North Carolina education

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INORTH CAROUIINA
Vol. XVI. No. 2 RALEIGH, N. C, OCTOBER, 1921
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WAifi) itpe anb Jflute
By Austin Dobson
Note by the Editor—It is witli a sense of
satisfaction not enjoyed every ilay tliat we are
privileged to print in this number tlic article liy
Miss Susan Fulghuiu on "TeacUing Poetry in the
Grades" and to announce another on tlie same
suljject for next month. IHer entire exposition
of method, with its finely conceived opening
paragraph, is commended to every teaclier, of
whatever grade, who may liappen to Ijc among
our readers, in tlie hope tliat all may so use it
that to tlieir pupils "a gateway is opened to
tlie Courts of Song". Jt is the need for just
the teaching of poetry suggestcil by Miss Ful-ghuni
that makes timely a reprint of this tune-ful
rondeau bv the late Austin Dobson—W. l'\ M.
With pipe and flitf( (lu I'listiv Pan
Of old made iiiKsic sivect for mail;
And wonder Iniskvd the warbling bird.
And closer drew the eidni-rijed hcrd,-
Thc roUinij rii'cr slowlier ran.
Ah! would,—ahl wunid, a little .span
Some air of Areadij could fan
This aye of ours, too seldom stirred
With pipe and flute!
But now for gold' we plat and plan;
And from Reerslicba uiilo Dan,
Apollo's self mighl pass unheard,
Or find I lie night -jar's note preferred ;-
Not so it fared, when time began
Willi pipe and flute!
Contents of Cbis J^umber
SPECIAL ARTICLES Page
County Government and Public Education, E. C.
Brooks 3
"Education for Democracy" Commended for the
Reading Circle, J. Henry Highsmitli i)
Foregleanis of the Teachers ' Assembly 5
Outline for Study of Bonser 's "Blenu-ntary Scliool
Curriculum", Mrs. T. E. .Tohnston 1-t
Planning the Work of a Course in History, Wm. T.
Lapratle 8
School Management Course in XTuion County .... 7
Teaching Poetry in the Grades, Susan Fulghum... 10
EDITORIAL
EDITORIAL (CONT'D)
The Couduct of Young Teachers
Town and County Administration . . . .
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Armistice Day as North Carolina Day 1,3
Bible Study in the Community :. . . 12
Program for the North Carolina Safety League.. 1."? What Constitutes an Adequate SMary for a
Pith and Paragraph 12 Teache
DEPARTMENTS
Advertising .^.^.^. j . 'i2i, ^iiil 1ft „to ^i
'
Editorial ,.>."..';•;.'.!'. .12 ' and 1.3
Eeading Circle Work ','.-.'...'. /.^.'.i . i 1 14
State School News ..'..!. ,".. ;.;..',. 15-
MISCELLANEOUS
Davidson College Installs Wireless 18
Double Awards in Penmanship 16
'
' First Things '
' at Lowe 's Grove Ki
King's Business College Changes Hands Ifi
Robeson County Assembly of Indian Teachers. ... 20
When Changing Your Address 9
With our Advertisers 18
Some Things Hoped for in North Carolina 15
l.")
EDUCATIOff y
A Jowrnal of Edttcatioti, Rural Progress, M
and Civic Betterment O
Price: $1.50 a Year
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2 NORTH CAROLINA EDUCATION [October, 1921
+
Why Go to School ?
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The book empliasizes the really vital element in the study of civics.
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PUBLISHED IN A TWO-BOOK AN D A FOUR-BOOK EDITION
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PUBLISHED IN A TWO-BOOK AND A THREE-BOOK EDITION
Fresh, unhackneyed material which is presented in a systematic yet adapt-able
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AMERICAN BOOK COMPANY
NE-W YORK CINCINNATI CHICAGO BOSTON
North Carolina Education
Vol. XVI. No. 2 RALEIGH. N. C, OCTOBER. 1921 Price: $1.50 a Year
COUNTY GOVERNMENT AND PUBLIC EDUCATION
B}- Ji. C. Brooks, State Superinteiideut of Public lustructiou
The eontimied growth of our public school system
depends upon efficient county government. It is a
fact easily demonstrated that in those counties which
have had the benefits of good, progressive government
for several years the public school system, as a rule,
is better organized and more efficiently administereQ
than in counties poorly governed. The cause is not
hard to discover.
The county is the unit of self government. The
relation of the State to it is one of supervision and
nssistance. The county is likewise the unit of educa-lional
administration and the relation of the State to
the public school system is one of supervision and
assistance. The board of county commissioners is thb
governing body of the county and to this body the
public schools must likewise look for support. There-fore,
since the unit of government and of educational
administration are one and the same whatever affects
general county government will also affect the pubhe
school system, and frequently defects in the latter are
easily traceable to the same defects that run through
the whole county government.
The counties are not able to govern themselves and
promote the progress of the people without State su-pervision
and assistance. However, the State througn
a failure to exercise proper supervision encourages
carelessness and waste in the collection and expendi-ture
of public funds. Such defects inevitably breed
discontent and suspicion among the people. This is
true whether this neglect relates to the administration
of justice, the building of roads, the development of
our natural resources or the education of the youth.
It is my purpose to specify wherein county govern-ment
is defective and suggest certain remedies.
Defects in County Government iitudied
The State Department of Education has made a
study of county government in several counties with
special reference to collecting and expending public
funds. We were led to this study by observing cer-tain
facts while administering the State Public School
Fund for the year 1919-20.
One county reported that all but about 2 per cent
of the gross amount of the taxes were collected. It
was easj' to see that the law was observed strictly in
the expenditure of the funds. This county is well
governed. Another county not many miles awaj-showed
a loss of about 15 per cent and it was difficult
to tell whether the public schools had to their credit
a surplus or a deficit. However, it was certain that
this county was each year running behind, and manj-of
its accounts were unpaid. If these two counties
receive support from the State according to their
apparent needs, the (-(juntv' tliat is least efficient in
government would be benefited most from State sup-port.
You will please keep in mind that this bodj* was
made not at the close of the school jear 1920-21, but
at the close of the year 1919-20, the most prosperous
\ear in our history, and a year in which it was com-paratively
easy to collect taxes.
Some Serious Defects Specified
1. The county officials in many counties do not
know the cost of county government. They do noi
know the size of the bonded indebtedness nor the co.>.
of the several deijartments. As a result, thej- do not
know what tax rates to levy to meet tlie full legitimatr
expenses of tlie county. As a rule, thej' are pledged
to keep taxes down. Therefore, the authorities try to
curtail expenses without really knowing the financia.
condition of the county or how to economize.
2. The number of delinquent tax payers in many
counties is entirely too large. The leakage lieii
great, and it is almost entirely attributable to poo.-
government. As a result, it becomes necessary for ti.
officials to increase the tax rates in order to proviu
to ra shortage that is partly inexcusable. Good gov-ernment
in this respect would result in a saving of
public funds, and at the same time it would increase,-
the rate of progress.
3. The fines iuposed by magistrates and the fines,
forfeitures and penalties of the towns and counties
are not always properly accounted for and applied in
accordance with law.
4c. The funds collected are not segregated iu ac-cordance
with law. Some departments, as a resuli,
run far short of their legitimate needs, while other.>?
receive more than their share of the funds. There-fore,
it becomes necessary to borrow for some depart-
Qients because of extravagance or liberal expenditure
in other departments. Such unbusiness like methods
will cause an increase in the bonded indebtedness or
the taxes for the succeeding year must be raised to
meet the deficit.
5. The special local taxes in many counties are
not properly levied, collected and disbursed. The
people have a fine enthusiasm for voting local taxes
for the improvement of roads and schools. This en-thusiasm
should not be destro\'ed because of careless-ness
and inefficiency in handling local funds. In
some counties it was impossible for us to find any
record of the local taxes levied, the amount of money
collected and how it was expended. Moreover, we
have positive evidence that some of the larger tax
payers escaped this tax altogether. For example; in
4 NORTH CAROLINA EDUCATION [October, 1921
oue local tax district the Postal Telegraph Company,
the Pullman Company, the American Telephone Com-pany,
the Southern Bell Telephone Company and the
Western Union Telegraph Company, all were entitled
to pay taxes but neither had paid a cent of taxes hi
some jears. Thej- were not even on the tax books.
This, of course, was pure carelessness. But the rate
(Jf taxes had to be increased because of this careless-ness.
6. Fiually it is very evident that in most counties
there is not enough uuity of management to fix res-ponsibility
and insure efficiency. In certain counties
the officials begged us to show them how to organize
the business so that the people "s money might be safe-guarded.
This is an example of ignorance pathetic-ally
calling for expert State supervision.
In pointing out these defects we are not giving
many people of the State anything new or sensational.
The number of letters received and the newspaper
comments siuce I first called attention publicly to
them are sufficient evidence that these defects have
been known for sometime by niuubers of people in
counties where- they exist. Therefore, we should bt<
considering seriously effective remedies and should
. act vigorously and promptly.
What is the Remedy?
The first step to take, it seems to me, is to arouse
the public conscience through publicity" that will caust
the people to demand better government. ^Yhat do
j'ou suppose would be the effect on the people of many
counties if the exact condition of the business wert-published
in detail in this week "s papers and in terms
that the people could understand ? Perhaps it would
be better not to go into details uutU the officials have
had time to get their affairs straight. But they must
be made straight or the people will become disgusted
and cease to support the progressive measures that are
now registering a new era in the State. The people
should know who are excused from paying taxes and
how every dollar of the money has been spent. The
best government is now found in those counties whose
accoimts are well audited and published periodically.
County auditors have given business-like methods to
many counties and saved the people thousands of dol-lars,
and given them confidence in the business man-agement.
In the second place, State supervision should be
sufficient to protect the public, and to unifj- county
management so as to avoid the multiplication of inde-pendent
officials. The State bank examiner closes a
bank as soon as it reaches the danger line. County
officials should be required to meet a similar standard
of safety. A system of audits that will exhibit these
defects should be ttniform and made under some res-ponsiblje
head lijke ithe State Auditor. Moreover,
whenever it is made to appear that county officials
are incompetent and are failing to meet a given stan-dard
of efficiency, they should be removed and tem-porary
appointments should be made by some responsi-ble
county authority until the people have a chance
to elect their successors. New and inexperienced of-ficials
should be given a reasonable time in which to
qualify for their duties and the State should give them
all the help possible. But they should qualify. It Is
unfair to a sheriff, for example, for the commissionerM
to allow his books to run from year to year without a
complete settlement, as is sometimes the case, and then
after he becomes hopelessly involved due to a failure
to settle annually, his whole career is destroyed and
his personal fortunes wrecked as a result. lin one coun-ty
a sheriff, owing to poor bookkeeping, overpaid his
accoimts b.v more tlia na thousand dollars and he was
whollv ignorant of the mistake tnitil his attention wa.i
called to it. He had settled for the dog tax twice.
The State owes it to the individtial and to the ptiblie
to see that both are protected from incompetent of-ficials.
Finall.v our high schools, colleges and tmiversit.v
should give' specific instruction in local self-govern-nieut.
Thev do teach the history and the forms of
government, but students receive too little instruction
in local self government. There will be perhaps -iO,-
000 pupils enrolled in the high schools and 15,000 en-rolled
in our higlier institutions this year. These
within a few ,vears will be the State's leaders, and ye;
they receive too little instruction in the greatest
les.son that an individital or a group of individuals
ever learned—namely, how to govern properly.
What is good government among stitdents, and h :
-
can the,v be taught to govern themselves properl.v
Ho~\v the,v can be led to detect weaknesses and defects
in government ?
"What is a well governed town or count.v ana where
i-an it be found? Is the count.v or cit.v government
in which the institution is located well governed?
What are its defects? Are the public funds sa^e-guarded
and wisely spent? If our colleges and tmi-versit.
v would give special attention to local govern-ment
and fifteen thousand students were taught an-nuall.
v to know what is good count,v or city govern-ment,
the.v would be, within a few years, the strong-est
factors in preservmg local self government and in
cheeking the drift toward centralization of power
in the State and the nation.
The very first word in education should be govern-ment—
self government, respect for law and order,
and how to cooperate in producing a self governing
people. We have groups of people organizing into
quasi governmental bodies—manufacturers, commer-cial
institutions, laborers, farmers, professional men
and women. This tendency to organize for local self
government is a natural social instinct. But the in-clination
of some is to elevate the rule of their or-ganization
above the law of the count.v or the State.
This is perilously near sovietism. The count.v and the
State should rise above all. and all should cooperate
to this end. The spirit of democrae.v can not thrive
inanv other wav.
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October, 1921] NORTH CAROLINA EDUCATION
FOREGLEAMS OF THE TEACHERS' ASSEMBLY IN RALEIGH,
NOVEMBER 23-25
By the Department Heads
From the presidents of the different departments
of the North Carolina Teachers' Assembly, President
K. H. Latham sends to North Carolina Education
and its readers the subjoined messages of interest to
the members of their respective divisions.
TO THE ASSOCIATION OF COXJNTY SUPER-INTENDENTS
By E. C. Brooks, President, Ealeigli, N. C.
We should have a full attendance of all county
superintednents and supervisors at the next Teachers-
Assembly. The department of county superintend-ents
will seek to bring out a full discussion of the
business administration of the county's work. We
have begun an auditing system which should be verj
helpful in keeping the receipts and the expenditures
of the public school fund. It shotild be so simple that
anj- man in the county may understand it. We must
keep up with the funds belonging to the special locai
tax districts. We desire to have this subject thoro-oughly
discussed at the next Teachers' Assembly. A
discussion of the finances will lead us, of course, to
the November budget.
The number of counties having supervisors of rural
schools is increasing rapidly. This was one of the
strong features of the last Teachers' Assembly and it
is our purpose to make it equally as strong, if not
stronger, this jear. We desire to know what has been
accomplished and whj- supervision is necessary. Can
the supervisors justify the expenses of this depart-ment?
I am sure they can, and it shall be our pur-pose
to make this discussion contribute to this ques-tion.
What progress has been made in consolidating
districts, in organizing high schools for the rural dis-tricts,
and in providing adequate school buildings?
We expect to have on exhibition the latest plans for
school buildings and to allow time for inspection and
discussion.
We are concerned about the standing of the teach-ers
in the several counties. What progress has been
made in eliminating the unprepared teacher and in
providing better teachers for the forgotten sections of
the rural districts?
We desire a discussion of the community service
and the moving picture. It is our desire to bring
about a better correlation of these agencies in the
county. How can we make this important feature of
our educational program more effective ? Can we
justify the expenses of this department? I am sure
we can, and it is necessary for us to bring the matter
clearly before the people and make the justification
sure.
These are some of the topics that we wish dis-cussed
at the next Teachers' Assemblv.
I wish to urge all teachers in other departments to
plan programs so that the teachers attending may feel
that they have been repaid for going to the expense
of attending the Assembly.
This should be the greatest Assembly we have ever
had and we can make it so, but it is neccs-sary for all
departments to cooperate and for the teachers to plan
their work so that thev mav attend.
TO THE ASSOCIATION OF CITY SUPEEINTENDENTS
By T. Wingate Andrews, President. Salisbury, N. 0.
The program of the City Soperint entents' divis-ion
of the Teachers' Assembly has not been definitel.v
arranged, but will be annoonied later. The meeting
on Thursday afternoon wUl probably be in the form
of a conference. A special program will be arranged
for the meeting on Fridav morning.
TO THE ASSOCIATION OF PEIMAEY TEACHERS
By Betty Aiken Land, President, Greensboro, N. C.
Let me impress upon every primary teacher the
necessity for a strong state teachers association and
urge them everj- one to join their local units and to
attend the state meeting.
The big business of public education with its largt-number
of efficient workers and the large payroll in-volved
should be buUt upon strong organization with
sound financial support. The general public whien,
in the past, has been considered a sufficient organizts-tion,
although concerned in the promotion of school
welfare, is .so absorbed in its own personal interests
that pressing school needs are frequently neglected.
The schools need an organization whose sole in-terest
is centered in school welfare. The present plan
for such an organization in North Carolina has as its
goal a one-hundred per cent active local unit in every
city, town, and countj- in the state, and that these
local units may in turn center in a vigorous, live, state
as.sociation. This plan met with fair success last year.
The rapidly changing economic conditions in our state
make it more necessary than ever for every teacher to
enlist and give his or her support to the State Asso-ciation.
.
The primary teachers represent a large percent-age
of the profession. Their influence is great. Let
me urge every primary teacher to join a local unit
and thereby receive the inspiration that will come
from the consciousness of membership in a real pro-fession;
and also let me urge everyone that can
possibly do so to attend the meeting of our State
Primary Teachers' Association to be held in Raleigh
on November 23-25 at the time of our State Assembly.
A very helpful program has been arranged. The
Project-Problem Method will be discussed by Dr.
Charles Mcilurray of Peabody College, reports will
be given bv a number of teachers on "
" The Content of
6 NORTH CAROLINA EDUCATION [October, 1921
an Acceptable Da.y's Work in the Primary Schools",
and the work of the National Council of Primarj-
Edueation will be presented.
The good fellowship and inspiration which on*
receives from meeting with others engaged in work
similar to his or her own cannot be overestimated. I
sincerely trust that we will have a record attendance
at the meeting in November.
GREETINGS TO THE GRAMMAR GRADE TEACHERS
By Jane C. Siillivan, President, Asheville, N. C.
In the name of the association of grammar grade
teachers, I am extending to each of yon a most cordial
invitation to attend the ninteen-twenty-one session of
the North Carolina Teachers' Assembly.
The Assembly this year offers you an ojjportunity
to—
1. Cultivate a spirit of
teachers of the State.
•omraderv—to know the
2. Take a forward look in education.
- 3. Do some definite specific work.
After a thorough study of the situation it seemed
that a strong elementary program would be most help-ful
just now, so the primary and grammar school de-partments
have decided to hold two joint sessions.
Dr. Charles McMurry will have charge of the work.
He will discuss the project method.
Won't you thiiik project, talk project, study pro-ject,
and come to Raleigh in November ready to do
some constructive work on the project?
We are planning to make this the greatest session
ever held. We need your help to do it. Remember
we are counting on you to give it. I hope to meet
each one of you in Raleigh.
TO THE ASSOCIATION OF HIGH SCHOOL TEACHERS
AND PRINCIPALS
By J. Henry Highsmith. President, Raleigh, N. C.
This Association will have two departmental meet-ings
in keeping with the general program of the
Assembly. An interesting program is being prepared.
The following topics will indicate the scope of tht>
discussions.
1. The question of "Vocational Guidance", Dr.
Spright Dowell is being asked to discuss this ques-tion.
Dr. Dowell is a North Carolinian. . At present
he is President of the Alabama Polytechnic InstituTn.
2. A great deal is being said at the present time
about Educational Tests and Measurements. Profes-
"sor E. M. Highsmith, Meredith College, is expected to
discuss '
' The Employment of Intelligence Tests in
the High School."
3. A great deal of interest is manifested in
Junior High School Work in the State. It is quitw
appropriate that this subject be included in our pro-gram.
Superintendent E. J. Coltrane of Roanoke
Rapids will answer the question—"Should the Junior
High School be provided for in our school system h,
this State at the present time ? "
'
4. A new feature of our program will be a debate.
The query is as follows: "Is the Project Method '.n
the High School Worth While?" There will be two
speakers on each side and the discussion will be car-ried
out in regular debate fashion.
5. The practical side of teaching should not be
neglected. Therefore, Professor C. W. Wilson, of the
East Carolina Teachers' Training School is being
asked to discuss "The Teacher as a Business Man."
It is hoped that high school teachers and princi-pals
will attend, not only the meetings of their Asso-ciation,
but all of the sessions of the Assemblj^
TO MEMBERS OF THE ASSOCIATION OF MUSIC
TEACHERS
By Mrs. W. J. Ferrell, President, Raleigh, N. C.
First, let me make it clear that our association ;»
a part of the Teachers' Assembly. It is not a sepa-rate
organization, but is composed of those member>i
of the Assembly who are in any way interested in
music. I wish distinctly to urge all music teachers
and others who are interested in their work to join
their local units and pay the membership fee to the
proper officer of the local unit. Do not send any fees
to Secretary Allen at Raleigh; your local officer will
look after that. Join yourself, get all the new mem-bers
yovrcan, and bring them with you to the Assen.
bly in November.
And now something about our program. We are
arranging for two sectional meetings and a luncheon.
.The first sectional meeting will be a conferenci-
(Thursday morning) of music supervisors and all
others who in any way undertake to teach public
school music.
The second sectional meeting will be a conference
(Friday morning) on piano, voice, and. other phases
of music teaching in the schools. At this meeting
the business session also will be held.
Thursdaj' or Friday, we are planning to have at.
the Woman's Club a get-together luncheon providea
by the music teachers at which the officers and
sjieakers of the Assembly will be our guests. A num-ber
of brief talks maj' be expected, but the principal
address will be on public school music by Snpt E. C.
Brooks, who will make an announcement of far-reach-ing
importance to the cause of public school music in
North Carolina.
Now a word about our visiting speakers. These
will be Dr. A. E. Winship, of Boston, editor of the
Journal of Education, and Mrs. Frances E. Clarke, of
Philadelphia, now chairman of the educational de-partment
of the National Federation of Music Clubs,
but for many years super lisor of public school music
in Milwaukee. They are engaging speakers on any
subject they choo.se, but are enthusiastists in ou«
work. We shall have them both as much as we can
in our own sectional meetings, but it is planned to
have them both speak at one of the full sessions of the
October, 1921] NORTH CAROLINA EDUCATION
Assembly, at wHIlOi the chorus of several luuulrcil
Raleigh ehildreii now being trained by Miss Voilen
and Mr. Breach will render a program. It should be
added that the general sessions of the Assembly will
be opened by singing in charge of different leaders.
Finally, do not forget that the compositions com-peting
for the Shirley cup should be in by the first o?
October.
Let us make this a great meeting,
vou come.
Every one of
TO THE MEMBERS OF THE DEPARTMENT OF HIGHER
EDUCATION
By Louis R. Wilson, Secretary, Chapel Hill, N. C.
North Carolina in this decade following the WorK»
War is projecting an educational program which the
late President Graham prophetically declared, would
be the most significant in the State's history. The
denominational colleges have carried out highly suc-cessful
campaigns for increased endowment, and as a
result of the appropriations granted by the recent
Legislature, the state supported institutions have been
given a new and enriched lease of life.
What the objectives of all the institutions, botti
private and state supported, are ; what the prograii«
for the finer, higher training of Nortli Caroliim is to
be; in what wa.ys the colleges are to utilize the larger
funds committed to them—these are subjects which
vitally interest all North Carolinians aifd which wil:
receive the consideration of the Department of
Higher Education in November.
All members of the Department of Higher Edu-cation
and all North (Carolinians who would see the
institutions of the State more profusely enrich the
State's life are urged to be present and participate
in the approaching meeting.
SCHOOL MANAGEMENT COURSE IN UNION COUNTY SUMMER
SCHOOL
Being a Report Submitted by a Conunittee of the Class
Note—As an example of the type of practical work done iu some of the courses in School Management in the County Sum-mer
School, the following is a report of a committee appointed from the School Management Class in the Summer School
of Union County.
This class was under the leadership of the Director, Mr. Ben M. Williams, now of the Greensboro City Schools.
Mr. Eay Fundfrburk is the progressive and wide-awake superintendent of schools in this county and has the able as-sistance
of Miss Mabel Cooper as Rural Supervisor.
The purpose the committee had in mind was to ilirect the attention of the teachers to the dignity ami importance of
the rural school teacher as an executive heail of all educational interests in the communit}' and to point out the opportuni-ties
for leadership.
This report was submitted by the Committee to tlie Summer School auil was unanimously adopte<l by the teachers.
The report is herewith printed in full.—Mrs. T. E. .J.
We, your Committee, feel that education in the
rural districts of Union county is behind the other
developments of the county. The schools through
which we came are inadequate to meet the needs, of
the present, and we would ask the teachers in the
Union County Summer School of 1921 to pledge them-selves
to use their influence in educating the citizens
of the county to a widespread appreciation of the ad-vantages
of large consolidated schools. In the mean-time,
we see many glaring defects in the operation of
the schools which can be corrected with a minimum
of actual monej^ expended on the present small school
plants. We do not propose to make suggestions to the
County Board or County Superintendent, for our
province as teachers is a study of our own job, arid we
submit herewith an enumeration of some of the things
that must be done before a teacher can say that he
has been a successful administrative officer in an.y
school community.
1. Every teacher should subscribe for and read
faithfully the following books and periodicals, or their
equivalent in some other publication covering the
field of each of those listed
:
(a) North Carolina Education, (b) Normal In-structor
and Primary Plans, (c) Pathfinder or Cui*-
rent Events, (d) County Newspaper, (e) University
News Letter, (f) "Jean Mitchell's School'.', or some
other inspirational book of like character.
2. The teacher should visit his school immedi-ately
upon appointment for the following purpose
:
(a) Make a general survey of buildings and
grounds with a view to planning more intelligently,
the preparation for the opening of school.
(b) Secure register of previous year and study
the record of each child in attendance during that
year.
(c) Make a tentative grouping of students In
classes.
(d) Make out daily program in detail for final
revision after school work begins.
(e) Secure State Adopted Course of Stud.v.
(f) Secure all important text books to be used
during term and familiarize himself with as much of
each as time will allow.
3. Be on hand four dajs before opening of school
to call a meeting of the School Committee and interest-ed
patrons to attend to the following matters:
(a.) Cleaning—Clean and oil floors. Scoitr desks.
Wash windows. Clear away all trash and old decora-tions
from walls. Polish stove. Clean yards and burn
trash around edge of school grounds.
(b) Repairs—Repair broken desks and make them
.stationary to floor. Replace window panes. Look for
leaks and report to Committee. Repair apparatus on
school grounds. Provide sufficient hooks for wraps.
Repair heater and secure new pipe if needed. Re-slate
blackboard. Repair pump or well fixture. See that
doors have good hinges and locks, and that windows
can be locked.
8 NORTH CAROLINA EDUCATION [October, 1921
4. Following necessary supplies should be pur-chased
before the first day of school
:
Crayons. Several large pencil tablets. Erasers.
Broom and mop. Some extra pencils. Axe for cutting
wood. Wood box. Cooler and water bucket. Floor oi].
Clock, First aid kit. Waste basket.
5. Teacher should do the following in prepara-tion
for first day's work
:
(a) Post tentative program of recitations.
(b) Decide on plan of seating pupils as to grades.
(c) Plan best method for marching in and out at
recess.
(d) Decide how monitors shall take up and dis-tribute
coats and hats.
(e) Have assignments for all upper grades ready
to copy on board.
6. The following may be done to render the
schoolroom more attractive; and to beautify the
grounds
:
(a) Provide a vase for cut flowers ( any flowers
which children may bring from home, especially wild
flowers).
(b) Potted plants and window boxes, (ferns,
coleus, begonia, geranium).
(c) Hang several of the following pictures:
Baby Stuart (Van Dyke), The Gleaners (Millet),
Joan of Arc, Sir Galahad, Pictures of Statesmen,
Pilgrims Going to Church.
(d) Refinish walls if needed, in white or some
light tint.
.(e) Provide flag for schoolroom.
(f) Lay off school yard for walks, flower beds
and lawn. Suitable flowers are : Pansy, Pinks, Snap-elragou.
Daffodil, Violets, Larkspur, Bachelor But-tons,
Cockscomb, Crocus, Sweet William.
Shrubs suggested as follows: Lilacs, Snowball,
Yellow Balls, Spirea, Bridal Wreath.
Native trees for shade.
Prepare, fertilize, and seed lawn.
7. Suggested Playground Equipment: (a)
Primary—Small seesaw and swing. Long benches for
seats. Sand pit. Horizontal bar.
(b) Upper Grades—Baseball diamond. Two bas-ketball
courts. Horizontal bai'. Track equipment for
high and broad jump.
8. Every child should have the cooperation of a
Parent-Teacher Association, or some like organization,
that will assist in the work above mentioned and meet
two or three times during the sunnner at regular
stated intervals, to care for the school grounds and
building, and prevent destruction of any improve-ments
during the vacation period.
Signed by the Committee,
Mrs. Wilton Williams, Mary Lois Trull,
Ruth Helms, T. M. Wiley,' Hoyle S.
Broome.
PLANNING THE WORK OF A COURSE IN HISTORY
By William Tliom.is Laprade, Department f History, Triuity College, Durliam, N. C.
The first step in planning a course in history or
civics, having determined in advance the central aim
of your work for the course and having been assigned
a textbook covering the ground that is required, is to
make a general outline of the work for the entire
course. You cannot allot proper emphasis to the vari-ous
topics in plans made for use from day to day un-less
you are traveling a road which leads to a definite
end along a route which .you have previously sur-veyed.
It would be unwise to make assignments and
daily lesson plans for a j-ear in advance with any ex-pectation
of following them ; decisions as to these
questions will be in some measure determined by the
reaction of the pupils as the work progresses and by
current events in the world at large.
Few things are more fatal to good teaching than a
stereotyped plan or method from which the teacher is
reluctant to depart. On the other hand, few things
are as little likely to be helpful to a student of historj-as
an uncritical, unsystematic traversing of the ground
covered by the writer of a textbook, following closely
in the footsteps of the author. In any class in which
the instructor renders the service which it is right to
expect of every teacher the course will be planned by
the one who teaches it. Books may afford the ma-terial
for the course, and many of the suggestions of
the author of the book may be adopted, but the plan
of the course should be the work of the teacher who
has seen a definite end from its beginning.
It is essential that each teacher do this preliminary
planning for himself even though the resulting plan
be inferior to one suggested by somebody else or to
that incorjjorated in the textbook used, otherwise there
will be no sure guiding principle bj- which to deter-mine
what shall be emphasized and what given merely
cursory attention, what shall be studied and what
omitted. The teacher who has not some definite aim
he is seeking to compass has no criterion by which to
appraise the value of facts, and it is a commonplace
that not all things that happened in the past are
e<iually useful for study in the schools of the present.
The question is not as to the truth or falsity of tlie
recorded facts but whether they are pertinent in the
education of the pupils in school at a given time and
place.
Once a teacher has selected some other goal for the
course than merely to get to the end of the book, he
will of necessity have to make plans for the attain-ment
of his goal. Then will begin the selective pro-cess
in which some of the contents of the book will be
taken to serve the needs of the moment and to prove
the case in point while others will be left to serve on
other occasions as they arise or perhaps be omitted
entirely. And this ability to read a book in pursuit
of a definite inquiry, as has been suggested on these
pages before, is by no means the least of the benefits
that accrue from a well directed studj- of history.
That not all the facts in the books used will be
retained in the memory of the pupil is not a serious
October, 19211 NORTH CAROLINA EDUCATION
fault with this sufisostion that the course be planned
to use the textbook rather than necessarily to cover
it. Few of the facts about the past that are merely
memorized are usually long retained in the memory.
Those that ai-e thus learned and retained seldom bene-fit
to any great degree those that have accfuired them
in that manner. Pupils that have worked with a
teacher in exercises that have for their jmrpose the re-lating
of selected facts and events to each other in a
way that will induce an understanding of causal re-lationship
not only gain insights that are lost to those
who merely learn the subject matter in the book;
they also, as a rule, retain more of the facts in their
memory. Not because thej' deliberately try to re-member
the things they have learned, but because by
using the facts they have unconsciously made them a
part of their thought life. The point is, however, it is
of greater importance to acquire insight into the pro-cesses
of history than a cyclopedic knowledge of his-torical
facts.
Now a course cailnot well be organized in a way
to help the pupils to this insight unless the assign-ments
from day to day are made and the exercises
planned with reference to a general scheme for the
course based on a definite aim determined in advance.
Take the suggested history work for the eleventh
grade for example. The teacher who follows the plan
suggested above would formulate for his own use at
the outset of the course several larger cpiestions, not
more than five or six at most, covering the period of
American history and calling for inquiry into those
subjects that seem to be most interesting and perti-nent
at the time and for the pupils he is teaching. The
assignments from day to day will then be based on
these general topics and will be designed to illuminate
the general subject selected for study.
It is not difficult to suggest topics for this scheme
of organization. Every book is organized on some
such plan. The trouble is it is tempting for the
average teacher to use the outlines found in the
book or others suggested in an article or syllabus in-stead
of improvising one on his own account, and it
is only the general outline that the teacher constructs
and the assignments based on it which emerge as a
result of his own reflection and experience that will
eventuate in experiences likely to be of maximum
helpfulness for a class.
One of the most suggestive outlines that has re-cently
come to my attention, however, is in a chapter
that is too brief to be used for anything except the
pertinent suggestions it contains, and so I shall risk
repeating here. I refer to the first chapter in the
new History of the United States by Beard and
Beard. It deals with the important fact that in the
seventeenth and eighteenth centuries Europeans came
to America in large numbers and established new
homes and communitj^ life. Much of the character of
the subsequent development of American institutions
was largely determined in this period when these
migrations were taking place. Therefore there are
numerous inquiries that may serve as suitable topics
for class exercises in the eleventh grade.
From this wealth of material, the authors of this
book suggest three that canot fail to prove helpful if
studied under the direction of sympathetic teachers:
(1) What were the agencies that undertook the task
of colonization, as trading companies, religious con-gregations,
etc. (2) What peoples came to America,
as the English, German, French, and; (3) By what
methods did they come, as indentured servants, pay-ing
their own way, being transported as prisoners,
and the like. Some such outline as this, if elaborated,
cannot fail to leave a vivid impression of the very
practical difficulties involved in the settlement of our
country and of the necessary character of the social
life in the communities that resulted.
Next month we shall deal with the problem of the
single lesson plan.
"EDUCATION FOR DEMOCRACY" COMMENDED FOR
READING CIRCLE STUDY
By J. Henry Highsmith, State High School Inspector, Raleigh
It seems to me that the attention of the teachers
of the State should be called to a book which is being
widely used in other states, not only as a text book in
teachers' reading circles, but also in classes in Edu-cation
in institutions. I refer to "Education for De-mocracy",
by Dr. E. C. Brooks, State Superintendent
of Public Instruction.
As the reading circle work is organized and con-ducted
now, it is perfectly proper for superintendents
to select "Education for Democracy" as the text
to be used by the teachers. I believe it would be
highly profitable for the teachers to study this book.
I am sure that all high school teachers, principals,
supervisors, and superintendents would find Dr.
Brooks's discussion helpful in a practical sort of way
and vitally stimulating and inspirational.
The subjects which are now in the minds of school
people, the subjects being discussed as plans are be-ing
made for development of education in our State
and Nation, are discussed in "Education for Democ-racy".
I commend this book to the favorable consid-eration
of the school people of the State. It is pub-lished
by Rand McNally Company, Chicago.
WHEN CHANGING YOUR ADDRESS
When subscribers are changing their post-office
address, it is desired by the publisher that both old
and new addresses be given in the letter requesting
the change. The subscriber should also let the pub-lisher
know with what issue the change should be-gin.
The following will suggest a suitable foi-m
:
"Please change my address from tu
, beginning with the issue for the
month of .
"
To this the name of the subscriber should be
signed as nearly as practicable in the same form as
it appears on the subscription label.
A feature of every annual conference of Wake
county's educational workers is the report of the ac-tivities
of the betterment associations. The report
this year, as usual, was published in the daily press
and is a fine commentary upo nthe wide-awake spirit
of the associations.
10 NORTH CAROLINA EDUCATION [October, 1921
TEACHING POETRY IN THE GRADES
By Susan FiiJghum, State Department of Education
Daily, little children come to us who soon will
be the men and women of tomorrow. What are we
giving them to C'arr_y through the coming years? It
must be something which will outweigh and outlast
the world's material gifts. Has each child found in
his heart the response to some beautiful poem; have
we set singing in his mind some song which will im-part
tone to his spiritual life through the years ? Will
the music of Rossetti, Stevenson, Ingelow, and Words-worth
outsing all baser and cruder songs? So much
we must seek to do for each child ; but who knows ?
—
perhaps some little one whose ear has heard this price-less
music will in return sing to the world a new song.
SUGGESTIONS ON MEMORIZING POEMS
It^is important for us to remember that the mem-orizing
of poems means learning by heart—not by
rote, as a task, but by heart, as a pleasure. Our poems
should be carefully selected, some whimsical, some
humorous, others serious ; but, above all sound high the
note of joy and gladness. We can perform no worth-ier
service for the child than to give him these poems
for his own. We want to make the first impressions
rich and pleasing enough for the child to come again
to this golden fountain.
Learning by heart implies three things
:
(1) A vivid seeing of the poet's pictures.
(2) Through the seeing, a sympathetic under-standing
of the feelings of the poet.
(3) Fixing the pictures in the memory in the
exact words of the author.
Too often, alas! we think our duty done when we
have required our pupils to memorize the words of a
poem, never seeking to have the children see vividly
the poet's pictures, and enter into his feelings. Love
of the beautiful comes not to our pupils in this way.
To make your pupils love a poem, you must love it
yourself, you must understand its meaning and catch
its spirit. This means that you will study each selec-tion
in order to give its true interpretation. In mem-orizing
poems, the chief points to be remembered by
teachers and pupils are clearness, slowness, and sim-plicity.
SUGGESTED PLAN FOR TEACHING A POEM
I. Preparatwn—(1) Give the subject of the poem
to be taught. Talk about the poem just enough to let
your pupils catch a glimpse of the wonders and beau-ty,
or perhaps the fun, soon to be unfolded.
(2) Past experiences may now be recalled. Per-haps
some child has had an experience which will help
him to understand the poem. Just a little conver-sation
at this point, that your pupils may enter more
fully into the poet's thoughts and feelings when the
poem is read.
II. Presentation of the Whole.—-The teacher reads
or recites the whole poem to the class with no inter-ruptions.
Here the first impression is given. To
make this impression lasting the teacher's rendering
should be strong, unified, and filled with the spirit of
the poem. The children are to enjoy it, to feel the
beauty of its thought and rhythm.
III. The Parts.—The child has received his impres-sion
of the whole ; now he is ready for mastery of the
thought in the poem. The verses are to be analyzed.
The teacher asks questions which will clear up the
meaning and make the children see vividly the poet's
pictures. At times she will offer explanations which
are needed for a real understanding of the situations
portrayed. Sufficient analysis must be given to make .
the main thought clear, but beware of too much detail
;
the true appeal of the poem must be through the
beauty of its language, and the charm of its music.
Following the analysis, the children may tell what
part of the poem the.y like best; they may pass judg-ment
on the characters, or perhaps with closed eyes
and heads upon their desks, they will listen as the
teacher once more recites the entire poem. Then they
tell her what pictures they saw!
I would suggest that you leave the poem now
to work its influence, all iTnconsciously. upon your
pupils.
IV. Memorizing the New Whole.—Tomorrow suggest
that we learn b.v heart what yesterday gave us so much
pleasure. Here begins the work of fixing the pic-tures
in each child's memory in the exact words of
the author. We may take each verse, talk about its
picture and repeat the exact words. Ask questions
\vhich may be answered by a line or by two or three
lines of the poem. If a picture illustrating the
thought of the poem is held before the class as they
memorize, it makes more vivid the mental images
formed. Memory work follows rapidly this under-standing
of the poet's meaning. A few minutes daily,
devoted to this work soon puts each child in pos-session
of the poem. Every pupil is -to know the poem,
and is to be given the opportunity of reciting it. We
may have a concert rectitation by the grade, but .our
real task is to see that each child understands, feels,
and can repeat the poem correctly.
It is an easy matter to find a specific aim for the
work. The child's desire to share with others is a
powerful motive. Suggest that he may recite the
poem to another class, or to the superintendent, or
perhaps he plans to give pleasure to the loved ones at
home, and thus he puts forth his best efforts to make
the poem his own.
Friday afternoon exercises furnish a fine oppor-tunity
to use the poems learned by the children. In-vite
the parents and let them see the joy which is
manifested. In this way a delightful schoolroom at-mosphere
is created. Teachers should throw away
the valueless, so-called Friday afternoon poems and
speeches and look to the real masters of song for their
entertainments. There is an abundance of material.
See that at least eight poems of real value are the pos-sessions
of each of your boys and girls by the close
of a term of nine months.
POEMS FOR THE FIRST GRADE
The children should become familiar with a large
number of Mother Goose Rhymes, for they are truly
October, 1921] NORTH CAROLINA EDUCATION 11
the deliglit of cliikUiood. In addition the fulluwiiig'
poems *are suggested for memorizing in the first grade.
WHOLE DUTY OF CHILDREN
Robert Louis Stevejison
A I'hilil should always say what's true,
And speak when he is spoken to,
Anil behave mannerly at table;
At least as far as he is able.
THE COW
Robert Louis Stevenson
The friendly cow all red and white,
1 love with all my heart;
She gives me cream with all htr might,
To eat with apple-tart.
She wanders lowing here and there.
And yet she cannot stray.
All ill the pleasant open air,
The pleasant light of day;
And blown by all the winds that pass, .
And wet with all the showers,
She walks among the meadow grass
And eats the meadow flowers.
SLEEP, BABY, SLEEP
(Lullaby)
Sleep, baby, sloep!
Thy Father is watching his sheep;
Thy mother is shaking the dreamland tree
And down falls a little dream on thee;
Sleep, baby, sle^ep!
Sleep, baby, sleep!
The large stars are the sheep.
The little stars are the lambs, 1 guess;
And the bright moon is the shepherdess.
Sleep, baby, sleep!
TIME TO RISE
Robert Louis Stevenson
A birdie with a yellow bill
Hopped upon the' window-sill.
Cocked his shining eye and said:
" Ain "t you 'shamed, you sleepy-head?"
WHY DO BELLS FOR CHRISTMAS RING?
Eugene Field
Why do bells for Christmas ring?
Why do little children sing?
Once a lovely shining star, •
Seen by shepherds from afar
Gently moved, until its light
Made a mangeT's cradle bright.
There a darling baby lay
Pillowed soft upon the hay,
And its mother sang and smiled,
"This is Christ the holy Child.'
Therefore bells for Christmas ring,
Therefore little children sing.
RAIN
Robert Louis Stevenson
The rain is raining all around.
It falls on field and tree.
It rains on the umbrellas here.
And on the ships at sea.
THE SWING
Robert Louis Stevenson
How do you like to go up in a swing,
ITp in the air so blue?
Oh, T do think it the pleasantest thing
Ever a child can do!
Up in the air and over the wall.
Till I can see so wide.
Rivers and trees and cattle and all
Over the countrj'side
—
Till I look down on the garden green,
Down on the roof so brown
—
Up in the air I go flying again.
Up in the air and down!
BOATS SAIL ON THE RIVERS
Christina Rosetti
Boats sail on the rivers,
And ships sail on the seas;
But clouds that sail across the sky
Are prettier far than these.
There are bridges on the rivers,
As pretty as you please;
But the bow that bridges heaven,
And overtops the trees.
And builds a road from earth to sky
Is prettier far than these.
THE WIND
Robert tiouis Stevenson
I saw you toss the kites on high
And blow the birds about the sky;
And all around I heard you pass.
Like ladies' skirts across the grass-
O wind, a-blowing all day long,
O wind, that sings so loud a song!
I saw the different things you did.
But always you yourself you hid.
I felt you push, I heard you call,
I could not see yourself at all
—
O wind, a-blowing all day long,
wind, that sings so loud a song!
O you, that are so strong and cold,
O blower, are you young or old?
Are you a beast of field and tree.
Or just a stronger child than me?
O wind, a-blowing all day long,
wind, that sings so loud a song!
DAISIES
Frank Dempster Sherman
At evening when I go to bed
1 see the stars shine overhead
;
They are the little daisies white
That dot the meadows of the night.
And often while I 'm dreaming so,
Across the sky the moon will go. .
It is a lady, sweet and fair.
Who comes to gather daisies there.
For, when at morning I arise.
There's not a star left in the skies;
She 's picked them all and dropped them down
Into the meadows of the town.
The publisher congratulates Pallston high school
u])oii a hundred per cent subscription li.st for North
C.\ROLiN.\ Education sent in by Mr. Harold P. Krauss,
principal. It is a worthy goal for any school to set;
it is an exceptionally fine one to attain.
Remember that you can send North Carolina
Education, Raleigh, N. C. your subscription for:
The Normal Instructor $2.00
Primary Education $2.00
Popular Educator $2.00
Journal of Educational Methods '. .$3.00
National School Digest $3.00
American School Board Journal $3.00
Journal of Education (weekly) $3.00
i2 NORTH CAROLINA EDUCATION [October, 1921
North Carolina Education ^^'^'-'ol ^'"^"ces are wisely kept and properly .expend-ed.
A superintendent who is loose in handling pub-
OFFICIAL ORGAN OF THE STATE BOARD OF EXAMINERS AND r i- j -ii u * l, J i • l,
• -a
INSTITUTE CONDUCTORS I'c tiuids Will soon be ot bad repute m his community.
Published the Fh-st of Each Month, Except July and August,
'—'-—'- City and county superintendents should provide
W. F, MARSHALL Editor and Manager n "•
,
"
p , , rr,i • •
121 West Hargett Street. protessioiial courscs lor their teachers. This is toij
E. C BROOKS Contributing Editor .
t. i. i. u lij iliTi-
State Superintendent of Public Instruction. important tO bc ueglcctcd Or Overlooked. It IS nOt — ^=^ necessarjr for all teachers to study the same subject,
SUBSCRIPTION RATES PER YEAR
^^^^ j^ -^ necessary for each to make a systematic study
1* .VY,VBLE IN ADVANCE.
Single subscriptions, each $1.50 of somc phasc of school work ill Order to avoid mechan-
Two to four in one club, each 1.40 . .
Five to nine in one club, each 1.25 leal routiiic and Stagnation.
Ten or more in one club, each 1.00
Make all remittances and address all business correspondence to ri
| makp amnlp riTPnaratinn fnr Nnrtli
W. P. MARSHALL, Publisher, 121 West Hargett Street, Raleigh, N. C. *5e SUI 6 TO mdKC ample pi eparailOn lOr INOrtn
Entered as second-class matter .January 21. 1909, at the postoftice at Carolina Day. Remember the date, November 11.
Raleigh, N. C, under the Act of March 3, 1879. rTnht,i•s -i a •j.--r\ a • ± j i. t. i j IS also Armistice Day. superintendents should
instruct the teachers to begin early in the selection
PITH AND PARAGRAPH ^^ ^-^le proper material. The State Department or
Of course you will attend the Teachers' Assembly. Education is now publishing a bulletin which will
'
Why? Because you are a progressive teacher. ready for use early in October.
How many, teachers know what is good school gov-ernment—
not autocratic goveriuent, but good Ameri-can
government ?
High school teachers should study government
and give their pupils an opportunity to know what Is
good government.
The trouble of many teachers is they become too
mechanical and formal. This can be avoided by tak-ing
on some new life each year. The professional
work should seek to give new life.
Pamlico County expects to enroll 300 high school
pupils this year. Eight years ago there were only II
high school pupils enrolled in the entire county. This
is the effect of good consolidation.
TOWN AND COUNTY ADMINISTRATION
The recent conference on town and county ad-ministration
held at Chapel Hill, September 19-21, was
a great success. Mr. Herbert Hoover in a letter to
the authorities says
:
"The greatest piiblie sprvice toda,y is devotion to the
upbuilding of our cominunitv institutions, our town govern-ments,
our town and county improvements, our schools, and
all that multitude of voluntee'r institutions in promotion of
education, recreation, and commerce."
The awakening in the State to the needs of better
understanding of democratic government is one of the
most hopeful signs. All school people should coop-erate
in every way possible. Moreover, they should
incorporate in their professional courses a study of
local self government. It is the greatest need toda,y
in our educational program. E. C. B.
The schools have opened well. There have been
fewer changes among the teachers than ever before in
the history of the public schools. If the communities
wall act wisel.y and keep the teachers from year to
year, their schools will improve from j^ear to year.
Through an error that is regretted, Mr. J. 0. Bow-man
was listed in last month's changes among super-intendents
as succeeding Mr. J. E. Redfern at Mt.
Olive. There has been no change at Mt. Olive. Supt.
Redfern is still in charge and is busy with a fine pro-gram
of progress and enlargement.
Superintendents and principals should read the
article "County Government and Public Education",
appearing elsewhere. They should see that the
BIBLE STUDY IN THE COMMUNITY
The September number carried the story of how
the Durham and Kinston schools were cooperating
with the churches and Sunday schools in having the
students taught the Bible. Since that has appeared
Mr. W. D. Barbee, Superintendent of the Seaboard
Schools, writes
:
"We have adopted tho course of Bible study this year
and exactly one-third of all the high school pupils are taking
the work. Many other students wanted to register for the
course but could not make the schedule work. I have never
begun anything in this community that has aroused so much
interest and valuable comment. I have had many towns-people
petition for the course and had to deny them. I be-lieve
it is going to be a beginning of extended Bible study
in the entire community. I shall give one unit credit for
four year's work."
The schools by cooperating with the churches can
encourage religious training and give the pupils a
finer understanding of the Bible. E. C. B.
October, 1921] NORTH CAROLINA EDUCATION 13
THE CONDUCT OF YOUNG TEACHERS
Young teachers sometiiiu's make serious mistakes
by not having proper respect for the customs of the
people whom they wish to serve. 'Some young teach-ers
are so provincial minded it never occurs to them
that the conduct in one community, wliich passes un-noticed,
might be intolerable in another community.
Many teachers have failed at first because tliey have
not understood this fact and a trail of gossip has been
started of sufficient intensity to nullify any good that
the teacher might accomplish in the community. It
should be remembered that the conduct of a teacher
is measured by the standards of the community.
Therefore, the teacher cannot always choose her own
standards. It is absolutely necessary to understand
the community standards first and those who ignore
the plain customs of one community may find to their
sorrow that they have wrecked tlieir influence for good
and there can be only oiu- thing left to do—resign o>-
bear the burden until the end of the year.
We speak of Sociology as an imi)ortant subject to
be studied by all teachers. It is of little avail to study
all the books on Sociology, then fail to understand the
social mind of the community which the teacher ha;?
come to serve. B. C. B.
A PROGRAM FOR THE NORTH CAROLINA SAFETY
LEAGUE
The program for the North Carolina Safety League,
issued by the North Carolina Insurance Oepart-ment,
should be in the hands of every teacher in tlib
State. The material will be of very great help to
teachers. It is arranged to provide topics for each
month beginning with September and each teacher
should devote at least twenty minutes at the Assembly
period each week to a discussion of the topics outlined
in this bulletin.
We are, as a rule, too careless in protecting not
only our own property but that of our neighbors and
of the public. How can we stop the forest fires? How
can we make the home more conscious of the need o^
fire protection? How can we cause the young people
to be conscious of the appalling number of deaths
through automobile accidents? How can we interest
the community in cleaning up back j^ards and unkept
places? To what extent will answers to these ques-tions
affect citizenship?
These are some of the questions that this bulletin
seeks to answer by giving the teacher topics for open-ing
exercises. Moreover, it provides simple games and
plays for the young people.
The teacher in the school may do much good by
organizing Safety Leagues and impi-essing many of
these principles not only on the children but on the
parents. E*. C. B.
CELEBRATE ARMISTICE DAY AS NORTH CAROLINA
DAY
Tlie Sujierintendenl of Public Instruction is di-rected
by law to set apart one <lay in eacii year to be
known as North Carolina Day, and to publish suitablb
material for use in the pi-oper observance of this day
in the schools of the State.
November lltli, or Armistice Day, is accordingly
set apart to be observed l)y the schools of the State as
North Carolina Day. It is fitting that the .schools
should observe this day. Teachers and pupils should
study what our heroic and jiati'iotic citizens did dur-ing
that memoriable crisis when our lives were in dan- .
ger and our liberties were at stake.
November 11th is both a State and National iiol»-
day. It is set ajiai'l ;iiid should he devoted to a coiu-memoration
of the deeds of t)ur soldiers and all other
patriotic citizens, who by their work, courage and
thrift, saved the world from a greater catastrophe
even than war.
This bulletin, therefore, has been prepared in or-der
to give the teacher a wide range of material front
whicli to make selections for the Armistice Day pro-gram
and to give tlie pupils a simple historic back-ground
for the proper celebration of this day. The
valuable historic material incorporated herein should
be used in classroom lessons, especially in the teaching
of history, civics and language. The pupils should
be encouraged to work up their own readings from a.
study of the texts and from other sources. Our coun-try's
honor-roll should be worked up from the list ot
citations published herein and also from local sources
of information concerning the dead. The local post
of the American Legion, if there is one, could heip
prepare this list, in this way the real meaning of
North Carolina's part in the World War may be
brought to our boys and gii'ls.
Teachers should tell the story of how all the people
cooperated to destroy the forces of evil and to make
this world a better place in which to live. They should
be taught to honor all patriotic citizens and should be
led to see that both in times of war and in times of
peace he or she may be a soldier of liberty who fights
the common enemies of our country. What are oui-common
enemies? Not only hostile foreigners, but
sloth, cowardice, ignorance and disease, and it is our
duty to fight them with work, courage, thrift and in-telligence.
If the short term schools in some counties have not
opened by November 11th, a day should be set apart
either in November or December for the proper ob-servance
of North Carolina Day.
We are indebted to Mr. R. B. House, the Collector
of War Records of the North Carolina Historical Com-mission,
Raleigh, North Carolina, for the preparation
of this bulletin. E. C. B.
14 NORTH CAROLINA EDUCATION [October, 1921
OUTLINE FOR STUDY OF BONSER'S "ELEMENTARY SCHOOL
CURRICULUM"
By Mrs. T. E. Johnston, State Department of Education
Because of the fact that this book is general in
nature and because of the amount of material in it. it
would be impossible for any class to adequately cover
'the text in five or six meetings. For this reason, the
suggestion is made that the book be divided into about
five units or lessons, as follows
:
Lesson. I—Pages 1-88. Chapters I to V. Topic
:
The Curriculum in Terms of Life Purposes.
Lesson XL—Pages 89-131. Chapters VI and VII.
Topic: The Project Method and the illustration of
two types of project organization.
Lesson III.—Pages 133-207. Chapters VIII and
IX. Topic : How the Aims of Life are Promoted by
the Respective Kinds of Subject Matter.—The Prac-tical
Arts.
Lessons IV and V.—The remainder of the book
with the exception of the last chapter deals with a de-tailed
study of the subjects in the curriculum. Since
it would be impossible to cover all this material in
class work, it is suggested that the subjects which seem
to be relatively of most value to a particular class be
selected for studj' in class and the remainder be left
for the independent study of individuals.
OUTLINE AND QUESTIONS ON LESSON I
I'he Purpose and Content of the Curriculum
CHAPTER I
Show concretely how the curriculum should not
only include the material useful in carrying on life
activities but that it should be presented in schools
in such a way as will be useful and necessary for suc-cess
in life outside of school.
What is the two fold source of the curriculum?
In what respect is the curriculum relatively fixed
and permanent? In what respect may we say it is
in a state of change? Why should the making of the
curriculum be a cooperative enterprise ?
Show 'How the curriculum should be a reflection
of life purposes.
What is- the basis for judging the worth of:
a. Pacts and principles taught in nature study
and geograph}^
b. History study.
c. The values in literature.
By what four standards may we measure the edu-cational
value of experiences and activities ?
What needs did the war reveal?
Should material be presented for which the child
has no present need?
Explain the two common errors in curricu^la?
Show how the curriculum should reflect all the
aims of life and education.
CHAPTER H
Explain the factors which control .conduct and
their relationship to educational objectives.
Show why a knowledge of child psychology is es-sential.
Discuss the native impulses or tendencies which
may be used effectively for educational purposes.
CHAPTER III
Discuss the four forms of activities in which peo-ple
are engaged. "
Show how the work of the tool subjects may be
motivated.
How may the work of the school help in solving
the problems of vocational guida-nce for each pupil?
CHAPTER IV
Three general periods of education and how each
may further life purposes. ,
1. The Elementary School.
2. The Secondary School.
a. Junior High School.
b. Senior High School.
3. The Higher Schools.
Curriculum of Elementary School made up of ac-tivities
in which all must participate that there may
be a unified and stable social life.
Deals with children when their general tendencies
are most nearly alike. Social purposes—same for all.
Individual differences in pupils not to be neg-lected
nor should differences in local environment.
The content of activities, the tools used—as read-ing,
writing, number, etc., should be the same in the
elementary school—everywhere.
Basis of differentiation in work of secondary
school determined by differences in interest in fields
of human occupations—both vocational and cultural.
Studies taken in common should be those used in
solving the common problems of life.
To what extent should the differentiation be made
in Junior High School? In Senior High School? In
the Higher Schools? Bear in mind—that all school
work should bear vital relationship to some worthy
life purpose.
CHAPTER V
Name the activities fn which people are engaged in
life.
Name the tools common to all in carrying on life's
activities.
School should create situations in which a need
for the mastery of these tools is felt. One of the pur-poses
of school is to awaken pupils to a consciousness
of needs.
School subjects should be mastered in a way which
will enable the pupils to use these subjects in meeting
the needs of life.
Explain the difference between the curriculum
and the school subjects.
Explain how correlations are discovered.
In the light of your study of this and preceding
chapters give a definition of the meaning of the cur-riculum
as defined by Bonser as it meets the aims of
education and as it meets the needs of life.
From Fayetteville, Superintendent M. B. Andrews
reports a hundred per cent membership (of his white
teachers) in the Teachers' Assembly and the National
Education Association. He has a right to feel proud
of such a record.
October, 1921] NORTH CAROLINA EDUCATION 15
WHAT CONSTITUTES AN ADEQUATE SALARY FOR A
TEACHER?
(From the Report of the Committee on Salaries, National
Education Association, Des Moines, July 5, 1921)
There is indubitable evidence of the ability of the
United States to pay adequate salaries to the teachers
of our public schools. This evidence may be enu-merated
under four heads.
Adequate compensation must be sufficient to pro-vide
—
1. A living which includes food, clothing, hous-ing,
laundi-y, incidental essentials, medical, dental
and surgical care, insurance, church, legitimate char-ity
expense, and all desirable facilities for wholesome
recreation and the promotion of health.
2. Social and professional growth, including ex-penditures
for social life^ including association with
the attractive personalities of one's community, read-ing
matter, music, art, expense of educational asso-ciations
and meetings, travel and professional train-ing
in institutions of learning.
3. For a high percentage of all teachers, women
as well as men, especially those who have been in the
profession five years or more, compensation for the
support of members of the family or other dependents.
4. An annual surplus for investment. A teacher
who has served faithfull.y and invested thriftily for a
period of thirty or thirty-five years should have a
living income from investments. The teacher is en-titled
to a return for the investment of time and cash
involved in preparation for professional duties.
SOME THINGS HOPED FOR IN NORTH CAROLINA
H.v Dean C. B. Williams, .State College .Station, R.ileigh, N. C.
1. That in the future every farm boy shall he
taught in all the elementary and higli schools of the
the country.
2. That Agriculture, in a vitalizing way, shall be
taught in al the elementary and high schools of the
State.
3. That every farmer of the State sliall know the
needs of his soil and of the special kind of Agricul-ture
he is practising, and shall apply this knowledge
in securing a larger and more economical acreage pro-duction
of crops.
4. That better seed of crops planted and of better
strains of livestock raised shall be more generally used
by our farmers.
5. That farmers of the State shall build up, year
by year, the productivity of their soil by the proper
use of legumes and that they shall look upon men who
abuse their lantls as men dangerous to the future
safety of the country.
6. To see every farm home pc|uipped with conven-iriit
and labor-saving devices.
Remember that you can send North C.\rolin.\
Education. Raleigh, N. C, your subscription for
The Normal Instructor .$2.00
Primary Education $2.00
The Popular Educator $2.00
National School Digest $3.00
Journal of Educational Method .$3.00
State School News
SCHOOL NEWS BRIEFS
EUenboro voted a $25,000 bond issue
September 10 for a new school building.
The high school in Tarboro ha,s or-ganized
i'our literary societies for the
ensuing year. Two are for the boys
and girls, separately, of the eighth
grade, and two for the higher grades.
The new high school building at Gra-liam
is described as '
' both beautiful and
convenient. '
' The new building for
the colored chihlren has also been com-pleted
and accepted.
West Hickory has voted a bond issue
of $60,000 for a new school building.
The Mothers' Club at Sanford en-tertained
in honor of the 25 teachers
when the schools opened.
It is a custom at Lillingtou for the
business places to suspenrl business for
the opening exercises at their graded
school.
Pasquotank is now amoug the comi-ties
having a rural .school supervisor.
Miss Addie Whitehurst began her work
in this capacity the first of August.
Every room in the Carthage school is
crowded. The high school has an en-rollment
of about aOO. Mr. E. K. Han-cock,
tlie new superintendent, is making
a fine start.
The Dunn schools are so crowded
that Superintednent W. S. Snipes
has had to place four grades on half
time. It is hoped that a new building
will be ready by January, but the bonds
have not yet found a buyer.
North Carolina Reading Circle
BOOKS RECENTLY ADOPTED
Adopted l)y the
Colorado
Arkansa.s
Idaho
Illinois
Moral Education in Scliool and Home
By J. 0. Englcman
Beading Circles of the following States:
Iowa Missouri Ohio
Indiana Montana Oregon
Kansas New Mexico South Pakota
Michigan No. Dakota Wisconsin
V.
Piiysicai Training For the Elementary Schools
GYMNASTICS, GAMES, AND RYTHMIC PLAYS
By Lydia Clark
A complete text for teacher's use in all the. elementary grades providing
directions for each grade for at least fifteen minutes physical exercise
each day through the school year.
Correspondence Solicited
BENJ. H. SANBORN & CO.
50 BEACON STREET BOSTON, MASS.
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16 NORTH CAROLINA EDUCATION [October, 1921
NEW FACULTY MEMBERS AT THE
NORTH CAROLINA COLLEGE
FOR WOMEN
The Department of Eilucation of the
North Carolina College for Women will
have as additions the following mem-bers:
Dr. Eoy C. Holl, Ph. D. from Harvard,
"who has had experience as Superintend-ent
of Schools, College Professor, Prin-cipal
of the Junior High School, Tucson,
Ariz., and State Inspector of High
Schools in Alabama, will be tho new
principal of the Training School. Dr.
Holl's training, coupled with his rich
and varied experience, makes him not
only a valuable man to the North Caro-lina
College foi' Women but one who
will be interested in the educational
problems of the State.
Miss Carolyn McMuUen of College
Park, Ga., a graduate of Peabody Col-lege,
formerly supervisor in Farmville
and Harrisonburg, Va. State Normals,
has been secured as third grade super-visor.
Miss Fleta Cooper, also a graduate of
Peabody, will come as teacher of pri-mary
methods and supervisor of second
grade. Miss Cooper resigned at Farm-viUe
to accept this work.
Miss Louise B. Lancaster of Colum-bia,
S. C, a graduate of Teachers Col-lege,
Columbia University, has been
secured as supervisor of the first grade
and teacher of primary methods. She
has been Rural Supervisor in Virginia
and a supervisor in the Harrisonburg
State Normal School.
"FIRST THINGS" AT LOWE'S
GROVE
Lowe 's Grove Farm Life School is
having a very splendid beginning this
year. Sixty-two high school pupils were
enrolled the first two weeks with sev-eral
others expecting to enter soon. The
dormitories are full of boarding stu-dents.
The county board of education
is furnishing a motor truck for trans-portation
of the high school pupils of a
neighboring non-standard high school.
The patrons in this section appear to
be ready to accept Dr. Brooks' policy of
giving equal opportunities to country
and city children. The quality of work
which this Farm Life School is doing to
improve rural conditions is of a very
high standard.
The rapid progress which is being
made at Lowe's Grove is due to several
reasons: For a number of years a school
paper has been published by the high
school pupils and supported by adver-tisements.
Second, a community fair is
always held and is attended by large
areas of Durham, Wake and Chatham
Counties. Third, the cooperation of the
patrons is one hundred per cent. We
have no knockers. And fourth a perma-nent
corps of teachers has been main-
, tained. Two of our teachers. Misses
Lelia Moring and Corrinna Herndon,
have been with the school eleven and
twelve years. They hold life certifi-cates
of the highest class.
Many of the permanent teachers will
remember Lowe's Grove as the first in
this section to establish a Farm Life
School; the first in the state to organ-ize
a Credit Union ; and the first to be-come
an incorporated community.
J. H. T.
DOUBLE AWARDS IN PENMANSHIP
From the North Carolina College for
Women, at Greensboro, comes the fol-lowing
interesting item about penman-ship
work in its recent summer school:
"Practically every student enrolled in
Palmer writing in the summer session of
the North Carolina College for Women
secured two awards for superior work
from the A. N. Palmer Co. Ten of
these won the final teachers' certifi-cates
in Palmer writing. This is the
best record yet made in the State by
any class in this subject. Miss Florine
Carothers, supervisor of penmanship in
the Winstou-Salem Schools, was the in-structor
in this course."
King's Business CoUege Changes Hands
After twenty years of successful ad-ministration
in which time he built up
institutions of strength in Ealefgh and
Charlotte, J. H. King has sold out hib
interests in King 's Business College in
Raleigh and Charlotte to E. L. Layfield,
who since December 1, has beeii vice
president and general manager.
For eleven years prior to December 1.
Mr. Layfield was vice president an«
general manager of the Massey Busi-ness
College of Hichmond, Va. Since
that date, he has been associated witn
the King's Business College here.
The institutions which Mr. LayfielC!
takes over, have been built up during
Economy Practice Exercises
in Arithmetic
By J. W. Studebaker, Superintendent of Schools, Des Moines, Iowa.
LOW COST PER PUPIL PER YEAR
SET B-ONE for City Schools.
Fifty exercises, '.liO cards (fifty pupils' folders, one Teacher's Man-ual
and one Teacher's Record Sheet Included.) .$18.00*
SET B-TWO for Rural Schools.
Fifty exercises, 2:10 cards (eighteen pupils' folders, one Teacher's
Jlaiiual an.l one Teacher's Record Sheet included.) .$7..50
SET B-THREE for smaller Rural Schools.
Fifty exercises, 100 cards (nine pupils' folders, one Teacher's Man-ual
and one Teacher's Record Sheet included.) $3.50
'"Subject to our regular i:|uantity discount.
The STUDEBAKER PRACTICE EXERCISES are used
widely, cnupling, as they do, work with play in orderly drill of
the four fniidameiital processes.
SCOTT. FORESMAX AND COMPANY
PutUshers of the "ELSON BEADERS"
623-33 South Wabash Ave. Chicago
OFFICIAL FIGURES PROVE THE EFFICIENCY OF
ISAAC PITMAN SHORTHAND
CLAIMS are one thing—proof is another. Here are facts that prove to anyone
that the greatest percentage of successful shorthand writers use the system
of proven sneoess.
According to the Eoster of Members of the National Shorthand Association for 1920-
1921 the percentage of Pitmanic writers in court reporting is 91.4 and the remaining
percentage 8.6 is divided up between writers of no less than eleven other systems.
(See the latest roster of the NatioDal Shorthand Reporters' Association as published
in its ' 'proceedings' ' for 1920.)
The poorly equipped will reach no higher than the level of their attainments, and so
it is witti shorthand writers and shorthand systems. The writer who chooses a poor
system is seriously handicapped in the race for Success.
Young people starting in business today must be equipped with the best tools. In
ISAA-C PITMAN SHORTHAND we have a case of the best being the easiest to
acquire. This fact has been proved over and over again.
Send for Trial Lessons and Particulars of a
Free Correspondence Course for Teachers
ISAAC PITMAJSr & SONS. PubUshers
2 WEST 45th STREET NEW YORK
October, 1921] NORTH CAROLINA EDUCATION 17
the last twenty years during the last
half of which time Raleigh and Char-lotte
colleges have averaged 1,000 stu-dents
during the year. The graduates
have gone out into all parts of this and
otiicr States and are holding important
positions in tlie t'oniniercial and iiidus*
trial world.
AFFILIATED WITH THE NATIONAL
EDUCATION ASSOCIATION
The fuUuwiiig Xortli Carolina traili-ers
' associations are affilir.ted with the
National Education Association:
North Carolina Teachers ' Assembly,
R. H. Latham, President, Winston-
Salem; A. T. Allen, Secretary-Treas-urer,
Raleigh.
Durham City Teacliers! Association,
Quinton Holtoii, Acting Secretary.
AFTER
VACATION
WHAT?
Have j^ou
located?
Does the outlook
please pou?
Would ^ou like
to change?
Perhaps we could help you. Wp
have calls from all over tho
United States for gooil Superin-tendents,
Principals and Teachers.
Our service' is free.
Write Us!
Southern School-Book
Depository, Inc.
ATLANTA, GEORGIA
Klon ('ollegc Faculty, W. A, llariicr.
President.
Salisbury Citj' Teachers' Association,
Carrie M. Roberts, Secretary.
Warren County Local 113, J. E. Allen,
Comity Superintendent.
Washington Local Branch 6.5, Mrs. E.
T. Campjbell, Secretary.
New Hanover County Teachers ' Asso-ciation,
Julia H. Hill, Secretary.
Winston-Saleni City Teachers' Asso-ciation,
Anna Lula Dobson, Secretary.
i.ippiivc ( )TT's ki:ai)i:rs
"Stiumlate the youtliful spirit in cliildren and preserve it in the adult."
STANDARD LITERATURE ACCUMULATIVE VOCABULARY
CONVER.SATIONAL DEVELOPMENT FASCINATING STORIES
PURE MORALS AND IDEALS CHOICE ILLUSTRATIONS
GLARE-PROOF PAPER LEGIBLE TYPE DURABLY BOUND
%.
LIPPINCOTTS
THIRD READER
By
HOMER P irwiS
SUPERINTENDENT OF SCHOOLS
"#/WVf ^^uRCrSTlKsiASb MUM
,V'»? ** - — ------ t*'*j*f*,.t
These readers energize the world-old effort
to porpetuiite the play-day side of life;
niid at the same time, present all the desir-able
features of a we-ll-grailed ami progres-si\'
e course in reading.
In the sek'<tiuns used and tlie carefully chosen
illustriUions as well, there is practically every
])liase of noble and desirable manly and womanly
character, so presented as to inspire like .quali-ties
in the reader. Tlie cliild n-ads the fanci-ful
stories in Lippincott Readers with, avidity
and naturally increases his vocabulary, not wish-ing
to miss the meaning of one word by whicli
he injiy lose the line of interest.
THE ENTIRE SERIES IS ON THE
AUTHORIZED TEXT BOOK LIST AND
AVAILABLE FOR USE IN ALL PHILA-DELPHIA
SCHOOLS.
J. H. I.Il^PINCOTT COMPANY
WASHINGTON SQUARE PHILADELPHIA
Make Arithmetic Not Only a Spirited Game
But a Great Helper in One's Life Work
THE THORNDIKE ARITHMETICS
Ihi Edwm-d Lee Thorndike, Teachers College, ('ohimhia Vniversitij
Tliese l)(i(ik8 for the grades represent the best in experiment
and praetiL-e. Built upon what the interests, experiences, and
powers of the child demand, they get directly at ground facts, stimii-lalc
initiative, and teach clear thinking.
Book I, Gr. 3-4 Book II, Gr. .5-6 Book III, Gr. 7-8
The Thorndike Exercises in Arithmetic
Prepared to sui)plement the work of any standard textbook
and oral drill, these exercises eliminate eyestrain and save time.
They are ]inblished in two series
Pnpils' Edition Teachers' Edition
THE NEW METHODS IN ARITHMETIC
A book for teachers and normal school students. It is up-to-the-minute
in content, reasonable, practical as are all the Thorndike
books. It deals with modern problems and solves them by modern
melhoils, eliminates useless difficulties.
RAND McNALLY & COMPANY
CHICAGO NEW YORK
18 NORTH CAROLINA EDUCATION [October, 1921
DAVIDSON INSTALLS WIRELESS
STATION
(By Collegiate Press Association)
Davidson, N. C.—The Davidsou stu-dent
body voted this weet to tax each
member 25 cents foi' the purpose of es-tablisliiug
a modern wireless statiou at
DavidSQU. It will now be possible for
the students to get detailed reports of
the football games and otlier news of
interest. The equipment has already
been received and the station is being
erected. The apparatus consists of a
receiver for both telephone and tele-graph,
capable of "tuning in" with the
most powerful stations. The transmit-ter
is i/o K. W. The antinna will be
erected from the flag pole to Shearer
Hall. The press will be received from
Arlington and reports from other sta
tions at othe>r colleges. The office
hgurs for receiving communications
from colleges will be 9 to 10 P. M. The'
call letters have not yet been received
and until they have been assigncil tlie
call will be '
' Davidson '
'.
The college is fortunate in having an
experienced operator in the "person of
B. L. Team of Canada, to take charge
of its new station. The station is' a
new thing at Davidson and it is hoped
that other colleges will cooperate' to
make it a great success.
With our Advertisers
Webster's new International Diction-ary
has been adopted as autliority in the
Government Printing Office.
The W. M. Welch Manufacturing
Company (see full page advertisement
ANNOUNCEMENT
NEWSON & COMPANY
73 Fifth Avenue, New York
623 So. Wabash Avenue, Chicago
Publishers of
THE ALDINE GROUP OF TEXT BOOKS
On Reading, Spelling, and Language
The Language of America
Lessons in Elementary English for
Adults
By CAROLINE E, MYEES
and GARRY C. MYERS, Ph.D.
Head Departmeut of Psychology,
Cleveland School 'of Education.
By the Same Authors for Early Pub-lication
THE MYERS
MENTAL MEASURE
A GROUP INTELLIGENCE TEST
and an Examiner's Manual entitled
MEASURING MINDS
on last page of cover) is represented
by Mr. I'rank H. Curtiss, Ealeigh, N. C,
who will be glad to furnish catalogues,
consultations, or prices on request.
"A Hundred Ways to Eaise Money"
is the title of an interesting and sug-gestive
booklet whicli is sent free lo
readers of North Carolina Education
who mention the Meissner Piano ad-vertisement
in tills issue when they
write for it.
A splendid new catalogue (made in
Raleigh) or "Manual of School Equip-ment
' has just been issued by the
Southern School Supply Company, of
llaleigh, N. C. When asking for your
copy mention this notice.
Gastonia has sold its entire issue of
$450,000 in school bonds to a Toledo
firm. The bonds are for a new Mgn
school building and additions to the
colored school building.
Every teacher and school needs copy of:
Opening Exercises 35e
One Dozen Grade Cards 10c
Shinn's Commercial Speller 25e
Best Primary Recitation : . 35c
District School Dialogues 35c
One dozen song books 84e
Webster's New Standard Dictionary,
1440 pages $7.50
Order from Teachers' Supply Com-pany,
Grayson, Kentucky.
THE ANDERSON ARITHMETICS
. - : By
ROBERT F. ANDERSON
Professor of Mathematics, State Normal School, West Chester, Penn.
Some Outstanding Features:
Content closely related to the child's interests and activities.
The child is asked to apply his growing knowledge of number from the
start. .
Development of principles and processes in absolutely logical sequence.
The child is never asked to do two new things at once.
The material deals with current topics, and takes into consideration
tlie 1920 census and other current statistics.
Distribution of material agrees with the general consensus of opinion
of school people tlirougliout the country as to years. -
Published in both a two-book and three-book edition.
SILVER, BURDETT & COMPANY
126 Fifth Avenue, New York
SELF-HELP ENGLISH
LESSONS
By Julia H. Wohlfarlh and John J. Mahoney
A new series of language textbooks based npon five j^ears inves-tigation
of method and material.
The sane, inductive method employed leads to self-aetivity and
self-relianee in the correction of common errors of speech.
Simple, well balanced, progressive lessons for each grade give the
pupil increased command of language as a working tool in daity
life.
Each lesson is aimed directly at the pupil and so organized that
he can stud.y without a teacher.
WORLD BOOK COMPANY
Yonkers-on-Hudson, New York
1 2 I Auburn Ave., Atlanta, Ga.
October, 1921; NORTH CAROLINA EDUCATION 19
MARS HILL A JUNIOR COLLEGE
A note from Pnsideiit Robert L.
Moore, of Mars Hill College, says:
"Mars Hill is moviug now into the
Junior College elass, and will be able to
give full standard eourses in 1922 for«
two years. But this means a still larg-er
endowment and additional equiimient,
espoeiallv in science, and this is in sight.
We are now in sight of the full $25,000,
but must plan for $100,000 when the
present five-year campaign is over.
"An addition to our girls' dormitory
is now under way. It will cost $35,000
and furnish aceonimodations for 60 more
girls, and include a dining room for 200,
with kitchen, bakery, and small laun-dry.
Then if plans do not fail, a large
boys ' dormitory to cost $50,000 will be
started. And still the needs grow."
The Parable of
Two Teachers
Two teachers went out to teach,
and they taught for several years.
The one was thrifty, having a
thought for the future; the other
was prodigal, caring onlj- for the
pr&seut.
And the thrifty one, early in
her career, took out an Endow-ment,
safely investing in it a part
of her earnings each year. But
the prodigal one spent all of her
earnings.
And it came to pass that sick-ness
overtook the both of them,
and there came to each a dire
need for ready money. The thrif-ty
one with the Endowment easi-ly
realized the necessary funds.
The' prodigal one, alas, could do
nothing, but pined and lingered
for the lack of substance.
Finally, in old age, their careers
as teachers being ended, the pro-vident
teacher had through the
Endowment accumulateni a com-petence
for the comfort of her
declining years, whereas the prod-igal
one was harassed by care,
and want, and continued toil in
the advancing years when a light-er
burden and an unfailing in-come
would have been so welcome.
For Particulars Regarding
the Special Endowment for
Teachers Address—
B. T. COWPER
General Agent
CITIZENS NATIONAL BANK
RALEIGH, N. C.
BUIE'S CREEK OPENS WELL
Renewing liis sub.scri]jtion, Rev. J. A.
Campbell, liead of Buic 's Creek Acad-emy,
adds the following terse items:
"Good opening, representing 55 coun-ties,
six states, and China. Twenty
ministerial students at opening; new
memliers of faculty: L. H. Campbell, M.
A., Wake Forest;' Miss Mabel Burt,
Chowan College; Miss Mary Morris (Do-mestic
Science). Carson-Newman."
Science and laboratory work will be
added to the Spencer schools this year.
Prof. E. T. McSwaim, the new principal,
will have charge. .
TEACHERS WANTED
$95 to $195 MONTH
All teachers shoubl try the U. S.
Government examinations constantly be-ing
held throughout the entire country.
Thousands of jiermanent, life, positions
are to be filled at from $1100 to .$2300;
have short hours and annual vacations,
• with full pay. Those interested shouM
write immediately to Franklin Institute,
Dept. R 241, Rochester, N. Y., for schecT-wle
showing fall examination dates and
places and large descriptive book, show-ing
the positions open and giving many
sample examination questions, which
will be sent free of charge.
WORLD^S CHAMPIONSHIP WON WITH
GREGG SHORTHAND
At the Twenty-second Annual Convention of the National Shorthand
Reporters ' Association, Niagara Falls, August 23, Albert Schneider, a
.recent graduate of the High School of Commerce, New York City, won
the world's championship for speed and accuracy—defeating three for-mer
world 's champions and the largest number of writers ever compet-ing
in the championship contest. His remarkable accuracy on the three
five-minute tests at 200, 240, and 280 words a minute, was made possible
liy the simplicity, speed and accuracy of Gregg Shorthand.
BREAKS WORLD'S RECORDS
In the 215-woid-;i-inimite straislit literary nuitli'r (liclation Mr. Schneider
wrote 211 net words a minute, establishing a new world's record at this si)eed of
98.32 per cent accuracy and beating tlie previous record by 2,2 words a minute.
In the 175-word-a-minute straight literary matter dictation he made but three
errors—-a world 's record—99 65 per cent perfect.
Gregg Shorthand is taught in the high schools of &7% of the
cities and towns in the United States whose high schools teach
shorthand.
THE GREGG PUBLISHING COMPANY
New York Chicago Boston San Francisco London
THOMPSON'S HISTORY
History of the People of the United States
This new hi.story, written .since the "Teat war, promises to
be even more popular than the author's earlier work, whieli
has been more widely used in Southern States than any other
school history ever published.
First Book in United States Historj^
A new book, published in 1921, and suited to tlie needs of
intermediate grades. Large type, clear maps, and an unusual
number of attractive illustrations.
D. C. HEATH CS, CO., Publishers
Boston New York Chicago Atlanta San Francisco
20 NORTH CAROLINA EDUCATION [October, 1921
ROBESON COUNTY ASSEMBLY OF
INDIAN TEACHERS
At 10:00 oV-loL-k on .SHtuiday, Sep-tember
24, the Indian teachers ot' Robe-son
county assembled in tlio auditorium
of their Normal school at Pembroke aim
most successfully carried out the pro-gram
which had been prepared by their
program committee.
After a song, Scripture reading, and
prayer, a hearty wc'leome was extended
by Mr. Walter Smith, the President, to
the committeemen, a large number of
. whom were present.
Miss Eliza A. Oxendine and Miss
Stelle I. Lowry discussed the problem
of the child's experience the first day
of school. Miss Oxendine emphasized
the importance of the school's being
made a pleasant place for the children
with a teacher from wlioni every child
may receive high ideals and noble as
pirations. Miss Lowry spoke mainly of
the teacher's duty in determining pro-motions
and in assigning lessons.
"The teacher's experience the first
day of school" was discussed by Mr.
Walter Smith and Rev. O. R. Sampson.
Mr. Smith stated that the fiist day is
one of the most important days of the
school; as a right start helps to con-tinue
right iluring the school term, while
a wrong start may mean continuing
wrong and failing. Mr. Sampson said
that it is the duty of the teacher to
konw the home conditions of every
pupil in school that he may know better
how to direct his work for the good of
all. He urged the importance of mak-ing
the first day a regular school day.
With much emphasis he said, "We
should inspire the boys and girls with u
desire to continue in school and com
plete the public school course., then
come to the Normal and finish the work
offered here, and then go on througn
college. '
' Then directly to the mem-bers
of the Assembly he said, '
' You
needn 't lie around home where you can
hear the dinner horn every day—ge+
out—the world is your field!"
In discussing school outlines, Mr. B.
W. Lowry saiil, "The reputation an 1
success of a teacher in a .community
may rest upon the first hour of the first
LITERARY ASSISTANCE
Lectures, Oiatiuns. Dehales, Essays.
Ptc, }ire]>ared to order, ^2.50 per 1,000
words. Outlines, Letters or other
Short Prodtictions, $1,00 each,
MILLER'S LITERARY AGENCY
Estahlished UMlli
211 Eeisinger Ave. Dayton, Ohio
FRANK H. CURTISS
BOX 632, RALEIGH, N. C.
Division Sales Manager of the W. M.
Welch Manufacturing Company
Directs attention of all readers of North
Carolina Education to the full page ad-vertisement
of this company (on page
24 of this number) and invites corre-spondence
with respect to their needs
in the line of scientific equipment.
Catalogues, Consultation, and Prices
Gladly Furnished on Request
day.'' He emphasized the importance
of having outlines not only for the first
day and for every day, but for the en-tire
term, and stated that jjlay should
enter as a large factor in every day's
program. "The boy who stands arounil
and does not play," said he, "is the
one who is likely to get into mischief."
Miss Loslia Lowry very Luterestingly
discussed the teacher's part in the ex-ercises
of the first school day, with em-phasis
on the facts that the teacher
should bc' on the school grounds first,
greet all the pupils cordially and make
all the exercises of the day interesting
and "lively''.
Mr. Charlie Moore dwelt largely on
the importance of all the people of the
community getting well acquainted with
each other, saying that the school could
render valuable service along this line
by programs for "Parents' Days" and
other special programs.
Mr. A. N. Locklear urged the im-portance
of driving our one-teacher
(^MW^ &<J5\<yiL 2>^r<A
We will send you postpaid any school or collega
book upon receipt of the publishers' list price (40%
reduction if we have a secondhand copy).'.We will
open an account with School Boards, Schools and
Teachers. Send us a trial order. Mention your
ofRcial position. We will accept any new or sec-ondhand
school or college books. Dictionaries and
Translations in exchange, or buy for cash it
salable with us. Send list for our offer.
BARNES and NOBLE, Inc.
31-33-35 W. 15th St. New York City
\^^^M^l/pr/0'(Supreme
Every school can have
a Monogram, W. Otto
Miessner's latest cre-ation—
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of remarkable qual-ity.
Superior cabinet
construction—greater
beauty and durability.
Get this book. Gives
a complete summary
and explanation of
plans used by hun-dreds
of teachers. Re-prints
enthusiastic
letters, contains sug-gestions
of W. Otto
Jliessner, the well-known music educator.
As complete as a text book. You can choose
from the same plans others have used suc-cessfully.
They enjoyed raising the money,
gained prestige, too. Book free on receipt of
coupon.
THE MIESSNER PIANO CO.
228 Third St., Milwaukee, Wis.
N C E 10-21
1921
MIESSNEE PIANO CO.,
228 3rd. St. Milwaukee.
Please send your free 32-page book, ''Ways to Raise Money For a School
Piano''; also the Monog'rani catalog and details of your special 10 days' trial offer
to schools
To make sure of obtain-ing
my latest improved
school piano, specify the
Monogram when you
send in your order.
W. OTTO MIESSNER,
Name . .
School
Position
Address
October, 1921] NORTH CAROLINA EDUCATION 21
aoliools into the Atlantic Ocean on the
east and into tho I'acific on the west,
leaving only largo community schools
where real effective work may be done.
He said that the members of this As-seinblj'
are now making one of the most
interesting histories of the State. "W^
have been lost, '
' said he, '
' and arc
now being found." He praised the
committeemen for their attending the
meeting in such large numbeir.
Rev. P. M. Locklear had a word of
criticism for some of the committees
who were not present at the meeting.
Speaking of the standing of the teacher
in the community, he said that it is of-ten
the case that a teacher's influence
is not as great as it should be be-cause
of some evil and false report by
some selfisldy designing big "1" of the
community. "Character", he said, "is
the important factor in the life of
every teacher." He distinguished be-tween
reputation and character as fol-lows:
"Reputation is what a man is
supposed to be. Character is what he
is. '
'
The theme of Mr. Lowry's address
was "Co-operation". He stated that
the work of the school should be such
as to make it a school in the community,
of the community, by the community
and not separated from the community,
and that there should always h& the
heartiest cooperation of all factors of
the community in the work.
The committeemen present took a
very active part in the "Bound Table"
discussions which followed the conclu-sion
of the main topics.
The following officers were elected
for the ensuing year: President, J. W.
Smith; Vice President, E. Lowry; Sec-retary,
Miss Eliza A. Oxendine; Treas-urer,
A. N. Locklear.
The President appointed a program
committee and a membership commit-tee.
The constitution adopted by the
Assembly would exclude any one from
teaching in the public schools for In-dians
in Robeson county who is not a
member of the Assembly.
East Carolina
TEACHERS TRAINING
SCHOOL
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 pur-pose.
Tuition free to all who
agree to teach. Fall term begins
September 28, 1921.
For catalog and other informa-tion,
address
ROBT. H. WRIGHT, President
GREENVILLE, K. C.
PRANG ART SUPPLIES AT LOWER PRICES
Hacked hji llii " I'raiKj (i iKiratilep" uf (Jiialily
Prang Water Color
Bo^ No. 3 A $ .40
Box No. 8 50
Stick Printing Box
Per Box 15
.Scissors
Round or Shnrp, per
doz 3.60
"Enamelac"
Tn 22 colors, per can .30
"Outfit" in box . . 2.75
"Temperene"
Per indiv. bottle . . .2
"Engines" Papers
27 Standardized colors
Sample Booklet free
One color package
9x12 100 sheets per
pkg 4
Construction Papers
25 colors, Sample
Booklet free. One
color package 9x12,
50 sheets, tones
bright red. and vio-let,
per pkg 35
AU other tones 25
Assorted package . . .40
'Stixit" Paste
4 inch tube 10
G inch tube 15
1 quart can 1.10
1 gallon can 3.50
Send for New " III ii.'il rated Bulletin' ' (Did. (Jatalogue
THE PRANG CO., 1922 Calumet Ave., Chicago, or 30 Irving Place, New York
SUPERINTENDENTS
of large city systems and of county or rural .systems
unite with primary supervisors and grade teachers in
extolling the wonderful achievements of the
Aldine Reading Method
Strong and convincing as are the thousands of en-dorsements
of the Method, a .classroom demonstration
must of necessity be more satisfying to the teacher of
reading, and an invitation is accordingly extended to
superintendents and others who may be interested
to send for specimen copies of the
Aldine Readers and Cards
i#
NEWSON CBi. COMPANY
73 FIFTH AVENUE, NEW YORK
623 SOUTH WABASH AVENUE, CHICAGO
22 NORTH CAROLINA EDUCATION [October, 1921
School Drawiag Books
PracticalDrawingModernArts Course
School Movement Writing Books
Practical Writing (burse
School Art Materials
Schoolroom Pictures
School Supplies
( Miscellaneous)
Write Nearest^^ency
lorPrices and Catalog
SCHOOL DESKS
OFFICE DESKS
TEACHERS' DESKS
DOMESTIC SCIENCE DESKS
RECITATION SEATS
OPERA CHAIRS
TEACHERS' CHAIRS
WINDOW SHADES
SWEEPING POWDER
FLOOR OIL
CRAYON
THB SOUTHBRIN
DBSK CO.
HICKORV, IN. C.
BOX TT6
The Strongest Desk on
the Market
BLACKBOARDS
SLATED CLOTH
LIQUID SLATING
LABORATORY DESKS
BOOKCASES
DICTIONARIES
FILING CASES
PORCH SWINGS
DISINFECTANTS
ERASERS
GLOBES
MAPS
October, 1921] NORTH CAROLINA EDUCATION 23
North Carolina Reading Circle Book List
(1921-1922)
RECOIVIIVIENDED FOR ELEMENTARY TEACHERS
TWO NEW BOOKS on LIVE
EDUCATIONAL TOPICS
The Elementary School
Curriculum
By F. G. Bonser, Professor Educatiou Teachers Col-lege,
Columbia University.
Suggests a natiiral and gradual transition
from the unsatisfactory organization of work on
a subject basis to the organization of a curricu-lum
based on normal activities of life.
How to Measure
By G. M. Wilson, Professor of Vocational Education,
Iowa State College, and Kramer J. Hoke, Superintend-ent
of Schools, Duluth, Minn.
Explains scales and standard tests in such a
way that the teacher may make intelligent use
of them for measuring the ability of the individ-ual
pupil and for testing the efficiency of meth-ods
of teaching.
THB iWACiVIILLAN COiVIPAINV
^4-66 RiftH Ave., INew Vork
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 tlie 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 t^is (?ii%'tlie;'|
Readers. ' ' ,' ,' / , ,, , ,,,
The Use of These Books Means a Day of New and Better Results 4h ?tfu<;stson. ;
JOHNSON PUBLISHING COMPANY
EICHMOND, VA.
Represented by BANKS ARENDELL, Raleigh, N. C.
24 NORTH CAROLINA EDUCATION [October, 1921
:i'^"^";r. -QUALITY ^ -g'
* li^rl ofQualit^iiWEI^GH '^ Mark ofSeryice
CATALOGS
Sent to Schoolmen Upon Request
General School Supplies, Furniture, Etc.
Loose Leaf Notebooks, Papers, Manuals, Etc.
Agricultural Apparatus and Supplies,
biological Apparatus and Supplies.
Chemicals, Minerals and Soils.
L'abox'atory Apparatus and Supplies.
( Sia^JDF CiiALrTY .i M.-IRK OF SERVICE
_W. M. WELCH MANUFACTURING COMPANY
Mamifacltirers, Importers and Exporters of
Scientific Apparatus and School Supplies
1516 ORLEANS STREET
Chicago, 111., U.S.*.
Has Everything
Been Ordered
for Fall Needs?
Send Us a List of
Your Urgent Re-quirements.
We
Can Supply You.
Laboratory Equip-ment,
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