
interest to tell and some one to listen furnishes suJfi-cient
motive.
Fishing
I went fishing. I caught three fish. They were so big
I could hardly carry them. I sold them at the market.
I got twenty-five cents for them. Mo.nta Hill.
The Bluebird
Edna Chapman made a bluebird box. She put it in her
peach tree. A bluebird came and made her nest there.
She laid three eggs. Every morning she would get a worm
and give it to her babies. Willl\m Crow.
My Dog
Daddy throws a ball and my dog will bring it back.
My dog's name is Bingo. He will jump through a hoop.
When strange persons come in the yard he barks at them.
He meets me when I come home from school. He likes us
and will not bite. My dog will catch a chicken.
Ele.\nor Laur.\ Bizzell.
At the Beach
I went to the beach. I saw some pretty shells. I went
in bathing with a girl. I enjoyed the water. I went in
the water as high as my neck.
Jon.N Norwood Hamilton, Jr.
At the Beach
Once I went to Southport. I went in bathing. The
shells cut my feet. I had a fine time. I caught some fish.
I caught some crabs. Vmcixn Sl.\lghter.
My Doll
My doll is named Rose. She has a doll bed. I made
her a blue dress. She has a trunk. She has a cap.
Bessie Richardson.
The Party
Merle Sasser had a party.
She was six years old.
She had jello and pineapple and cake.
I wore a pink dress.
We played, "Did you Ever See a Lassie?"
Elizabeth Parrish.
The Picnic
I went on a pic-nic. I went in bathing. We had fried
chicken. We had hard boiled eggs. We had bread and
peanut butter, and so many things I cannot tell you all of
them. AxxiE Lee Btnum.
NORTH CAROLINA EDUCATION [May, 1922
PLANNING A LESSON ON THE CIVIL WAR AND RECONSTRUCTION
By WiLLiAii T. Lapkade, Beiiartment of
As we saw last montli, the central impression tliat
results from reflection on the causes of the Civil War
is that it grew out of the sectionalism of the country,
as the most profound result of the Avar was the eradica-tion,
in a large measure, of the conditions that led to
sectionalization. Obviously, then, any lesson or series
of lessons dealing adequately with the issues of the war
must seek to raise questions pertinent to an explana-tion
of this sectionalization.
Several easy explanations are ready at hand, and we
are tempted to adopt them and thus to regard the mat-ter
as settled. Before doing that, however, it is stimu-lating
to reflect that in the end the spirit of national
unity proved strong enough to destroy ruthlessly the
sectionalizing influences, that seemed almost inevitable
in their operation, and to make the people and country
essentially one. This inescapable fact suggests the
questions whether the sectionalization need have taken
place at all and why, indeed, it did take place. In
other words, We know from our own experience, im-posed
on some of us by force, to be sure, that it is
feasible to have a united country with a homogeneous
social life. Moreover, it is not easy to maintain that
this homogeneous social life is inferior in quality to
the conditions that prevailed when the country was
seetionalized to a larger degree. The conclusion is
that the sectionalization was not the inevitable product
of climatic and topograijhical conditions it is so easy
to assume it was. It is almost as diificult to establish
that the primary sectionalizing influence was an indefi-nite
economic advantage accruing to one section or to
the other by reason of the sectionalization. In short,
there are plausible reasons for assuming that those re-sponsible
for sectionalizing the country acted Tinwit-tingly,
and with no appreciation of the ultimate issues
of what they were doing; certainly nobody would ac-cuse
them of premeditating the end that came.
How came our forefathers to act thus thoughtlessly,
and with such manifest lack of foresight ? It is worth
the expenditure of several lessons to raise this question
vividly in the minds of pupils. It is far more helpful
to raise the question than find a definite answer for it,
if a definite answer there be. The past of the race is
full of questions like this about mistakes that appar-ently
need never have been made if the groups that
made them had exercised a not unreasonable degree of
foresight. Indeed, in each succeeding generation, our
own certainly not excepted, we are frequently acting or
refraining from actions similarly pregnant with des-tiny.
If it is possible, by taking thought now, to enable
those who follow us to avoid some of the pitfalls into
which our generation has been led from lack of fore-sight
on the part of those who lived in the past, our
study of the past will serve a good purpose.
As was suggested above, it is so easy to do, that we
usually acquiesce in the inevitableness of the things
that followed the landing of a cargo of negroes in the
infancy of the Jamestown Colony. Large scale agri-culture,
in which slave labor was used for the cultiva-tion
of staple crops, seems to follow so logically in the
wake of that cargo that we are in the habit of assuming
that the sequence was necessary. We neglect to re-member
that it was with some difficulty, and after a
period of experimentation and adapation, that a de-mand
for tobacco was created and a variety of cotton
History, Trinity College, Didrh-am, N. C.
was evolved that would grow on this continent. That
these things, when they were done, resulted in the
sectionalization of the country is manifest ; that it was
done as the result of human effort, and choice is equally
clear. This system of agriculture and labor in time
differentiated the southern section of the colonies from
the northern, in which the staples would not grow so
easily, and where, therefore, it was less easy to use
slaves to any advantage. The introduction of manu-facturing
after independence gained served to intensify
a sectionalization already pronounced. The new indus-tries
called for a greater skill in labor and a larger
measure of dependability than could be expected from
slaves. The growth of manufacturing by machinery,
therefore, meant a corresponding intensification of the
differences between the sections. In time the pros-perity
of the Southern States became practically de-pendent
upon the industries of Great Britain and the
N'orthern States, which afforded a market for the
southern staple.
But we know now that manufacturing can be car-ried
on in the Southern States and that agriculture
can be conducted on small farms, and with free labor,
at least as profitably, perhaps more so, than was the
case under the old regime. A sober second thought,
therefore, might suggest the question whether slavery,
large plantations, and staple agriculture were ever as
inevitable in the nature of things as the books some-times
lead us to think. May not somebody have blun-dered
when in the outset we were led to embark on this
undertaking that resulted so disastrously, and that it
cost us so much bitterness and strife to root out?
Perhaps we can never exactly apportion the blame.
It is doubtful A\hetlier we do ourselves much credit
when we seek to relieve our southern forefathers of
any share in it by the accusation, partially true no
doubt, that they purchased the slaves from northern
or British traders. But it is much more profitable to
seek explanations than to apportion blame. One of the
explanations seems to be that our early forefathers
made what proved to be a mistake of judgment, leav-ing
aside the question of whether slavery involved a
question of fundamental injustice. Some of the mis-takes
were certainly made by. those in England who
projected the colonies, and who were naturally anx-ious
to reap a profit from them. Perhaps we may all
agree that other mistakes were made by people in
both sections of the colonies and later in the States.
The point here is not to set down what those mis-take
were. Once this issue is made clear it is not
difficult to set the pupils the task of searching from
the text-book or other sources illustrations of the mis-takes
and the reasons why they were made. In this
Avay thought will be stimulated on the terms that led
to the sectionalization of the country and brought on
the war. 'Ro matter if many of the explanations are
not found ; no matter, indeed, if the more influential
explanations are not discovered, so the pupils are
stimulated to search for them and unconsciously to
assume as a working hypothesis in their thinking about
social questions that it is possible for a given action
to be a mistake. This process, in time, leads to the
feeling that political and social questions on which
we have to pass judgment as citizens merit the sober-est,
soundest consideration we can give them, lest we
in our day make similar mistakes.
May, 1922] NORTH CAROLINA EDUCATION
IS THERE A NEED FOR SCIENCE IN THE HIGH SCHOOL?
By Bert Cunningham, Department of Biology, Trinity College, Durham, N. C.
In this day of scientific thinking it would hardly seem
necessary to discuss the values of teaching sciences in
the high schools. However, when one surveys what is
being done in our State the need for such discussion
is evident. But few schools have satisfactory courses
in science, and a number of schools, which a few years
ago had fairly good courses, have for one reason and
another discontinued them. Does the present tendency
toward "General Science'' meet the needs of the mod-ern
world, or is there a real need for organized sciences
in the high school?
In order to lay a claim upon the time of the student,
a course should have one or more of the following
values: (1) an individual value; (2) a community
value; (3) a related value.
(1) To possess an individual value a course should
have something of a practical bearing. It should de-velop
character, making one more self-reliant ; it
should lead one to understand his environment, both
natural and social, and to use that environment to an
advantage; it should contribute its share to the so-called
mental discipline of the student. The nearer a
course fulfills these conditions the more individual value
it will have. In the group possessing these characters
to the highest degree one might place Language, Mathe-matics,
History, and any of the sciences. So well do
the sciences fit the requirements that one might wonder
if they were made to fit.
(2) To possess a community value, a course should
contribute something toward the development, either
physical, mental or moral, of the community. Certain
of the sciences, perhaps, lend themselves more readily
to this value than others. Biology becomes the basis of
hygiene and sanitation. From an understanding of
biological laws better breeding is secured (in plants
and animals, at least). Sex hygiene and the war on
venereal disease, as well as the abolition of drugs and
alcoholic liquors, have resulted from the education of
an interested public along biological lines. Modern sew-age
systems and municipal water systems have always
met resistance from the uneducated.
(3) In order to have a related value the course
should be either a preparation for some higher course
or should have some direct bearing upon the life work
of the student. It is upon the former of the two
points that the college and high school so often dis-agree.
In fact, college men do not agree among them-selves.'
There is scarcely a college professor, however,
who is so bigoted that he thinks none can teach his
science but himself. Such men may be ignored. There
are many on the other hand, who prefer to lay the
foundations themselves, since the foundations laid by
the high schools are frequently the work of incompe-tent,
untrained and unskilled teachers. If there were
fully trained teachers, with equipped laboratories and
with suificient time to do this work satisfactorily in
high schools, no doubt there would arise from the col-leges
a loud hymn of thanksgiving. Think of it—
a
freshman who had really been introduced to the
sciences! A student who would have time during his
crowded college course to become familiar with all the
sciences. While one must not consider sciences from
the standpoint of preparation for college alone, it
must be remembered that each year sees larger num-bers
of the graduating classes presenting themselves for
admission to colleges.
Further examination of the individual sciences which
may be ofi'ered in high school will reveal more clearly
the values of each. Assuming that "General Science"
is a compromise and an acknowledgment on the part of
the school of its inability to give courses in standard
sciences, further discussion of this subject is unnec-essary.
The ^Natural Sciences, which therefore de-mand
attention are Physical GeograjAy, Biology, Phy-sics,
and Chemistry, and, in rural schools. Agriculture.
While it is not agreed by all that these subjects are
named in a natural sequence, the arrangement may be
shown to be feasible. It is to be understood, however,
that any of these subjects may be made sufficiently diffi-cult
for a high school senior.
Physical Geography has been named first, since,
under ordinary circumstances it is the least adaptable
as a thorough laboratory course, and because it may be
more definitely correlated to the historical, economic
and governmental data already in the mind of the
student. This science has individual values. One's
self-respect is certainly heightened when after viewing
the broad vista of the earth and the methods of its evo-lution
one realizes that he has the power to remove
mountains, make seas, harness the winds, waves and
lightning, and all because man has a brain with ability
to plan and power to execute. A great part of one's
physical and biological environment is clarified by this
science, and through an understanding of its lawg the
very nature of jSTature is being changed. One sees the
earth no longer as a haphazard thing, but as a great
organism, made up of an almost infinite number of
units, each complete in itself, yet all interdependent.
This interdependence is well shown in the so-called
life zones of Biology. jSTothing is more natural than to
follow the coui'se in Physical Geography by a course in
Biology.
It may seem to the reader that the values given
above are so fully met in Biology that they were formu-lated
by a biologist, stiU they are recognized by certain
educators. The idea, that if but one science is to be
ofi'ered in the high school that one should be Biology,
might be traced to a like source. But, surely no one
would doubt the individual value of Biology. One of
the prime functions of an educational institution is to
teach the student to think. There are but few subjects
which lend themselves to this function. To be able to
think correctly one must have data, and so far as possi-ble
that data should be first hand, and as complete as
possible. However, data is useless unless organized
and classified, neither is it of any worth if it be dis-honestly
used. ISTo course within the range of high
schools offers a student a better opportunity for mental
development and logical thought processes than Biol-ogy.
The most flexible part of a man's environment is
the throbbing life that surrounds him. From a study
of Biology one comes to understand more fully the rela-tions
and interrelations of all life, and also their rela-tions
to inanimate nature. Knowing the physiograph-ical
idiosyncrasies of living things, man has been able,
virtually, to change the very nature of JSTature; native
plants of China, Japan, South America and Africa
are made to blossom and bear even better fruit in
America. Whole races of animals are exterminated
and new races built at the beck of man. Here, possi-bly,
more than anywhere else, man is dictator of his
(Continued on page 12.)
10 NORTH CAROLINA EDUCATION [May, 1922
NORTH CAROLINA EDUCATION
Published the First of Each Month, Except JuJy and August at Raleigh,
North Carolina.
W. F. MARSHALL Editor and Manager
121 West Hargett Street.
E. C. BROOKS Contributing Editor
State Superintendent of Public Instruction.
StnBSCRIPTIOX RATES PER YEAR
PAYABLE IN ADVANCE
Single subscriptions, each .—. 51.50
Two to four in one club, each 1.40
Pive to nine in one club, each — 1.25
Ten or more in one club, each ^ 1.00
Make all remittances and address all business correspondence to
W. F. MARSHALL, Publisher, 121 West Hargett Street, Raleigh, N. C.
Entered as second-class matter January 21, 1909, at the postofBce at
Raleigh, N. C, under the Act of March 3, 1879.
The season of tlie summer schools will soon be at
hand. Teachers should plan their courses carefully,
in order to avoid needless duplication.
5>: 3S :«
Have you tried the new examinations? If so, you
will agree with us that it requires more scholarship to
secui-e a certificate than ever before. It pays to com-plete
the high school course before leaving school.
iff. P. :«:
An elementary school, having four or five teachers
and each teacher independent of every other teacher,
and owing no allegiance to the principal in charge, is
a unique institution. It must disappear.
Iff. iff ff.
J^o, my dear, if you are teaching in a school which
employs four, five, or six teachers, your room is not
independent of the remainder of the school, and don't
become nervous if we cause you some embarrassment.
% iff if.
At least one standard high school in the rural district
in every county in the State is the standard set for the
year 1921-22, and we have at last made this possible.
'
jNText year we hope to see the number more than
doubled.
:: :: ::
How many city schools have an ungraded room in
which the children may find the right amount of work
which they can accomplish ? We should have no stan-dard
city school in the State without the ungraded
room.
j>: :« io:
Superintendent, encourage the pupils to remain in
the high school until they have completed the four-year
course. This will be worth much to the pupils
if they expect to teach. The State examinations will
grow harder and harder.
Do the cows in Pitt County give milk in winter ?
Of 1,500 rui'al school children questioned in February
and March it was found that only about 35 per cent
drink milk. This surprising information is credited
to the latest report of the superintendent of Public
Welfare of that county.
see 3s; 3K
INText year the superintendents should take a census
of all the children between the ages of seven and
twenty-one and shorild know the names and parents
of all who have not yet attended school. It is a re-fiection
on the schools of any county to have a number
of children of school age who have not yet attended
school and who are still illiterate.
iff iff iff
The schools are reaching the children. Did you
know that the j^er cent of illiteracy of the children of
school age between ten and twenty-one years in twenty-five
counties is 2 per cent or less ? But listen : in
eighty-five counties it is five per cent or less. This
is a fine testimony of the work of the schools.
iff iff iff
The auto-trucks of the hinterland haven't anything
on the water-trucks of Dare County. When Miss
Evans, the superintendent, wanted to hold a group
commencement away across Pamlico Sound, at Buxton,
the only town in ITorth Carolina, and may-be in the
world, that is fifty miles from its own county seat, she
just had the children and the folks brought in boats.
And the first educational meeting of the kind ever
known in the southern part of Dare County was then
held at Buxton. And when the Buxton children must
attend conunencement at Manteo, the boats are ready
again. The philosopher who observed that "where
there's a will, there's a way," didn't necessarily draw
his conclusions from watching the working of a man's
will.
ADD MARION AND ROCKINGHAM
The list of accredited high schools published in the
March number of ISToeth Carolina Education was
copied from another publication and omitted two im-portant
high schools contained in the official list,
namely: Marion High School, at Marion, and Rock-ingham
High School, at Rockingham.
The editor is glad to make correction by adding
Marion and Rockingham to the list, bringing the total
for N'orth Carolina to 41.
GOOD ENGLISH CAMPAIGN
The following letter has been received from Mr.
Clayton McCracken, of Fairview, IST. C, and should
commend itself to all teachers of English throughout
the State:
"Our school has begun what is known as the Good
English Campaign. It is our purpose to stress the im-portance
of good English, thereby encouraging a more
careful and thorough study of the English language
in our public schools of North Carolina."
Every public school in the State should follow this
examjjle and give considerably more emphasis to the
teaching of good English.
Perhaps no one thing ofi'ered by the consolidated
school does more for the elevation of community life
than music. Through the influence of the school the
quality of the m.usic used in the homes has been raised;
new instruments have been purchased; a greater num-ber
of children take lessons; many join the school
orchestra ; and in general the whole community has
been aroused to an appreciation of a higher grade of
music.—Rural School Leaflet, No. 1, of the U. S. Bu-reau
of Education.
May, 1922] NORTH CAROLINA EDUCATION II
COUNTY CAMPAIGNS FOR HOME AND SCHOOL IMPROVEMENT
The number of eounty-wide campaigns for home and
school improvement shows a gratifying increase within
a single year. The honor of being the first county in
the State to put on such a campaign is claimed by
Franklin County, where Miss Pauline Smith, the
home demonstration agent, with the hearty support of
her co-workers, began their work in January, 1921.
This was quickly followed by Miss Celeste Hcnkel in
Iredell, who organized her forces and put them into
action with such swiftness, energy, and enthusiasm
that a ])ublic celebration of the remarkable results ac-comjilished
within the short space of three months
was a part of the county commencement in xVpril. An
account of her work was published in Xokth Caeolixa
Education a year ago.
In Franklin County the campaign year runs from
October to October. At the end of the year in October,
1921, a summary of the results formed a notable ex-hibit
of enterjjrise and achievement. Among the more
than one hundred items in this summary, are such
noteworthy ones as these : Ten consolidated schools
were selected for improvement under the supervision of
Mr. John J. Blair; community people went out with
their hoes, rakes, and scoops, two hundred people gath-ering
to work one day when the ground was frozen
hard; prizes ranging from $5 to $50 were offered to
schools and house^\-ives making the most improvement
in their .school or home grounds; 310 people partici-pated
in the home improvement contest ; 2 water sy.s-tems,
2 light systems, and 2 heating systems were in-stalled,
100 hou.ses and 20 kitchens were screened ; 170
trees and shrubs and 2,000 flowers and vines were
planted; 747 were enrolled in the bread campaign,
Franklin County bread winning second prize at the
State Fair.
In Iredell, the work was continued from 1921 right
on into the present year and the close of the Home and
School Improvement Campaign at Statesville, April
22, was the second great event of the kind to be held in
that county.
The campaign spirit is catching. This year Ca-tawba,
Davidson, and Stanly counties—and perhaps
others that failed to be noted—have waged campaigns
for school and home betterment.
In Catawba the communities in the school improve-ment
contest raised more than $6,000 in cash, which
sum is to be duplicated by the county.
In Stanly, the campaign was directed mainly to
school improvement ; but among the three dozen or
more prizes offered in all, three are significant of the
interest shown in other phases of community improve-ment
: $100 for the most systematically arranged farm-stead,
including the buildings and grounds, and $25 for
the community having the largest number of farms
named and marked, and having the most attractive
names, and $25 to the community reporting the most
screened homes.
The list of prizes offered to students, grades, schools,
teachers, men and women, and community clubs, in
Rowan County, would cover about two pages the size
of this one. The campaign lasted throughout the
school year, and the prizes were awarded at the county
commencement, April 13. Rowan is among the coun-ties
that include the teachers among those who may
win prizes for superior work.
Of unusual interest was the campaign in Davidson
County. Four schools put in during the contest im-provements
amounting to upwards of $9,000. The prize
of $50.00 for the most improvement was won by the
Churchland school—a school in a strictly three-truck
rural community, which made improvements valued at
$6,265.35. For a detailed account of all this, space is
lacking; but there are some features of the story that
should not be omitted.
In the first place, the contest was put on, says Mr.
W. A. Young, the enterprising principal, "when it
seemed that the community had done all it could do.
A new building had just been completed, costing $30,-
000. The community had met one-half of this and in
addition, about $5,000 more."
But the contest was entered with a fine spirit of co-operation
upon part of the teacher, students, and pa-trons.
They bought pictures, curtains, shades; the
patrons plowed, sowed, and excavated without pay; a
$1,000 water plant was installed; a $1,900 community
lighting plant was put in, three-fourths of the cost be-ing
borne by trustees of the school, who light their
homes with a part of the current ; painting was done,
a driveway was made, maples and shrubs were set out
:
the gjTnnasium and ball teams were not forgotten, and
a piano was bought.
A library was badly needed. "If you'll provide a
library of 500 volumes yourselves," said a neighbor to
the school, "I will donte that piece of land [about
$600 worth] for playground use. The library was
provided and the playground obtained.
Equipment for teaching animal husbandry was added
in the agricultural department, and a shop fitted up
;
the home economics department was also equipped to
rank with the best in the State ; arrangements also are
now being made to piit in full laboratory equipment
for teaching biology and general science. This will
put the .school in Group I, Class A, of the State sys-tem
of high schools.
Xo wonder Mr. Young, the principal, finds that
Churchland won much more than the prize. The
campaign (1) aroused a spirit of friendly rivalry
among the rooms, grades, and departments; (2) called
into constructive action the spirit of eoeperation and
loyalty existing in the community; (3) accomplished
more in a few weeks than would otherwise have been
done in years; (4) obtained many things needed by the
school that might not have been obtained at all with-out
the campaign.
But the good of the contest was not monopolized by
the winning school. Every contestant was gainer to
the extent of improvements made. Reeds, Arcadia,
and Southmont all made considerable interior or ex-terior
improvements. "W. F. M.
AN AID TO YOUR CHILDREN
At school a dictionary is considered an essential and
is always at hand. For best results in home work it
should be equally accessible at home. Only once in
a lifetime can the best study be done. That period
should be made as effective as possible.
The dictionary is really an aJl-l-noivinri sjyecial
teacher whose services are always available.—From cir-cular
of Webster's Neiv International Dictionary.
If the National disgrace of ignorance and illiteracy
is to be removed, thorough and effective compulsory at-tendance
laws must be enacted and enforced in every
State and district in the Union.—Resolution Xo. 6 by
the Department of Superintendence, X. E. A.
12 NORTH CAROLINA EDUCATION [May, 1922
IS THERE NEED FOR SCIENCE IN THE
HIGH SCHOOL?
(Continued from page 9.)
environment. There is little need to urge the mental
discipline value of Biology, it is already evident. As
a "community value" subject it is ijractically unsur-passed.
Some of these values have already been noted.
The related values are, likewise, almost innumerable;
hygiene, sanitation, arboriculture, stock, stock breed-ing,
war against pests, and even the betterment of the
races, to say nothing of the professions such as medi-cine,
dentistry, etc., are more or less technical subjects
built upon the fundamentals of Biology.
While it is true that the student of Biology has been
taught to observe, record data, and draw conclusions, it
must be remembered that he has done so with incom-plete
facts, therefore his conclusions, though logical,
are more or less open to doubt. Possibly, this is one
of the merits of the subject. The course should there-fore
be followed by one in which the laws can be accu-rately
determined without the loss of accurate observa-tion,
and with the minimum of imagination.
Such conditions are met by Physics. Here careful
observations lead to specific laws, comparatively easily
determined, and as the student comes to "hit near" the
law his self-reliance and faith in "Law" develops rap-idly.
Here is also a "key" to much of physical environ-ment.
The mental discipline value needs no discus-sion.
Since much of our physical environment, e. g.,
transportation, water supply, sewage systems, etc.,. is
directly connected with physical problems one does not
need to go into detail as to community value. As to
related values : In addition to preparing students for
mechanics and certain types of technicians and pro-fessionalists,
this subject lays the foundation for a
course which deals with less tangible things than
weights and measures.
Chemistry—the product of laws, molecules, atoms,
electrons and the so-called "dances of the atoms," calls
continually for the play of the imagination. Truly,
not the undirected imagination of dreams, but an imag-ination
that deals with more uncanny creatures than
gnomes and hobgoblins, who always act as they should
and really nevei' misbehave. To understand them, even
in the most rudimentary way, one must call into play
all the keenest observation which his Biology has. con-tributed,
and add to this the exact certitude of his
Physics, and then swing out into the unseen and un-known
and grapple with these invisible entities, and
wrest from them their secrets. Here, therefore, is the
peak of high school training since all the resources of
the student are called forth to master that invisible
thing which can only be reached by reason. At first
glance, one may supj)Ose there is but little of com-munity
value in Chemistry, but it really has a host of
related values that have more or less of a community
value. Most of our food, our clothing, our homes, our
recreations, our whole existence, even to our death and
burial, are intimately connected with this fundamental
science.
But few of the many values of these sciences have
been noted here, but if there be any still unconvinced
of the validity of the claims of the sciences for a place
in the high school curricula, let him only face the mat-ter
squarely and think what his life would be without
the contributions of science.
i—
—
—Everyday Classics
PRIMER
FIRST READER
SECOND READER
By FRANKLIN T. BAKER, Professor of English in Teachers College
and Supervisor of English in the Horace Mann School,
and
ASHLEY H. THORNDIKE, Professor of English in Columbia University.
Illustrated by Maud and Miska Petersham.
These three books complete the Baker and Thorndike "Everyday Classics Series" from primer to
eighth reader. A manual for teachers is available for the entire series.
The material has been selected and arranged by educators whose efforts are stamped with the seal
of authority. Several new stories, together with the best classic material and fascinating illustrations,
make these additions to the series most attractive. Special attention should be given to the illustrations
by the Petershams, who work with as keen an understanding of child psychology as of their art.
The books are so planned as to provide definite exercise in silent as well as in oral reading.
EXAMINE THESE BOOKS
THE MACMILLAN COMPANY
NEW YORK
BOSTON
ATLANTA
DAJLLAS
CHICAGO
SAN FRANCISCO
May, 1922] NORTH CAROLINA EDUCATION 13
^ Joxf and expectancij
re mirrorled in these little f§|:^s
iWhij?
*
VtVictrola isJust entering the dooroft/ieir school
The Victrola brings more abiding happiness and helpfulness into the schoolroom than any other one
factor in education.
Especially in the remote rural school has this sound-reproducing marvel been a boon. It has equal-ized
the cultural opportunities of urban and rural children. The world's greatest music by the world's
greatest artists is now available to both alike. The joy of song with correct, stirring accompaniments,
folk dancing, singing games, is theirs, as well as the abundant helpful material in other subjects.
Do you have a copy of either of the FREE booklets, "The Victrola in
Rural Schools," or "A Graded List of Victor Records for Home and
School " ? Either is yours for the asking.
Consult any dealer in Victor products or
Educational Department
Victor Talking Machine Company
HIS MASTERS VOICE" Camden, New Jersey
14 NORTH CAROLINA EDUCATION [May, 1922
STATE SCHOOL NEWS
SCHOOL NEWS BRIEFS
There was a "record attendance"
at the county commencements this
year.
At Burlington, April 4, the pro-posed
school bond issue of $100,000
^^£as defeated by twelve votes.
Work on the beautiful new school
building at Whiteville has begun. It
is planned to lay the cornerstone
May 5 with appropriate ceremonies.
Stonewall Township in Hoke Coun-ty
voted April 15 in favor of a bond
issue of .$15,0 for the erection of a
consolidated school building and
teacherage.
Ground has been broken for the
new Methodist Protestant College
near High Point. Dedicatory exer-cises
proper are being arranged for
June 29.
The school board of Reidsville has
accepted the architect's plans for a
new high school building, calling for
a commodious auditorium, gymna-sium,
administration ofiices. domestic
science and manual training depart-ments,
and fourteen class-rooms.
This is Supt. C. E. Teague's first
year as superintendent of the Lee
County schools. The report of the
county commencement at Sanford.
April 15, says that he and his assist-ant.
Miss Ruth Gunter, have achieved
fine results with the schools.
Several pictures of famous charac-ters,
consisting of some of the mas-terpieces
of art. have been presented
to the Burlington graded schools by
the local parent-teacher association.
Dr. John W. Lesley, Jr., of the faculty
of the State University, made the
speech of presentation at the Broad
Street school.
What Brain and Brawn Did With
Barrenne.ss and a Boulder
Reeds (school community in Da-vidson
County) took a barren knoll,
expended $167 in shrubs, a couple
hundred dollars worth of work of
men and teams, terraced and beauti-fied
the place until the splendid
building is set off in great fashion.
A giant boulder weighing eight or
ten tons was taken from its resting
placed, ended up near the highway
leading from Salisbury to Winston-
Salem, and upon its side will be in-scribed
the fact that George Wash-ington
once passed that way on a
stage coach and made a stop near
where the school building now
stands.—Lexington Dispatch.
Pageantry at Davidson County
Coniniencenient
Denton, coming up from the east-ern
part of the county, took the $30
prize for the historical pageant, com-peted
for by four larger schools, in-cluding
Liuwood, Churchland and
Welcome. The winning pageant was
one representing the civil war period
with slaves sold upon the block,
working in the corn fields to the
tune of racial melodies, the march-ing
away of troops and return of
crippled veterans and the burning of
the Davidson County courthouse.
Linwood presented many historical
facts of the revolutionary period.
Churchalnd featured Daniel Boone,
who for a number of years lived al-most
within the shadow of its school
buildings, with AVelcome setting forth
the world war period. The pageants
were an outstanding feature of a
full day.
SOUTHERN
TEACHERS'
AGENCY
Columbia, S. C.
Chattanooga, Tenn.
Richmond, Va.
COVERS THE SOUTH
XO FEES UNLESS PLACED
Continuous Enrollment in
Three OfRces
NEW BOOKLET
The Progressive Music Series
Adopted for use in North Carolina
Public Schools
other State Adoptions:
California, Kansas, Kentucky, Louisiana, Nevada, Oklahoma,
Oregon, Utah. More than 4.000 other adoptions.
Two Reasons:
The only series that insures for music teaching as efficient
standards as can be found in any other subject of the curri-culum.
The only series whose musical content competitors cannot
consistently criticise.
A Four-Book Series, for the graded, and town and city schools; a
One-Book Course for the one and two-room schools.
Manuals for Teachers' use—I-II-III.
Be progressive, and use The Progressive
Music Series
SILVER, BURDETT & COMPANY
126 Fifth Avenue, New York
Lippincott's School Projects Series
Editetl by WiUiam F. RiisseU, Ph.D.
Teachers everywhere are experimenting with the project method—here its place and
advantages are clearly set forth and voluminously illustrated.
HOW TO TEACH SILENT READING TO BEGINNERS. By Emma
Watkins. $1.60
A most timely and important volume—not only does it discuss a matter very much in
the current professional thought, but its contents are so detailed, so enthusiastically
aii\e, so sound and stimulating that the book will improve the work of every primary
teacher in whose hands it is placed.
A PROJECT CURRICULUM. By Margaret Wells Ph.D. $2.00
Dealing with the project as a means of organizing the curriculum of the elementary
school. In the measure in which her work and its presentation may lead teachers to
introduce larger elements of the wholesome, purposeful, social activities of children
into the schools as a vital part of their courses of study. Miss Wells has made a val-uable
contribution to the improvement of the elementary school.
PROJECTS IN THE PRIMARY GRADES. By Alice M. Kracko-wizer.
$1.40
The first chapter gives the purpose of the method and is followed by one on chil-dren's
purposeful activities. These give the big reasons why projects fit so well into
the scheme of primary education. The remainder of the book gives the big types of
activities in which children engage.
REDIRECTION OF HIGH SCHOOL INSTRUCTION. By Lull and
Wilson. $1.60
Accepts the social point of view in education. Discusses the essential features of the
socialized procedure in the classroom with the results concretely set forth. Much
attention is given to training pupils how to study. Shows how this function of the
school is normally performed when the socialized procedure prevails in the child's
study and in the class exercises of the school.
The usual discounts are allowed.
J. B. LIPPINCOTT
East Washington Square
COMPANY
Philadelphia, Pa.
->
May, 1922] NORTH CAROLINA EDUCATION 15
WOMAN MAKES THINGS
DARE COUNTY
GO IN
Biggest Sthool Coniiiicnceiiicnt Evoi-
Hold on Roanoke Island
What is declared the biggest crowd
ever assembled in Dare County at any
one time attended the county com-mencement
at Manteo. Hundreds of
children were brought across the
sounds in boats to Manteo for the oc-casion
and the homes of Manteo were
thrown open for the accommodation
of all visitors. Every community in
the county was represented. Two
years ago such a gathering of school
children in Dare would have seemed
an impossibility, because of the great
water distances between most of the
school districts. But there is a
woman at the head of the public
scliol system of Dare, to whom all
things are possible.
Miss Mabel G. Evans is superin-tendent
of Dare County schools and
she possesses the enthusiasm, energy
and ability to make almost anything
go. Under her administration Dare
is wide-awake on the subject of
school consolidation, longer school
terms and high school instruction
for every child in the county.
Prof. C. L.' Coon, superintendent of
Wilson County public schools, was
the chief speaker of the day, and
spoke on "An Efficient School Sys-tem."
The judges for the contests
were Mr. M. P. Jennings, superin-tendent
of Pasquotank County
schools; Mr. Coon and Mr. J. B. Hur-ley.
The largest prize-winners of
the day were the Manteo, Wanchese
and Manns Harbor schools.—Eliza-beth
City Independent.
Mr. G. D. Gatling, New Supei'iiitend-ent
for Gates County
Gatesville, April S.—T. W. Costen,
who has been for more than twenty
years directly connected with the
public schools of the county, first as
county superintendent and during the
past four years as chairman of the
board of education, tendered his res-ignation
as a member of the board at
its regular monthly meeting April 4,
on account of the fact that he is a
candidate for the State Senate from
the First Senatorial District. The
resignation was accepted, and G. D.
Gatling, twice representative of the
county in the lower House of the
General Assembly, was elected as
his successor. Under the wise lead-ership
of Mr. Costen the schools have
gone forward and the large consoli-dated
districts will remain monu-ments
to his far-sighted and untiring
efforts to give the children of Gates
County the opportunities to which
they by right are entitled.
The election in Raleigh Township,
April 4, was carried by a majority of
704, in a registration of 4,429, in
favor of the million-dollar bond issue
tor schools. "As superintendent of
schools," said Supt. S. B. Underwood.
LECTURES, ORATIONS,
DEBATES, ESSAYS, Etc.
Prepared to Oi-der
Outlines furnished. Manuscripts revised,
reconstructed and typed. Nineteen years'
experience.
MILLER'S LITERARY AGENCY
311 Reisinger Ave. Dayton, Ohio
"I am profoundly grateful to all who itself to give the pul)Uc a million
had any part in the splendid victory. dollars worth of school buildings for
The school administration pledges the million dollars voted today."
G. LLOYD PREACHER & COMPANY
AECHITECTS AND ENGINEERS
Specialists in the Design of School Buildings
AND Educational Institutions
COMMERCIAL BANK BUILDING RALEIGH, N. C.
RALEIGH, N. C. ATLANTA, GA. AUGUSTA, GA.
Modern Junior Mathematics
By MARIE GUGLE
—Gives arithmetic, algebra, and geometry in proper proportion and
connected relationship.
—Provides a smooth passage between the work of the first six
grades and senior high school mathematics.
—Reads like a story—the drawings make it doubly attractive.
—Interests students because it shows them the application of the
problems to everyday life.
Book One, 80 cents Book Two, 90 cents Book Three, $1.00
Send for free circular, "Three-Year Course
in Mathematics for Junior High Schools"
The Gregg Publishing Company
NEW YORK CHICAGO BOSTON SAN FRANCISCO LONDON
„—:.
DUNN'S COMMUNITY CIVICS I
The Latest Book by the Fore-most
Authority in This Field
nial'es government mean something real to the young citizen.
Througli this modern text the pupil gains a definite appreciation of
the interdependence of all elements in our national life. He comes
to realize social importance of the home, of organized health worl\
education, vocational training, care of the dependent, protection
of property. He acquires sound ideals of good citizenship and the
knowledge of how to apply them practically in his immediate
comniunity.
D. C. HEATH AND COMPANY
Boston New Yorli Cliicago Atlanta San Francisco
16 NORTH CAROLINA EDUCATION [May, 1922
Centennial of Ebenezer Academy in
Iredell
The one-hundredtli anniversary of
the founding of Ebenezer academy in
Iredell was celebrated Saturday,
April 15. The original building still
stands a stone's throw from Bethany
church, in which tlie anniversary ex-ercises
were held. It was founded
by Hugh R .Hall, who for a quarter
of a century conducted a school in
which many men prominent in the
life of the State and church received
their training. Over the front door
are these words: "Ebenezer Acad-emy,
Established in 1S22," and a
large United States flag floats over
the entrance. Originally there was
only one room with an open fireplace
at each end; now one of the chim-neys
has disappeared and a parti-tion
separates the room into two sec-tions.
The trees in the yard stand
as they did in the days gone by, but
the building shows signs of perma-nent
decay.
On the walls of this ancient land-mark
are still, in bold letters, quo-tations
that reflect the teachings and
lessons that were impressed upon
the fathers and mothers of the pres-ent
generation. Here are a few of
the quotations, which express senti-ments
that have remained green in
the memory of those who came un-der
the elevating influence of this
institution: "Resolved, That the
world shall be better"; "Speak the
truth"; "Do unto others as you would
have them do to you"; "Keep things
neat and clean"; "School tax is the
best tax"; "Always do right"; "Mind
your own business"; and over the
door these words, "Always be on
time."
Many former pupils of the school
gathered from the four quarters of
the compass to participate in the
centennial.
Supt. J. H. Rose Heads Parent-
Teacher Association
Greenville, April 8.—Prof. J. H.
Rose, superintendent of the Green-ville
public schools, was elected vice-president
of the North Carolina
Parent-Teacher Association, accord-ing
to a message he received today
from Miss Catherine Albertson, cor-responding
secretary. The board of
"It is a monument of thorough and con-scientious
work, and more complete and
up-to-date, than anything else I have seen
on that subject. It will help teachers
greatly.^'
The World Remapped
By R. Baxter Blair
An 80-page book summarizing the
changes in World Geography by continents.
Every teacher of geography and history
should have it on her desk for ready ref-erence.
Any teacher would gladly pay
several dollars for this reference book
on world changes.
Send 20 cents in stamps or coin.
USE COUPON
DENOYER-GEPPERT CO.
Scientific School Map Makers
5235-5257 Ravenswood Avenue Chicago
Na
Grade
Addreaa
managers met April 1, the other offi-cers
elected being: Mrs. Frank
Spruill ,of Lexington, president; Mrs.
A. A. Knee, of Charlotte, treasurer;
Mrs. Burke Hobgood, of Durham,
auditor.
rect the mistake in the Legislature,
the bonds could not be sold.
AVest Hickoi-j- Will Try Again
West Hickory citizens, whose $60,-
000 school bonds were declared in-valid,
will vote again early in June
on the question of issuing $50,000
in bonds for the same purpose. There
was little opposition the first time
and plans were drawn and a picture
of the building printed before it
was learned that the district was
larger than the town ordering the
election, and despite an effort to cor-
EUROPE
and
THE PASSION PLAY
Party sailing June 17th for
France, Switzerland, Germany,
Belgium and England.
$770 covers all expenses.
Write for descriptive folder.
Prof. JAS. ELLIOTT WALMSLEY
Winthrop College, Rock Hill, S. C.
The Industrial Art Textbooks
by
BONNIE E. SNOW — and — HUGO B. FROEHLICH
Adopted Textbooks in Drawing
for
NORTH CAROLINA SCHOOLS
1. Text books that teach the basic principles of design as re-lated
to Industry under the titles Decorative Design, Commercial
Design and Constructive Design.
2. Text books that provide instruction in Costume Design,
Interior Decoration and Domestic Art,—subjects closely related
to the life of the family and which tend to develop more beautiful
and in consequence happier homes.
3. The only text books in Drawing in which the problems are
carefully graded and lessons definitely organized.
The North Carolina State Text book Commission in its report
on Drawing Books said:
"IN OUR OPINION, THE INDUSTRIAL ART BOOKS, PUB-LISHED
BY LAIDLAW BROTHERS, IS THE BEST SERIES."
LAIDLAW BROTHERS
INCORPORATED
Educational Publishers
Chicago
1922 Calumet Ave.
New York
130 E. 25th Street
Every official reporter iu the United States Senate and House of
Representatives writes Pitrtui nic shorthand. Over 9? per cent of the reporters
of Washington, D. C, are Pitmanic writers.
91.4 per cent of the court reporters of the country write Pitmanic
shorthand. See Official Report of the National Shorthand Reporters' Association.
Nathan Behrin, an Isaac Pitman writer, won the World's Champion-ship
contest three times in succession, and in 1913 made a record in these con-tests
of 98.3 per cent, which has Txever been equalled. Mr. Behrin in 1920 made
the two most remarkable shorthand records ever made. He wrote for five
minutes at 240 words a minute with only one error, and for five minutes at 280
words a minute with only three errors. This is the World's Record.
Fourteen out of sixteen International Speed Contests have been won
by Pitmayi writers. No Pitman writer was ever trained for these contests.
93 per cent of the New York City day and evening high schools teach
the Isaac Pitman system of shorthand.
Send for particulars of a Free Correspondence Course for Teachers
ISAAC PITMAN & SONS, New York City, 2 W. 45th St.
Books on the N. C. Officitd List are: "Course in Isaac Pitman Shorthand" ; "A
Practical Course in Touch Typewriting," and "Style Book of Business English."
May, 1922] NORTH CAROLINA EDUCATION 17
Honors at Wake County Commence-ment
Wakelon High School, Wake Coun-ty,
went home from the first county-wide
school contest, April 15th, win-ner
of twelve first places, taking blue,
ribbons in every department of the
contests from primary work to ad-vanced
choral singing and track ath-letics.
Wakelon's neighbor over at
Wendell took away eight first places,
seven went to Gary, and five to Apex.
Practically every school in the
county was represented in one way
or another in contests which began
at 9 o'clock in the morning and con-tinued
without interruption to near
nightfall.. It was the first county-wide
contest for honors, although
mauy county commencements have
been held in former years.
Fifty first honors were offered,
with ribbons for rewards. They were
well distributed throughout the
county. In every contest the work of
the smaller schools was of a quality
that won eighteen first places for the
smaller schools.
County High School in Kockinghain
At the regular April meeting of the
county board of education at Went-worth
a numerously signed petition
asked that a central county high
school or county farm—life school
be established at or near the county-seat.
The board unanimously voted to
appropriate J25,000 for the establish-ment
of the school, and decided to
ask the county commissioners to ap-propriate
a like amount. It is
thought that State and Federal aid
will be insured for the school.
The suggestion that the school be
located on the county home tract
seems to meet with approval by
many. The plan is to induce the
county commissioners to gi?e about
fifty acres of the county's land to
the new school and have it located
on the Reidsville-Wentworth pro-posed
hard-surfaced road near the
point where the road will branch off
for Leaksville.
Fire!
Thomasville, April 15.—Fire sup-posed
to have been of incendiary
origin completely destroyed the
Thomasville public school building
and two residences, entailing a loss
estimated at $115,000 to $125,000.
Insurance to the amount of 140,000
was carried on the school building.
Reidsville, April S.— The old
graded school building for negroes
TEACHERS WAATED
$95 to §150 MOXTH
All teachers should try the U. S.
Government examinations constantly
being held throughout the entire
country. During 1922 many perma-nent,
life, positions will be filled at
from $1100 to $1800; have short
hours and annual vacations, with full
pay. Those interested should write
immediately to Franklin Institute,
Dept. D231, Rochester, N. Y., for
schedule showing coming examina-tion
dates and places and large de-scriptive
book, showing the positions
obtainable and sample examination
questions, which will be sent free of
charge.
near North Scales Street caught on
fire about 5 o'clock Monday after-noon
and was totally destroyed. The
building was an old frame structure
and burned very rapidly. The school
board carried $11,000 on the build-ing
and $2,000 on the furniture,
desks, etc. The school will continue
without Interruption, the new schol
building being used by part of the
grades in the mornings and the
others in the afternoons.
OUR FREE SERVICE in teaching the Mechanics and Pedagogy of Palmer Method Penmanship
is still offered to all teachers whose pupils are provided with individual copies of our manual.
Other Teachers may enroll for the complete correspondence course upon payment ot the Bmall
fee of ten dollars.
OUR THIRTY VISITING INSTRUCTORS cover the entire United States, and their services are
still free to all schools having Palmer Penmanship adoptions.
THE PALMER METHOD PLAN when followed exactly, leads to enduring handwriting, which
becomes a big asset in school, business and social life. PALMER METHOD PENMANSHIP is written at commercial speed and is as plain as print.
Thus, it conserves the time of the writer and the time of the reader. Palmer Method Penman-ship
compels healthful posture while writing, thua conserving health and vision. PALMER METHOD SPELLERS all in Palmer Method Penmanship are attracting more and
more of the attention of modern educators. Follow immediately the Palmer Method Penmanship
lesson with the Palmer Method spelling lesson, and the results in both subjects will be highly
gratifying.
PALMER METHOD STANDARDIZED PENMANSHIP SUPPLIES are seUing in very greatly
increased quantities, because they offer the greatest value.
THE A. N. PALMER COMPANY
30 Irving Place, New York City 2128 Calumet Ave., Chicago Pittock BIdg.. Portland, Ore.
No Good History Work
Without Good Maps
THE FOSTER HISTORICAL MAP SERIES
can inject interest into the dullest sort of class.
A revelation of North American development,
it gives in line and color a graphic pcture of
Exploration and Discovery, Land Grants and
Territorial Progress before and after the Revo-lution,
and much else.
Special maps of great interest are the "Politi-cal
Party. Map," "Drainage Map of North Amer-ica,"
and "Navigable Waters of the United
States."
The series is printed on specially strengthened
paper, tape bound, and mounted on an adjusta-ble
iron stand—easy to turn.
34 plates 25 x 36 inches
Send for descriptive matter
RAND M*?NALLY & COMPANY
Chicago New York
18 NORTH CAROLINA EDUCATION []\Iay, 1922
VniVei-sitj Piits Into Eflfect Plan to
Bring Colleges Closer Together
Chapel Hill. April 11.—An impor-tant
step in bringing Southern uni-cersities
and college into closer re-lationship
with one another is the
establishment of exchange professor-ships.
Under this plan members of
the faculty of one institution go forth
on visits of from three days to a
week, deliver lectures and hold con-ferences
with faculty members and
students of other institutions, ex-changing
reports of the work done in
various fields of learning.
Walter D. Toy, professor of Ger-man
in the University of North Caro-lina,
has just returned from a stay
of several days at Vanderhilt Uni-versity
in Xashville, Tenn. While
he was there he gave three lectures.
Appalachian
Training School
BOONE, N. C.
In the mountains of North Car-olina,
3,333 feet above
sea-level.
SUMMER QUARTER
May 30 to August 18, 1922
Devotes entire energy to pre-paring
teachers for the Elemen-tary
Schools.
Gives a two-year Xoraial
Course based on graduation
from a standard high school.
Four six-weeks courses will
change the classification of cer-tificates.
Each term is a section of
work required for graduation.
Expenses low. Address
m
B. B. Dougherty, President
Boone, North Carolina
The topic of the first was the rise of
Prussia and its position of dominance
among the German states. The sec-ond
had for its title "The Personal
Element in Goethe's Works." and the
third was in the nature of a general
introduction to Schiller.
Mr. Toy was accompanied on the
trip by his daughter. Miss Jane Toy,
who is now a student here. They
both report the heartiest cordiality
toward North Carolina on the part
of Vanderbile and the people of Nash-ville,
and a keen interest in the ex-pansion
of North Carolina's univer-sity.
quest new proposals on the revised
plans. It is thought that the con-tracts
may be let early in May.
Revised plans for three new school
buildings in Henderson have been
completed. Bids submitted several
weeks ago so far exceeded the funds
in hand that the school board will re-
A volume packed with facts about
the State's modern problems has just
been issued as the Year Book of the
North Carolina Club at the Univesity
under the title, of "North Carolina,
Industrial and Urban." The edition
is limited and copies are sent only to
those who make application. Tiie
hook contains eighteen chapters.
Higher E]ducation
Courses in English, Spanish,
Mathematics, Chemistry, Draw-ing,
Education, Business and in
35 other subjects are given by cor-respondence.
Begin any time.
ull|? T^mwraitg of Clljtragn
|30th Year Division 4*^ _ Chicago. 111. |
HOME
n'v*r«'«**i iiiiHiiai
TEMPCnA COLORS
- ««. -rWD-tNCM Toeis •
The Ameeio^n CrAvowCa
Prang Tempera Colors—
the perfect medium for school
design work
SINCE design work has taken such an im-portant
place in school art courses. Prang
Tempera Colors have come into wide use.
Made of the finest of materials, they give
rich, velvety effects in intensely brilliant
tones, and may be applied without danger of
clouding or glazing.
Their popularity among art teachers and
students alike is due largely to these things;
To their subtle differences in color tones;
To their capacity for remaining intimately
mixed, both while in use and while standing
unused from one day to another;
To their adaptability for use on paper,
cardboard, wood, modeling clay and a variety
of other surfaces;
To the fact that they will not crack nor
mold nor mildew.
Made in the largest and most thoroughly
equipped factories of their kind in the world.
Prang Tempera Colors are products of an un-surpassed
manufacturing skill. They may be
obtained in opaque glass jars and in tubes,
the full palette of colors giving all the elastic-ity
needed for the finest work.
American Crayon Company
SANDUSKY • OHIO ' N£WYORK
Established IS.3
5
May, 1922] NORTH CAROLINA EDUCATION 19
stanhope \'otefl Bonds Before
Breakfast
April 12 the Stanhope district in
Xash County was called on to vote
a tOu.OOO bond issue for schools.
The polls opened about 5:40 a.m.
By 6:46 a.m. enough ballots had"
been cast in favor of bonds to carry
the election safely.
The early voters then went back
home to breakfast and their regular
day's work.
Milk Drinking Adds Weight to
Children
Elizabeth City, April 7.—An aver-age
gain of 10 per cent in weight is
shown by the 2S retarded children
for whom the milk distribution plan
was specifically undertaken in Janu-ary
at the primary schools for white
children in this city. The report for
the month of March, which has jilfet
been made public, and which gives
the weights recorded, shows that two
pupils gained five pounds; one two
and one-half pounds; five, one pound;
two, one-half pound. One showed no
gain, one lost a pound by reason of
illness, and two were not recorded,
being absent when the weighing was
done.
For reviewing for the teachers" ex-amination,
get the "Quiz." It is a
pocket size normal question book.
Price 50c; 3 copies, ?1.00. Teach-ers'
Supply Co., Grayson, Ky.
C.M.AIPROVED .MOrXTAIX FARM
FOR .S.\LE
In McDowell County, northeast
corner, about ten miles from Marion
and Bridgewater. among beautiful
new lakes of Southern Power Com-pany,
51 miles east of Asheville. Be-tween
two ridges along a rollicking
mountain stream, ample for private
lake, and for farm power and elec-tric
lights; 216 acres, 50 to 60 acres
in valley and gentler slopes; a few
apple trees on the place, but no
buildings to speak of; fine site for
quiet country home (or several sum-mer
homes I, for poultry, fruit, grain,
or stock farm. Adjoins farm of Mr.
I. A. Davenport, in Xebo Township.
Price less than what some small
city lots cost. Do not write unless
in position to improve property; for
one who will Improve it, here is a
potential little fairyland for a song.
Too far away for owner .to give it
personal attention. Rigid investiga-tion
invited. Address Farm Owner,
Box 412. Raleigh. X. C.
The Summer Quarter
Courses are the same in educational
and credit value as those offered in
other quarters of the year.
The colleges, the graduate schools and
the professional schools provide courses
in Arts, Literature, Science, Com-merce
and Administration, Education,
Law, Divinity, Medicine, Social Service
Administration.
Ideal place for recreation as well as
study. Golf, tennis, rowing:, etc. Two
great parks and Lake Michigan within
walking distance.
Students may register for either term
or both. .
1st Term-June 19-July 26
2nd Term—July 27 --Sept. 1
Write for comphte annouticem€nt
!''
::
L
The University of Chicago
Box 611—Faculty Exchange
CHICAGO, ILLINOIS
I
The Negro Agricultural & Technical College
State and County Summer Schools
The 23rd Session will begin June 26th, and continues six
weeks. Courses •will be offered for County, Elementary, Pri-mary,
Grammar Grade, High School, Teachers and Super-visors.
Strong Faculty.
465 teachers were in attendance last summer.
A fine place to spend the vacation in pleasant associations
while increasing the value of one's certificate.
For information write
JAS. B. DUDLEY, President GREENSBORO, N. C.
HARRIS-WALDO'S
FIRST JOURNEYS IN NUMBERLAND
Cloth 144 Pages 308 Illustrations
The adopted book in North Caro-lina
for Second Grade Number Work
Through games, plays, exercises in cutting, measuring, folding,
modeling, etc., the simple combinations are mastered. On com-pletion
of this Primer the child will have a "fair start" for the
more formal arithmetic work in the third grade.
Write direct to our Chicago Office for an examination
copy or for the pamphlet—"First Steps in Numbers"
SCOTT, FORESMAN & COMPANY
S. G. CRATER, Representative
023 SoQth Wabash Ave. Chicago
Cullowhee
Normal and Industrial School
SUMMER QUARTER
Cullowhee Normal and Industrial School, a State institu-tion
for the training of priman,' and grammar grade teach-ers,
is centrally located in the counties of North Carolina
west of the Blue Ridge.
The Summer Quarter for 1922, consisting of two six-weeks'
terms, will open May 30 and close August 18. The
second term will open July 11.
This institution affords a maximum opportunity to teach-ers
at a minimum cost in a section noted for its inspiring
sceneiy and delightful cUmate.
Those desiring catalogs or special
information will please address
W. E. BIRD, Summer School Director. CULLOWHEE, N. C.
^U
20 NORTH CAROLINA EDUCATION [May, 1922
LECTURES HEARD 600 MILES
AWAY
Students at State College Get Long-
Distance Instruction
Dexter S. Kimball, Dean of the
Engineering School o£ Cornell Uni-versity,
who is president of the Amer-ican
Society of Mechanical Engineers,
addressed the Student Branch of the
A. S. M. E. at State College by radio-
Ijhone the evening of April 13.
Calvin W. Rice, who is secretary
of the society, also was heard by the
students at State College. Both
speakers were in Schenectady, N. Y.,
six hundred miles away, but the Tar
Heel branch of their audience had no
difficulty in hearing them plainly.
The North Carolina end of the lec-tures
was heard in the auditorium of
the electrical department of State
College, the voices being transferred
from the wireless receiving station
across the hall through wires to a
magnavox, which was stationed in
front of the audience on a large desk.
The Tar Heels were given some
good pointers on important things to
remember in their profession. They
listened with rapt attention to the
distant speakers, whose voices could
be heard as clearly as if they were
present at the desk on which the
magnavox was placed.
The local student body of the A. S.
M. E. had as their guests for the
evening the members of the local stu-dent
branches of the American So-ciety
of Civil Engineers and the
American Society of Electrical Engi-neers,
and also the following guests:
Prof. J. E. Allen, superintendent of
education of Warren County; Prof.
G. B. Harris, superintendent of the
Norlina schools and a delegation of
a score or more from Norlina, who
also had the pleasant privilege of
"listening in" on concerts in Pitts-burgh
and Schenectady.
The Never-Owned Dress Suit
First College Man: "I want you to
come to our dance tonight."
Second Ditto: "Thanks. Is iffor-mal;
or shall I wear my own
clothes?"—Life.
17^ IN
East Carolina
Teachers College
A State school offering a Two-year
Normal Course and a Four-year
Teachers College Course to
prepare teachers for the public
schools of North Carolina.
Every energy is directed to this
one purpose. Tuition free to
all who agree to teach. Fall
term begins Sept. 2 7, 19 22.
Summer terms begins June 13,
closes August 5, 1922.
For catalog and other infor-mation,
address
KOBT. H. WRIGHT, President
Greenville, N. C.
New York University Summer School
(July tenth to August nineteenth)
More than 200 courses in the following fields:
Education
History and Philosophy
Methodology
Elementary Education
Junior High Schools
Commercial Education
Psychology and
Measurements
Administration
Supervision
Research
Art
Music
Home Economics
Domestic Art
Collegiate Subjects
Graduates and
Undergraduates
Biology
Chemistry
Economics
English
Modern Foreign
Languages
Latin
Geography and
Geology
Government
History
Mathematics
Philosophy and
Psychology
Physics
Sociology
Commercial
jects
Accounting
Advertising and
Marketing
Business Law
Economics
Finance
Foreign Trade
Management
Retail Selling
Sub-
(Conference Course on Administration
Conferences for Primary and Kindergarten Supervisors
Lectures on Education and International Peace
Lectures on New York City, with excursion
On the campus at TTiiiversity Heights—an ideal summer resort
—
moderate living expenses—write for a complete bulletin
DEAN JOHN W. WITHERS, Director of the Summer School
New York University, 32 Waverly Place, New York City
NORTH CAROLINA
State College of Agriculture & Engineering
Summer Session—June 13 to July 26
Teachers Courses (1) for those holding State Certificates and (2) for
graduates of Standard High Schools. Courses for College Entrance
and College Credit. Catalogue upon application.
Apply for Reservation at Once
W. A. WITHERS, Director, RALEIGH, N. C.
George Peabody College for Teachers
NASHVILLE, TENNESSEE
For the Higher Training of Leaders in Southern Education
Summer Quarter, 1922
First term, June 8 to July 18; Second term, July 19 to August 29.
More than 300 courses in twenty-six departments, counting toward
B.S., A.M., and Ph.D. degrees.
Strong courses for both graduate and undergraduate students,
offering adequate preparation to equip superintendents and super-visors
of public education, administrators and instructors in normal
schools and colleges and universities, heads of departments and
supervisors of the various subjects taught in schools and celleges,
directors of vocational schools, of home economics, of public health
and physical education.
The Peabody Campus of fifty acres, with its trees, lawns, shrubs
and flowers, and its five handsome colonial buildings, its. spacious
library and reading-room, offers unsurpassed opportunities for study
and recreation.
Thousands of students come to Peabody from prominent educa-tional
positions all over the South, because the higher training re-ceived
here increases their ability to serve their communities as well
as advancing their salaries.
AVrite for a catalogue of the summer quarter now.
Ji
May, 1922] NORTH CAROLINA EDUCATION 21
I THE UNIVERSITY OF TENNESSEE SUMMER SESSION—1922
I
(Formerly Summer School of the South) KNOXVILLE TENN
i'
FULL SESSION, TWELVE WEEKS First Term, Jime 12-July 20; Second Term' July 21-August 30
All Teachers, College Students, and Others Prepared to take courses, may enter. Popular lectures and entertainments. Fine sum-mer
climate. Improved boarding facilities. Reserve room early.
PALMER METHOD PENMANSHIP
CONTEST
List of Prlze-Winners in State-Wide
Contest and Their Teacliers
On March 15, 1922, a penmanship
contest, open to any public school in
the State using Palmer Method Writ-ing,
was conducted. The schools
competing were Greensboro, High
Point, Wilson, Rocky Mount, Weldon,
Tarboro, Burlington, Washington,
Jacksonville, Murphy, Reynolds, Fay-etteville,
Bessemer City, Davis.
Vanceboro. Elizabeth City, Winston-
Salem, Spring Hope, Concord and
Statesville. The one best specimen
from each grade, from grades one
to eleven, inclusive, was selected in
this preliminary contest and for-warded
to the Palmer Office in New
York. Mr. S. E. Bartow, principal
of the Palmer School, acted as judge
in the State contest.
The idea of stimulating interest in
penmanship through competition
with various schools in the State orig-inated
with Miss Carothers, of the
Winston-Salem high school faculty,
who, with the support of the Palmer
School, planned and set into opera-tion
the first State contest in 1921.
The schools competing the first year,
though not so great in number, found
the contest an important factor in
obtaining results from penmanship
classes.
In 19 2 2 the idea increased in favor
and the number of schools competing
almost doubled. From the experi-ence
of many teachers it has been
ascertained that the contest has been
instrumental not only in quickening
the interest of pupils, but also in im
proving the quality of their penman-ship
to a marked degree. Mr. Bar-tow,
in commenting on the 1922 pa-pers,
writes that it was more difficult
to render a decision this year than
last, because of the excellency of
many of the specimens submitted,
and that this is an evidence that the
contest is worth while. It is hoped
that more schools by next year will
realize the advantage to be derived
from such a contest and begin work
in the fall with this goal in view.
Prize-Winners
The grand prize was won by Miss
Lena Goff, tenth grade, Winston- Sa-lem
high school, Miss Florine Ca-rothers,
teacher.
The other winners are:
First Grade: Jette Templeton,
Statesville; Miss Ethel Spaugh,
teacher.
Second Grade: Mary Worthington,
Washington; Miss Annie Lamberth,
teacher.
Third Grade: Helen Ross, States-ville;
Miss Susie Nance, teacher.
Fourth Grade: Mildred Cowan,
Statesville; Miss Myrtle Chambers,
teacher.
Fifth Grade: Margaret Eaton, Win-ston-
Salem; Miss Jessie Cox, teacher.
Sixth Grade: Janet Love, Winston-
Salem; Miss Louise Futrell, teacher.
Seventh Grade: Maggie Mangum,
Weldon; Miss Josephine Tillery,
teacher.
Eighth Grade: Mildred Brown,
Reynolds; Miss Ethel Brock, teacher.
Ninth Grade: Pearl Longworth,
Winston-Salem; Miss Florine Ca-rothers,
teacher.
Tenth Grade
Salem; Miss
teacher.
Eleventh Grade: Lola Hatcher
Winston-Salem; Miss Florine Ca-rothers,
teacher.
Lena Goff, Winston-
Floriue Carothers,
PERFECT PROJECTOR
for every rjaeii.
SHIPPED ON TRIAL
SPECIAL EASY TERMS
turcs f<»' rerji.
UNIVERSITY of VIRGINIA
SUMMER QUARTER
First Term, June 19-JuIy 29
Second Term, July 31-September 2
COURSES FOR ELEMENTARY TEACHERS
COURSES FOR HIGH SCHOOL TEACHERS
COURSES FOR COLLEGE CREDIT
The Summer Quarter is an integral part of the University Year,
the courses being the same in character and credit value as in the other
quarters of the year.
Degrees are conferred upon men and women for summer work.
The Master's Degree may be obtained in three Summer Quarters.
It offers opportunities unexcelled in the South and makes a strong
appeal to teachers seeking broader scholarship and training, and wider
social contacts, and to college students desiring to complete degree re-quirements.
Attendance last Quarter, 2,429, from twenty-nine States and for-eign
countries.
The most beautiful and unique campus in America.
Accommodations at reasonable rates. Tuition for non-Virginia
students, $15.00 per term.
Entertainments, Music Festival, excursions.
For illustrated folder and full announcement, write to
CHAS. G. MAPHIS, Dean, University, Virginia
SUMMER SCHOOL
June 20 to August 2
For: Teachers, College Students, Law Students, High School Students
desiring to make up entrance conditions:
Wake Forest College has for several years had a most successful Summer Law School,
under Dean Gulley. The Law School is preparing for the greatest Summer enrollment
in its history. It is open to men and women. (This department of Summer School be-gins
June 6 and runs eleven weeks).
Now for a great Su7nmer School for teachers! Large facuJty is engaged, including
successful and well-known principals, supervisors, superintendents, and teachers, in
addition to regular college faculty.
Courses approved by State Department of Education for Primary Grade and High
School teachers, principals, supervisors and superintendents.
Demonstration School is planned.
Variety of courses for college students. Many of the professional courses for teachers
carry college credit.
Courses for High School students desiring to work ofF entrance conditions.
New Dormitory used by women students, under the direction of Dean of Women.
Expenses lowest possible consistent with service. Teachers pay no tuition.
For information or catalogue, write to
H. T. HUNTER, Director,
Wake Forest, N. C.
WAKE FOREST COLLEGE
i
22 NORTH CAROLINA EDUCATION [May, 1922
The University of North Carolina
SUMMER SCHOOL
Thirty-Fifth Session, June 20-August 3, 1922
standard Courses in the Regular Departments of the University.
Cultural and Professional Courses leading to the A.B. and A.M. degrees.
A Modern Department of Education, offering numerous professional courses.
Academic and Professional Courses of Elementary character for teachers who have not
had previous professional training.
High-Class Recreational Features and Entertainments of an educational character. Lec-tures
by noted Thinkers and Writers. Music Festival and Dramatic Performances.
Graduates of Accredited High Schools and Teachers Holding State Certificates admitted
without examination.
Able Faculty. Moderate Expenses.
Rooms may be reserved any time after February 1st upon receipt of $6.00 for room rent
for six weeks.
Preliminary Announcement ready February 15th. Complete Announcement ready Apr. 1st.
For further information, address
N. W. WALKER, Director :: Chapel Hill, North Carolina
I Asheville Normal and Associated Schools
i SUMMER SCHOOL
i .
I
. Fifth Session, June 13-July 26, 1922
The Summer School of the Asheville Normal is one of the State Summer Schools of North
Carolina.
844 teachers from 18 states and territories attended the 1921 Summer Session.
The Faculty will include regular teachers of the Asheville Normal, and 37 Heads of De-partments
from 19 Universities, Colleges, Teachers' Colleges, Normals, and City Schools.
One Hundred Fifty-two courses for Kindergarten, Primary, Grammar Grade and High
School Teachers, Supervisors, Principals and Superintendents.
The Campus is 2,250 feet above sea, surrounded by 60 peaks 6,000 feet high. Mount
Mitchell, the highest, is only 18 miles away.
The Asheville Summer School offers teachers educational and recreational opportunities
that are unsurpassed.
Expenses moderate. Dormitory room and board, $40.00 for six weeks. All beds single.
Rooms may be reserved now by forwarding $5.00 of this amount. Good board in private homes
from $8.00 to $15.00 per week. Registration fee is $10 for three courses; $15.00 for four.
Round-trip tickets to Asheville at reduced rates.
Write now for illustrated folder and complete catalog.
JOHN E. CALFEE, LL.D., President :: :: ASHEVILLE, N. C.
May, 1922]
f. ^
NORTH CAROLINA EDUCATION 23
Lenoir College Summer School
June 13 to July 25, 1922
Subject matter and method courses for all grades of certificates.
College credit given for courses completed.
Faculty of able teachers, trained specialists of successful experience.
A climate unsurpassed, affording opportunity for pleasant and healthful
recreation—a summer vacation in the mountains while earning sum-mer
school credits.
Moderate expenses.
For announcement, address
Q. A. KUEHNER, Ph.D., Director HICKORY, N. C.
Why Pay The
MIDDLEMAN?
Why Pay Excessive Freight Rates?
Why Not Buy Direct From Factory?
Why Not Patronize a Southern Industry?
Prices Deliveietl Anywhere in N. C.
|
Singles Doubles
Nos 1 and 2 $6.75 $9.00
Nos. 3 and 4 $6.50 $8.50
Nos. 5 and 6 $6.25 $8.00
Fronts and Rears $6.00 $7.50
Recitation Seats $2.00 Per Foot. |
Tablet Arms 75c Each. |
J
Large Stock Immediate Shipment
Write for Complete Catalogue
The Southern Desk Co.
HICKORY, N. C.
» » J '»
'
24 NORTH CAROLINA EDUCATION [May, 1922
North Carolina College For Women
SUMMER SESSION
June 14th - July 25th
Courses organized to meet the real needs Accommodations comfortable and conveni-of
every North Carolina teacher. ent^^dormitories with a capacity of
Faculty with successful experience in their Classes small enough for individual atten-field
of work ^^''^ ^^^ personal conferences.
Cost—everything included except text-
Credit, certification, college and graduate. books—only $42.00.
Work, recreation and entertainment are each provided for.
Reservations may be secured now by writing.
JOHN H. COOK, Director
GREENSBORO, N. C.
}
Trinity College Summer School
Wednesday, June 21, to Thursday, August 3
The Summer School prompt with its records. Last summer's records from
Trinity went to the State Board of Examiners within ten days after
summer school closed.
The Summer School of limited enrollment. The classes are small enough
to enable the instructors to meet the individual needs of the students.
The Summer School of liberal credits for those prepared to receive them.
All courses offer college credit ; forty-five per cent offer credit for the
A.M. degree.
Courses for superintendents, principals, and supervisors ; courses for high
school teachers ; courses for gi-ammar grade teachers ; courses for pri-mary
and elementary teachers.
No Tuition Charges for Teachers : : Registration Fee, $8.00
For detailed announcement, address
DIRECTOR OF SUMMER SCHOOL
COLLEGE STATION DURHAM, N. C.