North Carolina education

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NORTH CAROLIIVA
EDUCATION N \. A cJournal of Education, Rural Progp* \^,
and Civic Bctterni^ent
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Vol. XV. IMo. 6. RALEIGH, N. C, FEBRUARY, 1921. Price: 81.50aYear
lUoodrow lUilsoti: B Poet's Jlppraisement
Feom "Americans, Hail!'' by 'VVilll\m Watson, in the New York Times, January 27, 1918.
Note.—After eight years of unremitting service as President of the United States, a large ]>art of which was rendered in the most
fateful i^eriod of human history. President Wilson is about to retire to private life. That he did not lead his country into tlie great
war until April 6, 1917, when it had raged nearly three years and was nigh to engulfing civilization, caused many harsh judgments
of him to be uttered at home and abroad. Nine months later, the darkness not yet lifted, America's entrance into the war was wel-comed
in a gratulating poem of marked sincerity and power by the British poet, William Watson. The conclusion of this poem is a
fine appraisement of President Wilson, in which acknowledgment is made that "once, in that dead yesterday, . . . haply we did him
wrong." As the confusion clears away, it is more and more sure that the poet's moving, eloquence will speak the historian's final esti-mate
of thi.s now "hated and revered" man. Just a' word introductory to the extract which follows: Prussianism, the poet was argu-ing,
must be utterly overthrown; any pact with it would mean only "a little imtting off of fate," and then i)ayment in full of the
rcmorselesslv audited arrears of doom.
—
Editor. i
D
111 that belief, you and ourselves await,
With liopc that cannot wholly vanquish fear,
The veiled, unknown, tremendous morrow; we
Witli our cliiefs of camp and council; you
With yours ; and at your head the famed, the trusted,
The hated and revered one: he whose speech
Is hazeless sister unto cloudless thought:
W'ho, flooding with a bland light all his theme,
(\in, wlien the hour craves gallant archery,
Unquiver none the less a deadly lightening:
A mind 'twixt wariness and boldness poised.
Wide-watching and far.scouting, subtle and sage;
Cool as a pine at its fli'in heart is cool,
Though secretly a colleague of the sun,
And living by his fii'e: a soul erect
E'en as the pine itself is; and although
Towering amid the forest of your life
O'er all beside, still of that forest, still
One only of a hundred million trees
Knowing no dift'erence in their right to Summer.
All, once, in the dead yesterday that seems
Entombed iso deep, haply we did him ivi'ong!
We knew not all: now, now we understand.
We are men, and see the man; large, patient, cabii;
Prec'd from the trammels and coils that bound
And half obsciu-ed liim: standing there today.
Etched with no vagueness against! no blurred sky:
Yonder concerting and conti-olUng all
The instruments in tliat vast orchestra.
Your nation, whence there rises goldenly
Though sternly, with far surge and tidal swell.
Not without sad and wailful underflow,
But uughty in heave and sound, all dissonance hushed.
That new Heroic Symphony of war;
Heard throughout Earth with a gi'ave tliankfulness
By sucli a.s love great music; and pei'haps
E'en on an ear divine not ivholly lost,
Not utterly unacceptable to Heaven.
Contents of Cbi$ number
SPECIAL, ARTICLES. Page
A Decision by the Attorney General 11
A Fable of the Lost Pi-ovinces 11
Education in Dare County, .T. H. Highsmith__ 10
Educators Favor Thrift As Part of School
Work, Miss Mary G. Shotwell 7
Governor Bickett's Farewell 3
Governor Morrison on Education 3
ISow Much History Should Be Taught in the
High Schools? W. T. Laprade 8
Know-Your-School Week in AVinston-Salem,
Mary C, Wiley 14
Part-Time Work in the Durham Schools, T. E.
Browne 6
llecommendations of the State Department of
Education for Increased Revenue 4
What is the Purpose of the Teachers' Assem-bly?,
L. A. WiUiams 9
EDITORIAL. Page
A Feature of Oxford's Bond Campaign 12
Ci itificates in Growing Hair 13
Moving Pictures As An Educating Force 13
Pith and Paragraph 12
Public School Progress Stated in Percentages 13
Send the Name of Your School Paper 12
DEPARTMENTS.
Advertising 2 and 16-24,
Editorial 12-13
News and Comment About Books 10
Slate School News 17
MISCELLANEOUS.
Classical Scholars of the South to Organize__ W
JMotion Picture in Winston-Salem Schools 7
Moving Pictures and the Morals of Youth 11
n^rnM^D c m 3 D
NORTH CAROLINA EDUCATION [February, 1921.
WE MANUFACTURE IN RALEIGH-Teachers'
Desks and Tables, several styles; Book-cases
with and without Adjustable Shelves ; Kinder-garten
Tables ; Typewriter and Multigraph Tables
;
Filing Cabinets and Transfer Cases ; Wood Parts for
Durecon Steel Frame Desks.
Having adequate facilities for manufacturing these
items and ample warehouse space for storage, we are
in position to make prompt deHveries and render a
service to schools unequaled by other houses.
WE HAVE A LARGE WAREHOUSE STOCK
Hyloplate Blackboard and Beaver Black and Green-board
; National, Hygieia and Southern Sanitary Spe-cial
Dustless Crayon ; Colored Crayon ; All-wool Felt
Erasers; Eraser Cleaners; Blackboard Specialties;
Slating and Brushes for applying; Maps and Globes;
Pencil Sharpeners; Report Cards, and other special-ties
for teachers.
We have a limited stock of Teachers' Desks and Chairs;
Heywood-Wakefield Pressed Steel Combination Desks,
etc.
We have in stock one Wayne School Car Body, four-teen
feet long, for immediate mounting on heavy duty
chassis.
SPECIAL PRICES
We are prepared to quote special prices^carrying re-ductions
of 10 per ct. to 25 per ct., with an additional
reduction for cash with order. All discounts apply to
present Warehouse Stock.
Write for our School Supply Handbook and Special Discount Proposition.
Southern School Supply Company
" The Best of Everything for Schools "
RALEIGH, N. C.
NORTH CAROLINA EDUCATION
Vol. XV. No. 6. RALEIGH, N. C, FEBRUARY, 1921. Price : $1.50 a Year
NORTH CAROLINA'S NEW GOVERNOR ON EDUCATION
Extracts from the inaugural address of Governor Cameron Morrison, Raleigh, N. C, January 12, 1921.
Speaking first iu behalf of the common schools
and then upon the needs of the State's colleges,
Governor Morrison said:
I. The Common Schools and Their Program.
We must make the coiamon schools for the train-ing
and education of our children as good as any in
the world. We ought to glory in the difficulties
overcome and progress made in this sacred and
patriotic work in the last twenty years ; but we
want to go on, and ever on, until the precious boys
and girls of our State have an equal chance with
any in the wide world for a modern and up-to-date
ethication. Criticism of past achievement is abso-lutely
unjust, and will not be tolerated by the battle-scarred
veteran.s of the war on ignorance in this
State, begun twenty-odd years ago under the leader-ship
of Charles B. Aycock, Charles D. Mclver, Alex-ander
G-raham, and other leaders of our educational
life. The story of our progress in education is a
glorious one. Our present weakness grows out of
-our success. We have attained such glorious results
that our equipment and organization is inadequate.
There is honor to the State in the fact that our high
schools will annually graduate some four thousand
boys and girls and send to our University and col-leges
many hundreds more than can be comfortably
cared for and educated there. The number must be
increased, and will be increased. The common
scliools and standard high schools are just beginning
to fulfill the vision of Charles B. Aycock that all the
people of North Carolina should be educated. It is
no disgrace that our common schools liave been so
successful as to overcrowd our institutions of higher
learning. But it will be a badge of shame and deg-radation
if tlie higher institutions of learning are
not promptly made adequate for the demands which ,
the success of our effort to educate all the people has
so rapidlj' made upon these institutions.
II. The Needs of the State's Colleges.
Until recently it would have been an apparent
waste of public funds to have expended the money
upon the State's institutions for higher learning
which we now know to be impei'atively denmnded.
Public sentiment would not have justified it, but to-day,
with the higher institutions of learning, public
and private, totally inadequate to give the boys and
girls of our State annually trained by our common-
.school system the opportunities to go higher, which
they demand, we must act generously and without
delay. The condition is unfortunate, but could not
have been reasonably foreseen. The .splendid work
of the standard high scliools exceeds all expecta-tions,
and this, coupled with the unparalleled pros-perity
enjoyed for a period until recently by our
people, placed unexpected responsibilities upon
these institutions for higher learning. The grand
army of young men and young women marching to
our University and institutions for higher learning
from the standard high schools of our State and
other preparatory schools, asking the State to fur-nish
them training and higher learning, will be tre-mendously
increased, year by year. So, now the
duty is clear and cannot be escaped. We must make
the State's University, the Agricultural and Engi-neering
College, tlie North Carolina College for
Women, the Teachers' Training School—every one
of its institutions for liigher learning—adequate to
discharge the glorious opportunities wliich our prog-ress
places before them.
We must not look upon this condition as a lia-bility
and financial difficulty. It is our State's great-est
asset, and, splendid as our accumulation of ma-terial
things has been for twenty years, it is all of
less value than the triumph of our great educational
awakening. It is not a duty which must be per-formed,
and can onlj^ be performed, in sacrifice and
self-denial, but it is a glorious opportunity to make
an investment which is absolutely certain to result
in greater profit than any investment which our peo-ple
could possibly make, and which will result in
increased prosperity and strength to every industry
in North Carolina.
GOVERNOR BICKETTS FAREWELL.
Since the January issue of North Carolina Educa-tion
appeared, the administration of the State gov-ernment
has changed hands. On the 12tli of Janu-ary
Governor T. W. Bickett retired to private life
and Governor Cameron Morrison stepped from pri-vate
life and took up the responsibilities and duties
of the chief executive of his State. Thus, in the
constitutional order of our government, the State
had two difi^erent governors on the same day—one
in the forenoon, the other in the afternoon.
The inaugural deliverance of the new governor on
the subject of education will be of interest to our
readers, and we have given to that section of his
address conspicuous position elsewhere. The part-ing
message fif Governor Bickett was delivered
January 6, before a joint session of both houses of
the General Assembly. After a brief mention of one
or two salient achievements of his ,administration,
he took his farewell in these particularly fitting and
tender words:
"This concludes my message and marks the end
of the last chapter of my public service to tlie State
of North Carolina. Before closing the book, I desire
to express to you, and through you to the people
whose representatives you are, my grateful appre-ciation
of the innumerable courtesies and kindnesses
shown me during these four years. I want to regis-ter
my everlasting gratitude for being permitted to
serve a great State and, through her, all humanity,
in the grandest and most tragic hour the world has
ever known.
"During these years all the tides of life have been
at the flood, and I have boxed the compass of human
NORTH CAROLINA EDUCATION [February, 1921.
emotions. It has been a ricli and deep experience.
It i.s today to me a benediction, and down to old age
will continue a blessed inspiration.
"I shall carry with me from the office many sweet
and glorious memories, but the one memory tliat Avill
forever outshine them all is of the eighty thousand
sons of Carolina who at their country's call marched
forth to fight and die for God and for humanity.
Lest we forget, I write it down in this last chapter
and certify to all the generations that the one stu-pendous,
immortal thing connected with this admin-istration
is the part North Carolina played in the
world war.
"Everything done in the field of taxation, of edu-cation,
of agriculture, of mercy to the fallen, of the
physical and social regeneration of our people—all
. of it is but ' a snowflake on the river ' in the gigantic
and glorified presence of the eighty thousand men
who plunged into the blood-red tide of war.
"Of these eighty thousand men, two thousand
three hundred and thirty-eight 'went west'—far be-yond
the sunset's radiant glow. I shall ahvays be
grateful to remember that I was some time their
captain and always their comrade in the great ad-venture
; and when my summons comes, and for me
'The sunset gates unbar,
I shall see them waiting stand;
And. white against the evening star,
The welcome of their beckoning hand.'
"And now, my friends, farewell, good-bye, and
may He give His angels charge concerning vou and
Carolina!"
RECOMMENDATION OF THE STATE DEPARTMENT OF EDUCATION
FOR INCREASED REVENUE
By E. C. Brooks, State Superintenaent or Public Instruction.
Tlie following recommendations were submitted to
the State Budget Commission in November, and have
been unanimously approved by it. Therefore, it goes
before tlie General Assembly with tlic best of en-dorsement
:
1. For Teachers' Salaries, $4,500,000.
The teachers' salary schedule, ado]ited by the spe-cial
session of the General Assembly in August, will
again be presented to the present General Assembly.
This schedule, if the funds are provided, Avill meet
the growing needs and will provide for the increase
in salaries due to continued service and professional
advancement. But for the year 1921-22 the maxi-mum
salary for the best grade of teachers should be
raised from $133.33 a montli to $140.00 a month. By
reference to the salary scliedule whicli is attached
to this report, it is clear that practically all teacliers
except those drawing the maximum salary will re-ceive,
according to this scale, an annual increase in
salary of about 10 per cent, or an increase for two
years of about $1,000,000 over the appropriation for
this year. Hence the budget calls for an annual in-crease
of $500,000 a year.
2. For Teacher Training, $300,000.
I thinlv it is very necessary that the Appalachian
Training School, tlie Cullowhee Normal School, and
the three negro normal schools, and the Cherokee
Normal School should be placed under the control of
the State Board of Education and become a part of
our public-school systefli. This is necessary if Ave
are to make these, institutions real normal schools of
such value as to serve the needs of the sections of
the State in Avhicli they are located. They are not
real normal schools noAv. But the State is demand-ing
more normal schools. Our first step should be
to make these Avhat thej- Avere intended to be. I
have incorporated them, therefore, in this budget,
shoAving AA'hat appropriation they have received in
llie past and Avluit is necessary to make them real
normal schools.
Our budget for teacher training, therefore, is as
folloAvs
:
Old Appro, New Appro.
1. Appalachian Training School $20,000 $50,000
2. Cullowhee 16,000 25,000
3. Three Negro Normal Schools 35,000 75,000
4. Cherokee Normal School 3,600 7,200
5. County Summer Schools 50,000 75,000
124,600
6. Teacher Training in High Schools 24,000
7. Supervisors of Teacher Training 30,000
8. Teacher Training in Negro Private Schools 15,000
301,200
You Avill observe that $124,500 is the appropria-tion
this year for teacher-training. I belicA'e that
the Appalachian Training School can be ciuickly
converted into a normal school. Therefore, I recom-mend
a larger appropriation to it. Within tAvo years
it may be possible to convert CulloAvhee likeAvise.
Tlie three negro normal schools in name should be-come
real normal schools. Hence the increase in
appropriation. One supervisor should be placed
over them, to see that the State's money is properly
spent.
The items for county summer schools Avill include
next A^ear the salaries of members of the Board of
Examiners, Avho are engaged in teacher-training
Avork.
It is my purpose to ask that the present State
Board of Examiners be abolished, and that a De-partment
of Certification of Teachers be established
instead. Therefore, the appropriation to county
summer schools sliould be increased from .$50,000 to
$75,000.
In addition to these items, it is necessary to im-proA'e
rural superA'ision and provide for teacher-trainings
ini the high schools. This is absolutelj'
necessary before any ncAV normal school should be
established. Moreover, by using $15,000 in teacher-training
in private negro schools, Ave can train more
negro teachers than if Ave Avere to establish a ncAV
negro normal school.
The total budget, therefore, for teacher-training
is $300,000. But in apportioning this money it
sliould be stipulated that in case the funds appor-tioned
to one department is excessive and to another
department deficient, the State Board of Education
may be authorized to use any left-over funds to
strengthen others where the funds are insufficient.
3. For High School and Vocational Education,
$200,000.
It Avill require about $80,000 for 1920-21 to meet
the appropriation from the Federal Government for
February, 1921.] NORTH CAROLINA EDUCATION
vocational education. This has already been pro-vided,
and the amount is asked to be continued.
However, we are unable to use the entire appro-priation
from the Federal Govesunient, because the
liigh schools in the rural districts are not sufficiently
developed to provide instruction in vocational sub-jects.
It is necessary for the State to provide a fund
like the Equaliziuo- Fund for the elementary schools,
in order to make it possible for many counties to
have a high school. In all, there are twenty-six
counties in which there is not a single high school
of standard grade, and aliout thirty-tive other coun-ties
in which there is not a single high school of
standard grade in the rural districts. The law
passed by the last General Assembly in August will
meet the needs, provided the funds are made avail-able.
That law, in substance, is as follows:
When a district is made large enough to supply
the children, and a special tax has been voted equal
to the State tax for public schools, if the funds are
insufficient to run a standard high school, the State
Board of Education now may take any unused por-tion
of the appropriation to meet the Federal Gov-ernment
to bring these schools up to a standard
grade.
This law has had such a stimulating efTt'eet that we
are unable to meet the demands. This fund should
be increased at least .$120,000. This will make it
possible for the State Department to establish strong
rural schools, in which agriculture and home-mak-ing
may be taught. It will make it possible to build
up strong rural centers. But at present the amount
necessary to run a good high school would require
in most of the rural districts of the couiities such a
burdensome tax' that they will be for years unable
to have real high schools unless the State estab-lishes
a fund for their assistance.
4. The State Board of Examiners, $25,000.
The State Board of Examiners should be abol-ished,
and instead all the mentbers of the Board of
Examiners, except the director, should become su-pervisors
of teacher-training in the State, and should
be paid out of that fund. The Director of the State
Board of Examiners and his office force should be-come
a Board for the Certification of Teachers. The
appropriation then of $25,000 will be sufficient to
meet this need.
5. Bureau of Community Service, $50,000.
The appropriation to this department has been
made from the general fund. It is m3' judgment that
all departments coming under the State Department
of Education should be included in the State Public
School Fund. The appropriation to this department
in the past has been $25,000 a year, but it has grown
so tremendously and is taking such a hold on the
people that it ia necessary to double its appropria-tion.
There is a great need for a State Director of
Physical Training, which may be secured, and a
larger program for physical education may be pro-moted
if this department is enlarged. Therefore, I
am asking for this, appropriation to be doubled.
6. Health Supervision, $50,000.
This money is expended by the State Board of
Health, and it will doubtless put in its budget the
amount needed. The appropriation last vear was
$50,000. It should be continued.
7. Supervisor of School Buildings and Clerk to the
Loan Fund, $12,000.
This amount is uow taken from the loan fund for
building school-houses. This, too, should come out
of the State Public School Fund, since the work of
this department is entirely supervisory.
8. Administration of Public School Fund, $5,500.
This amount, perliaps, is sufficient for the present.
9. Adult Illiteracy, $5,000.
I shall not ask for this amount to lie increased,
because in reorganizing the Teacher-Training De-partment
it is my purpose to include under that the
supervisors of the schools for adult illiterates.
10. Chief Clerk, Stenographer, and other ofBce ex-penses,
$21,000.
The term, "Chief Clerk," is a misnomer. He is
not a clerk, and the title of this position should be
changed to that of Secretary to the State Superin-tendent
of Public Instruction. He must of necessity
have a higher order of professional training than
required of a mere clerk. I think it only fair that
his salary, together with all the office expenses,
should be included in the State Public School Fund
and the amount made sufficient to cover this depart-ment.
I am, therefore, asking for $21,000.
Siunmary of Budget.
Following is the summary of the several items:
1930-21. 1921-23.
1. For teachers' salaries $4,000,000 $4,500,000
2. For teacher-training 124,500 301,200
3. For Vocational Education
and improvement in high-school
instruction 81,000 200,000
4. State Board of Examiners 25,000 25,000
5. Bureau of Community Ser-vice
25,000 50,000
6. Health supervision 50,000 50,000
7. Supervision of school build-ings
and Clerk to Loan
Fund 12,500 12,500
8. Administrator of Public
School Fund 5,500 5,500
9. Adult illiteracy 5,000 5,000
10. Chief Clerk, Stenographer,
and office expenses (1918-
1919) 13.186 21,000
Total $4,3 41,686 $5,170,2 00
A SIXTH-GRADE GEOGRAPHY LESSON.
By F. R. Richardson, Superintendent Mocksville Schools.
The teacher of our sixth-grade geography recently
had the following lesson:
After the class had finished a study of the Middle
Atlantic States, the teacher requested that for a re-view
lesson each pupil should select some city or
section of the Middle Atlantic States in which he
would prefer to live. For tomorrow, each pupil
should tell the class his reasons for his selection.
This assignment seemed to be nothing extraordinary.
However, on the next day it was wonderful and
surprising to see how anxious each child was to tell
why he preferred his city, telling it in the first per-son
as if he were a citizen of "his" town.
One vex"y backward boy arose and told that he
was a fruit-grower, of Maryland, growing apples
and oranges for market.
Several mistakes of this kind were made, but each
child was anxious to express himself, and there was
a lively interest throughout the recitation.
Every member of the class responded, not being
conscious that the teacher's main purpose was to
get him to express himself.
NORTH CAROLINA EDUCATION [February, 1921.
PART TIME WORK IN THE DURHAM CITY SCHOOLS
T. E. Browne, Director of Vocational Education.
A very gratifying innovation in tl^e programs for
imblic education as promoted l)y most of tlie States
of tlie Union' is the recognition on the part of of-ficials
of the duty of any school sy,<;tem to those per-soni^
above fourteen years of age who have dropped
out of school to enter remunerative positions.
A large per cent of the compulsory-attendance
laws of the country are operative only through the
fourteenth year of the children. Most of our child-welfare
legislation has to do with only those below
fourteen years of age. As a result, a large part of
our population leaves school to enter emploj-ment
without having completed even an elementary edu-cation.
Purpose of the Smith-Hughes Act.
The Smith-Hughes Vocational Education Act,
which is now being taken advantage of by all the
States of the Union, makes available funds that may
be. used for the promotion of those types of educa-tion
which provide particularly for this class. In
fact, the proponents of tlie act had in mind the em-jiloyed
person more than any other when advocating
the appropriation for vocational education. In order
to safeguard the opportunities for boys and girls
from fourteen to eighteen years of age, the act pro-vides
that at least one-third of the fvmd appropri-ated
to the State for trade and industrial and home
economics education must be used, if used at all, for
the maintenance of part-time schools and classes.
For obvious reasons, this phase of the vocational
work has been the most difficult to develop during
the years of prosperity tlirough which we have just
imssed. However, tJie State boards in charge of the
administration of the act feel that, from now on,
greater emphasis may be placed upon part-time
schools and classes.
Part-Time in Durham.
In North Carolina the only city that has put on
any constructive program for part-time education,
as far as is known to the State Board,- is the city of
Durham. Supt. E. D. Pusey, of the Durham city
schools, conceived the idea several years ago that
the doors of the school should be open to all the boys
and girls of the city, whether they could attend
regularly or not. As a result he organized classes
for those boys who were compelled to work a large
part of their time, aiid put in charge of this Avork
Miss Maud F. Rogers, a .young woman of deep hu-man
sympathies and understanding. She devotes
practically her whole time to these part-time stu-dents,
giving them a great deal of individual help.
This work has grown in popularity till during the
fall of 1920 there were twenty boys attending part-time
classes, taking such subjects as they or the
teacher decide best for them, selected from the high-school
course. Several of these boys had stopped
school and had entered employment, giving up all
hope of going further with their education. They
are now making from four to six hours a day, and at
the same time acquiring a high-school education.
The average age of these boys is above sixteen
years. They are given a good deal of freedom in the
class-room, the room taking on more the appearance
of a work-room than a formal class-room ; and, be-cause
of the unusual interest and earnestness of the
students and the individual effort of the teacher,
some of the boys have been able to complete very
nearl_y the work of two years in one.
An eft'ort is made to tit the school and the program
of the part-time class to the needs of the student.
As an illustration, a business man of Durham said to
the superintendent of schools: "I have a girl in' my
office who has many of the qualifications of an ex-cellent
stenographer, but her English is very poor.
If I let her off a while each day and send her to the
High School, can you teach her English?" The
superintendent told him to send her along, and she
is taking special work in English.
This part-time work is not confined to the white
schools of Durham. An arrangement has been made
with the Durham Hosiery Mills by which they have
installed in one of the rooms of the negro school
near their factory several of the most necessary
machines used in the manufacture of hosiery, and
about ninety girls devote a part of each day to learn-ing
to operate these machines. When they have be-come
proficient in the operation of these machines,
the manager of the ho.siery mills employs them at a
considerable advance in salary over the so-called
green help. Two teachers devote their entire time
to this part-time work. The number taking this
work is limited only bj- the space, machines and
teachers.
The school authorities of the city are higlilj-pleased
with the results of this experiment, and are
planning t'o greatly increase this work through co-operation
with the State Vocational Education staff.
Ajiy city superintendent in the State interested in
starting part-time classes should either visit Dur-ham
or write Supt. E. D. Pusey.
In Other States.
There are more than twenty States in the Union
which have already passed compulsory part-time
legislation of varying degrees of rigidity. Most of
the States have made it mandatory on those persons
between fourteen and sixteen or eighteen, who have
not completed a certain grade in the school, and who
have entered employment, to attend school a certain
number of hours each Aveek. Some of the States
have passed permissory legislation, but the experi-ence
of those States is that it is of little value unless
it is made compulsory. Practically all of the remain-ing
States are considering compulsory part-time
laws at the next meeting of their General Assem-blies.
North Carolina, with its large industrial pop-ulation,
should by' all means pass some kind of com-pulsory
part-time act at the 1921 session of the Gen-eral
Assembly.
The State Department of Public Instruction will
be glad to provide special courses of instruction for
those groups of persons to whom compulsory part-time
legislation would apply.
FIGHT YOUR SPENDING_HABIT.
The spending habit is a very ditficult habit to over-come.
Many people go through their entire lives
spending every penny they earn, simply because
they have not learned the habit and fun of saving.
Self-control is one of the highest of educational
achievements. There is no place in which self-con-trol
is more needed than in the use of money.
—
Teaching Children How to Save.
February, 1921.] NORTH CAROLINA EDUCATION
EDUCATORS FAVOR THRIFT AS PART OF SCHOOL WORK
By Miss Mary G. Shotwell, Director of Educational Division of the Fifth Federal Reserve District.
Recommendations of the National Education Asso-ciation
Committee for the teaching of thrift in the
schools were considered at a recent meeting of the
State school superintendents for the Fifth Federal
Reserve District, held recently in the office of Supt.
Harris Hart, of Virginia. The meeting was attended
by Supt. M. P. Shawkey, of West Virginia ; Dr. E. C.
Brooks, of North Carolmaj Dr. E. G. Kimball, of the
city schools of Washington ; Mr. Orrin Lester, of the
Savings Division, Treasury Department, and repre-sentatives
of the Government Savings Organization
of the Fifth District.
This conference was called to consider the thrift
report of the committee of State superintendents,
appointed by the National Education Association
last summer. The committee also concurred in a
suggestion that methods be worked out to further
the practice among school children of saving money
and of applying the principles of safe investment of
funds saved, the schools to utilize the government
saving securities, banks and other reliable financial
institutions. The recommendations of the National
Education Association committee were approved in
general terms by the district conference, with the
following suggestions or modifications:
First. This group joins the National Education
Association committee" in urging the importance of
thrift in the school program, and recommends that
the subject be taught in a manner co-related to
other subjects of the program, and that it be not set
up as a distinct branch with an individual text-book.
It recognizes the very great importance of certain
by-products of the fixed curriculum, and believes
that many of these by-products of education have as
important consequences on the training of children
as certain subjects of direct application could possi-bly
have.
Second. This conference urges with special em-phasis
the organization of school saving systems as
a definite and concrete means of training pupils in
thrift and economy, and as a means also of exhibit-ing
to pupils, in the most practical way,, the result
of thrift and economy.
Third. It is recommended that each State prepare
a brief bulletin on thrift and saving for the direction
of teachers in that State. Such a bulletin should
embrace the general princijples of thrift as presented
through monographs from the Treasury Department,
and should have such material of local coloring as
would show in precise fashion how this subject may
be co-related with the text-books adopted or to be
adopted in the schools of the State. This bulletin
should serve to direct the teachers in the presenta-tion
of thrift in the lower grades, and ought to be
sufficiently full to constitute the basis of instruction
in the grammar grades.
Fourth. That school-book publishing companies
would find it wise and proper to investigate the sub-ject
with reference to a probable recasting of cer-tain
texts on civics, economics, history, and arithme-tic,
with a view of properly co-relating thrift and
economy with all of these subjects.
Fifth. This conference recommends, first of all,
that the idea of thrift in education be incorporated
in the course of instruction; and, second, that defi-nite
steps be taken to follow up and encourage ap-propriate
instruction. To this end, it is recom-mended
that thrift be emphasized in connection with
selective branches in all institutions engaged in the
preparation of teachers. It is of immediate necessity
that summer schools for the summer of 1921 give
appropriate place and emphasis to this work, and
that all normal institutions, during their regular
session, shall likewise co-relate thrift with the
adopted curriculum. As a basis of such instruction,
certain material may be available througli the Treas-ury
Department or from the State Department of
Eclueation, or from both sources.
THE MOTION PICTURE IN THE WINSTON-SALEM
SCHOOLS.
The Winston-Salem High School News for January
24 contained an interesting account (written by
W.* B. 0., apparently one of the pupils) of the way
in which one of the schools manages is motion-pic-ture
business. It is as follows:
West End School now has a moving-picture ma-chine.
It is of the portable type, the De Vry. This
was made possible through funds coming from Pow-hatan
Play. Thanks are therefore due at this time
to the High School people who were members of the
company, to the older set who composed the princi-pals,
and to the community who attended the show.
The object of moving pictures in, the school will
be primarily for their educational value. So, from
week to week, pictures will be presented to aid in
making geography (regional and industrial), civics,
and citizensliip, and history more vivid and inter-esting.
But sometimes more than a machine is needed to
show pictures. One must have films, and films cost
money. There ia some expense even to show gov-ernment
pictures, which are free, except the trans-portation.
So, to meet this expense and other neces-sary
cost, it will be the policy of this school to give
one good, wholesome picture for the community
each week. This show will be primarily to enter-tain.
Our first community picture was a Mary Pickford
production, "Rags." The admission price is 5 and
10 cents for this and similar productions. Our aim
is always to give clean and wholesome pictures. The
receipts will be used to pay for the commercial
pictures, to meet expenses of showing free educa-tional
films, and to ecjuip our- school with the best
moving-picture machine that your money can buy.
It is our plan to purchase a second machine, so that
there will be no "wait" between reels.
The first show was seen by two capacity houses
—
over seven hundred people. In the future we want
td divide the audiences into three, as follows: A
matinee at 3 o'clock, children 5 cents, adults 10
cents; second show, 6:30, all 10 cents, children 2
cents if accompanied by a grown person. The pur-jjose
is to make the last show more attractive,
socially, to grown people and to the younger set,
older than the grade-school pupils. After all, social-ization
is a very large part of education, and if
West End can be of some service in this respect,
every Friday night, through these gatherings, we
shall be better and happier. It is a new field of
service, and one that should not long be neglected.
The fields are ripe to the harvest.
The time to save is before you spend it.—Teaching
Children How to Save.
NORTH CAROLINA EDUCATION [February, 1921.
HOW MUCH HISTORY SHOULD BE TAUGHT IN THE HIGH SCHOOL ?
By William T. Lapracle, Jl/cpartment of History, Trinity College, Durham, N. C.
The aim of some of the earlier committees that
formulated the currioulums in history for liigh
schools was to cover as nearly as possible the entire
period of recorded human history. Much of this
spirit naturally survives in the present arrangement.
The inevitable result of this attempt was to make of
the text-books digests of facts highly condensed and
hung together by a chronological skeleton. If the
ground was to be covered—the whole path trav-ersed—
no time was left for lingering to enjoy the
scenery along the way. If, perchance, the- attention
of an embryo Moses was attracted by some burning
bush, he had no time to turn aside to see. He must
needs plod on toward liis journey's end, lest the
close of the term find liim some centuries short of
his goal.
One of the wholesome effects of the introduction
of the study of civics and government into the
schools in the time formerly devoted to history is
the obvious impossibility thereby caused of any
longer making even a pretense of covering all of
history. The makers of eurriculums are now obliged
to select from a large body of subject-matter the
type of topics it seems most useful to study. Let us
hope that the process of readjustment thus begun
may lead ultimately to the entire elimination of the
notion that we ought to measure the portions of the
past that we select for study in schools by quantita-tive
chronological units.
Most thoughtful teachers agree that it is a more
helpful exercise for -a pupil to turn aside and see
with some degree of understanding the fire that is
burning anj^ one bush, than it is to get a kaleido-scopic
view of any number of bonfires by the side of
a long road. In other words, little is gained by in-sisting
that pupils store in their minds miscellaneous
facts about liappenings in long stretches of the past.
True, times may come when such facts might prove
useful. But there are tAvo difficulties in the way of
laying up facts in one's memory against such times:
For one thing, when they are thus accumulated, they
are seldom retained with sufScient vividness to make
them useful. In the second place, one not practised
in the use of facts will lack the ability to marshal
them in' full appreciation of tlieir significance, should
he by chance remember them.
As we suggested in an earlier chapter, therefore,
the primary task of a teacher of history is to train
the pupils in the apprehension of and in the use of
j
facts about tlie past in their actual significance. For
this preliminary training, those facts ought to be
selected that seem best calculated to afford the train-ing
desired. Few subjects in a school curriculum
are as susceptible of being kept on a plane of practi-cal
actuality as history; there is none in which the
teacher ought to be more careful to keep the instruc-tion
of this sort. What are the facts that ought to
be selected for study to accomplish that end?
The superficial answer to this question is obvious,
but it is far from suggesting a solution of the proli-lem
of selecting the subject-matter for the study of
history in a given grade. The solution of this last
problem is now in the hands of the administrative
authorities i-ather than of the teacher, and that sub-ject,
therefore, is not an object of consideration in
this article. "We are concerned primarily witli
metliods of teaching. As regards any class, the facts
selected for study ought to be those that are likelj'
to aff'ord ansAvers to questions that have been stimu-lated
in the minds of tlie members. To approach the
subject from the other point of view, if the stock of
facts available in the book you are required to use ,
is limited, you ought to seek to stimulate in the
minds of the pupils inquiries on which these avail-able
facts will throw light.
Let us find illustrations in the eleventh-grade
course, which is supposed to include the study of
American history and government. Obviously _tlie
whole time allotted to these subjects for -a year
might profitably be spent on either of them. Since
that is not permissible, on what principle .shall the
subjects for discussion be selected?
The teacher who introduces the study of govern-ment
in the first part of the year will likely find this
question answered by the normal processes or study
if the pupils are permitted to pursue them. For
example, our governmeiit is organized according to
a certain plan as regards, say, the relations between
the executive and tlie legislative departments. This
is an important fact in the study of government. But
not all governments are tluis organi.^ed. In fact, our
own government is almost unique in that respect.
Once a pupil appreciates this fact, what is more
natural than an expedition into the history to see
wliy this difference arose?
Tliis investigation will require considerable time
under the guidance of the most skilful teacher im-aginable,
and will lead incidentally to the considera-tion
of many other aspects of pre- and post-Revolu-tionary
history. It would, however, leave by the
way many facts on which we are wont to lay much
stress when we approach the subject by the chrono-logical
route. In the end, the pupil would have had
an op]5ortunity to study with some thoroughness and
apprehension merely a few phases of the develop-ment
of the government. Had he spent the same
amount of time in the manner that is more fre-quently
adopted, he would probably have made a .
slight acquaintance with many more facts without
imderstanding any of them with a considerable de-gree
of thoroughness. Which metliod is likely in
the long run to prove a more profitable -exercise for
the pupil?
Rediiced to very simple, general terms, Avhat I am
trying to suggest, is this : We have alleged that one
of the chief purposes in studying history is to seek
|
in the past explanations for those things in the pres-ent
that are rooted on the past. My point is, that
much tliat passes for history tlirows little, if any,
light on the lU'esent, for the simple reason that not
much effort is made in the processes of study to
trace the connection betAveen the existing institu-tions
and the forces that co-operated in the past to
shape them. I ard merely suggesting that instead of
starting in the remote past and traA^ersing long
stretches of history in the hope of explaining some-thing
before Ave are done, Ave might better find some-thing
existing for Avhich it is Avorth Avliile to seek an
explanation, and then guide our pupils in their
search for it through the records of the past.
This can be done to a large degree with the books
noAv aA'ailable for use in the elcA^enth grade. It
merely inA'olves the organization of the subject-
February, 1921.] NORTH CAROLINA EDUCATION
matter now taught by tlie teacher witli tliis end in
view. It is not difficult to make the ninth and tentli
grades serve the same purpose if the sub.jects allo-cated
to the eighth grade hava been as fruitful of
subjects of inquiry as they may well be made.
All of these suggestions involve additional work
for the teaclier, but history and civics are the most
difficult subjects in the school curriculum to teach
successfully, and there is no easy road to an accom-plishment
in the task that is worth while.
WHAT IS THE PURPOSE OF THE TEACHERS' ASSEMBLY?
By L. A. Williams, University of North Carolina.
If the number and nature of requests just received
by the Executive Committee of the Teachers' Assem-bly
is any criterion, it would seem that we need dis-cussion
and expression of opinion as to the purpose
and function of the North Carolina Teachers' Assem-bly.
At its January meeting, the Executive Com-mittee
had requests for tlie organization of no less
than four new departments, all of which have come
about through the development and growtli in size
of the present departments until tlie modern-lan-guage
teachers in the high-school department, for
example, feel that they are a body of sufficient size
and importance to be accorded the dignity of a sepa-rate
department. In like manner, the domestic-science
folks and the agriculture folks feel that they
should be organized departmentally ; and so for
other groups.
The argument for this creation of new depart-ments
is, in effect, that the modern-language folks
are not interested in the problems of the English
teachers; the corn-club leaders are not concerned
with the problems of liome-making, etc., etc. The
argument goes on to show how much more the mem-bers
of these several groups would get out of the
meetings at the Teachers' Assembly if each group
could be assigned a department by itself, with its
own separate organization and program.
^The question at once arises as to whether or not
it i.s the province of the Teachers' Assembly to ar-range
for a program to instruct the members with
their varied interests in the technique of their par-ticular
work. Is it not rather, perhaps, the province
of these meetings to find and develop a great com-mon
interest in the problems of the profession in
this State? Ought the organization to be along the
lines of specialized interests or along the lines of big
common purposes? Is the Teachers' Assembly a
]ilace for instruction, is it a sort of teachers' insti-tute,
or is it a place for catching a glimpse of the
great educational problems in the large which con-cern
our State school sj^stem?
These are fundamental questions, as they concern
our professional organization. They are questions
which ouglit not to be settled abruptly and ex
cathedra, so to speak. Such questions ought to be
taken up and discussed in the meetings of the local
associations. Free expression of opinion and com-ment
should be given publicity through our profes-sional
magazines. Every teacher and school official
in the State ought to have some positive' opinion one
way or the other about these matters.
To be concrete about it, the local associations
could discuss such questions as these : Do we need
more departments in the organization of the Teach-ers'
Assembly? Why do we need more?. Why do
we not need more? Upon what basis shall we pro-ceed
in determining the departments necessary:
(a) specialized interests; (b) organic interests;
(e) particularized problems; (d) general profes-sional
problems? Can we have, ought we to have,
a few big departments, with each department deter-mining
the sections within itself, or a large number
of small departments, each with its own separate
organization?
The members of the Executive Committee, as now
constituted, feel very strong!}^ that the Teachers'
Assembly for the present ought to be a place and a
body to generate a feeling for bigness and unity in
the approach to our State educational problems. If
we are to build up a State system of schools, if we
are to develop a teaching profession, if we are to put
across a big educational program, we need unity
and not division, we need the cohesion inlierent in
great common interests and not differentiations or
variance arising over methods, texts, course recpiirc-ments,
time allowances, etc., etc. We shall get no-where
with our State educational program until we
can convince hard-headed public opinion that we are
united and agreed upon certain definite big issues.
So long as our professional meetings are taken up in
discussing problems of detail in management or
method, we shall pi'csent to the public the spectacle
of a house divided against itself. If we can make
these annual meetings a time and place for organiz-ing,
unifying, classifying, directing our energies to-ward
some one great common end, we shall make
our organization contribute. Unless we can do this,
we shall continue to dissipate and scatter our re-sources
and our energies.
While this is the opinion of the members of tlie
Executive Committee, yet they welcome suggestion,
comment, discussion, and adverse criticism. Shall
we present to the public, to the Legislature, to the
politicians, a clear-cut, organic, definite, well
arranged aiid well unified program of educational
development, because it proceeds from a well organ-ized
and organic body, or shall we be content to sit
back and meeklj- accept what those who "view with
alarm" see fit to pass out?
CLASSIC SCHOLARS OF SOUTH TO FORM
ORGANIZATION.
Columbia, S. C, Feb. 1.—Classical scholars in the
Southern States have organized an association for
the promotion of classical study in the South, and
will hold their first meeting in Columbia, S. C, at
the ITniversity of South Carolina, February 24-26,
according to an announcement by Prof. J. B. Game,
of the Florida State College for Women, chairman
of the organization committee.
The new association will probably be known as
the Southern Section of the Classical Association of
the Middle West and South, and it will include schol-ars
from all States south of the Potomac and east- of
the Mississippi rivers.
Thrift takes you up the ladder. Waste takes you
down.—Teaching Children How to Save.
Thrift is a habit, not a hardship.—Teaching Chil-dren
How to Save.'
10 NORTH CAROLINA EDUCATION [Pebr^ary, 1921.
EDUCATION IN THE STATE'S EASTERNMOST COUNTY
By J. H. Higlismith, State Inspector of High Schools.
Dare County, historically important, exceedingly
interesting', is much talked about, but is seldom
visited, because it is a long way, not only from
M,urphy to Manteo, but even from the capital
city, to this easternmost extremity of our State.
If the extreme eastern and western counties of
North Carolina are not sT) well acquainted with
each other as they should be, the distances be-tween
them are sufficient to account for, if not
to excuse, a condition which both perhaps would
be only too glad to amend. As the crow flies.
Murphy is nearly 500 miles westward from Manteo.
Our westernmost county-seat. Murphy, is nearer to
Louisiana, to LittW Roc"k, to St. Louis, to Lake Erie,
than it is to its sister capital in Dare, while Manteo
is nearer to Rhode Island and to Ithaca, N. Y., tlian
to its Cherokee sister on the westward winding
Hiwassee, among the far-away foothills of the
Unakas.
Dare County is more pretentious in size than
most people imagine, being ninety miles long and
forty miles wide, having' an area, therefore of 3,600
square miles. The population is small, being under
8,000, due to the topography of the county. How-ever,
the sparcity of population does not indicate
the entire wortli of the county, just as size is not
necessarily tht^ criterion of worth.
The school population is 1,500, and that is what
we are particularly concerned about in this connec-tion.
There are twenty-four schools in the county—
twenty-three white and one colored, employing iifty-one
teachers—forty-eight white and three colored.
The only colored school in the county is the one
three-teacher scliool in Manteo; therefore, tlie school
system is practically unitary instead of dual, as in
most counties.
Miss Mabel Evans, County Superintendent.
Dare County shares with Buncombe the distinc-tion
of having a woman as county superintendent.
Miss Evans is well trained, is intensely interested in
her Avork, and brings to it a fine enthusiasm. She is
a native of Dare County, and therefore knoAVs the
history of her people, the obstacles to overcome, the
handicaps which they experience now. Tjiis knowl-edge
makes her unusually sympathetic. She is aware
that the county is lacking in material resources, and
realizes fully "that this is a bar to the educational
progress which she most desires for her county.
Miss Evans is a dreamer, as all good county super-intendents
should be at times, certainly ; but withal
she is intensely practical and has constructive no-tions
as to wliat should be done for the improvement
of educational conditions in her county.
The County's Leading School.
Of course, the main school in tlie county is at
Manteo, the county-seat. This school employs seven
teachers besides the music teacher, has an enroll-ment
of 178, with an average daily attendance of
165. Prineijial Bratt, who hails from Maryland via
the Johns Hopkins route, has associated with him
Misses He'en Askew, Virginia Braswell, Elizabeth
Storm, Essie Newsome, Grace Collins, B. Barowne -
McKay. These teachers are earnest, energetic and
enthusiastic. They are maintaining an excellent
school. The school is greatly in need of equipment,
but fine us is being made of what the school has.
There is a fine spirit shown b,y the student body,
whicit is but a reflection of the excellent spirit of
the county superintendent and the principals and
teachers in the school. I mention the county super-intendent
in this connection because she not only
knows the teachers, but knows the majority of the
students by name.
Unique Physiographic Features.
Dare County is interesting, from a physiographic
standpoint. For example. Stumpy, Point, which has
a three-teacher school with an enrollment of seventy,
is a strip of land forty yards wide and three-quar-ters
of a mile long. It is not unusual, therefore, for
the water to come up to the school-house and under
it, and the lessons are taught with the roar of the
sounding sea furnishing the accompaniment. Among
her sisters. Dare also enjoys the unique distinction
of being the only county of the hundred having a
county-seat that cannot be reached by land. The
count.y is, furthermore, a territory of magnificent
distances. If the county superintendent Avere to
visit the school at Hatteras, she would have to go a
distance of sixty miles—further than the trip to
Elizabeth City. This trip and llie others Avould
have to be made by boat. An airship would be
much better, and in diu> process of time I have no
doubt that the County Superintendent of Dare will
be furnished this means of transportation.
Educational Conditions and Needs.
A great need in Dare Count}' is the same need
that is found elsewhere, namely, money. The total
assessed A'aluation of property in the whole county
is .^2,680,078. A rate of taxation sufficient to yield
ade(|uate rcA'enue for Dare County would be abso-lutely
prohibitiA'e with the amount of property
wjiich is taxable, and so the State is under obliga-tion
to assist in every way possible in providing
educational advantages for the boys and girls in this
historic county, which bears the name of Virginia
Dare.
The coianty has, as stated, forty-eight teachers,
five of Avhom are college graduates. There are only
ten teachers in the county holding Provisional and
Second Grade Certificates. This number is to be
reduced during the coming summer, when a county
summer scliool Avill be held at Manteo. It is also
planned to put a department of teacher training in
the Manteo High School in order that the teachers
for the rural schools may be trained in the county.
Tlirough this department in the high school, through
tlie county summer school, and through reading-circle
work, it is hoped to raise and to keep up the
level of efficiency of the Dare County teachers.
Tliere should be, perhaps, not over two high
scliools in the county—^the one at Manteo, which
should be standardized as soon as possible, and will
be, and possibly one at "Wanchese. It is not possible
to carry consolidation to any great extent, because
of the geographical situation. If tlie high school at
Manteo is standardized and dormitories provided, it
could easily take care of the great pai't of the high-school
pupils of the county. Dare's need is the
State's need, namely, money and more money, teach-ers
and better teachers, and more genuine interest
and enthusiasm on, the part of a great many of the
countv's citizens.
February, 1921.] NO
A FABLE OF THE LOST PROVINCES
Narrata ab ^sopo Magistro.
Once upon a time, in a State with one hundred
counties and as many cities, as' well as towns, there
was a Teachers' Assembly, which revised its organi-zation
under the plan of local units. Its secretary
worked long and faithfully to have these local units
organize and send their fees to him. Many ques-tions
and difficulties arose, but he answered all the
questions and made straight all the difficulties.
When this Assembly met in its annual meeting,
and the records were all in, it was found that all the
cities and towns in the State large enough to form
local units had done so. But in the counties—alas
and alack !—for some reason, fourteen of the one
hundred counties had failed to organize themselves
into local units ; eighty-six had so organized.
Now, the names of those counties not organizing
were : Alleghany, Brunswick, Camden, Caswell, Clay,
Cumberland, Dare, Graham, Hyde, Jones, Lenoir,
Mitchell, Vance, Watauga.
The names of the counties which did organize
local units were all written in the great book of the
Secretary of the Teachers' Assembly, and made a
record there of the progressive, interested, stimu-lating
character of the superintendent and teachers
in these counties.
And when the Executive Committee of the Teach-ers'
Assembly met and learned of this record, it
commended the work of the superintendents in the
eight3'-six counties and in the towns and cities, but
it grieved heavily — yea, mightily — to learn that
fourteen counties had failed to keep the professional
faitlf, and with one accord the members of tlie Exec-utive
Committee began to ask, "Why?" None could
answer the question, and this Executive Committee,
one and all, went to their homes, sorely puzzled at
this neglect, or forgetfulness, or opposition, or lack
of interest in thq fourteen counties.
"Hffic fabula docet." You get big things done in
a big way when your leader leads.
RTH CAROLINA EDUCATION 11
A DECISION BY THE ATTORNEY-GENERAL.
A letter written by Supt. T. B. Attmore, of Stone-wall,
N. C, requests the opinion of this office upon
the question set out in that letter. The facts are
these: The county authorities in Pamlico County,
by virtue of Chapter 361, Public-Local Laws of 1919,
are building a system of new roads in that county.
One of the surveys made by their engineer in laying
out a new road crosses the grounds of a school at
Alliance and comes close enough to take away the
door-steps of the school-house. The laiUl on which
the school is located was obtained by the county
board of education through condemnation proceed-ings
under the statute, and thus has been devoted
to a prior public use. The school property thus con-demned
contains about seven-eighths of an acre in
the village of Alliance, and by locating the road
where it is proposed to be located, all or nearly all
of the front yard to the school is diverted from its
proper use. As conditions are now, so many auto-mobiles
passing to and fro along improved public
roads, this new road so located would prove a source
of real danger to the children using the Alliance
school, as well as impair the value of the property
for school purposes materially. Under these condi-tions,
we are of the opinion that, in the absence of
specific authority from the Legislature to condemn
this particular property for road purposes, the road
authorities liavq no ))ower to locate the road as and
where it is supposed it is to be located. It is appa-rent
that if an attempt was made to assess damages
to the school property, there would be no adequate
rule upon whicli they could be assessed. This prop-erty
has already been devoted to a public purpose,
and to attempt to devote it to another public pur-pose
which so conflicts with the first as to render
that first of no value, would be manifestly an ex-ceedingly
high-handed procedure, which has no jus-tification
in law. The two public purposes cannot
exist side by side without conflict, under facts abo\ e
set out, and consequently render the prior dedica-tion
would prevent a second condemnation.
JAMES S. MANNING,
Attorney-General.
MOVING PICTURES AND MORALS OF
THE YOUNG.
Ajnong the speakers at the recent Social Service
Conference in Raleigh was Prof. E. C. Lindeman, of
the North Carolina State College for Women.
Speaking on "Recreation and Social Progress,"
Professor Lindeman magnified the ethical and social
value of play, and tlien turned attention to the mov-ing-
picture show.
"Tlie social virtues," he is reported as saying,
"must become organically a part of our physical,
neural and spiritual life. You can't teach ethics by
word of mouth; you must get it in your muscles.'"
Professor Lindeman went on to illustrate this by
showing that play fosters the qualities of loyalty
and fairness and the rest of the important social
virtues.
"We'll never get a society based upon Christian
ethics until ethics are incorporated in our muscles,
and that is what pla.y does," he said.
The speaker received special applause when he
took a good, impassioned fling at the movies. lie
didn't even want them censored. He didn't want
them at all. Apparently, the subject M'as very near
the hearts of tlie conference, because, as soon as he
mentioned it, the audience began to sit up and take
particular notice.
Distrusts Picture Shows.
"1 distrust the morality of the moving-picture
people,"' said Professor Lindeman. "I have no con-fidence
at all that they know how to teach ethics to
the young of the day. The moving picture may be
informative, but it can never be educational."
And Professor Lindeman proceeded to give his
very specific reasons for strong objection to this
particular form of recreation, as he claims that the
movie is "an inhuman machine" to which the eye
cannot adapt itself; that in the movie there is no
opportunity for social intercourse; that it can't pos-sibly
be used educationally, and is highly and dan-gerously
commercial.
"If we go far enough with the movies," he said,
"we will degenerate into a myopic, purblind race of
jellyfi.sh.
"If we could get for all the people the kind of
recreation that is physically energizing, that will
make us mentally alert and give us joy, we'd have
enough overflow of spiritual dynamics to run the
twentieth century," said Professor Lindeman in
closing.
Poorhouses are filled with those who have failed
to save.—Teaching Children How to Save.
12 NORTH CAROLINA EDUCATION [February, 1921.
North Carolina Education
OFFICIAL ORGAN OF THE STATE BOARD OF EXAMINERS AND
INSTITUTE CONDUCTORS.
Published the Fuest of Each Month, Except Jult and August,
AT Raleigh, N. C.
W. F. MAESHALL Editor and Manager
121 West Hargett Street.
E. C. BROOKS Contributing Editor
State Superintendent of Public Instruction.
SUBSCRIPTION RATES PER YEAR
Payable in Advance.
Single subscriptions, each $1.50
Two to four in one club, each 1.40
Five to nine in one club, each 1.25
Ten or more in one club, each 1.00
Make all remittances and address all business correspondence to
W. F. Marshall, Publisher. 121 West Hargett Street, Raleigh, N. C.
Entered as second-class matter January 21, 1909, at the postoffice at
Kaleigh. N. C, under the Act of March 3, 1879.
PITH AND PARAGRAPH.
The fourth luneh-room in the city schools of
Raleigh has just been established at the Thompson
School. The school committee appropriated $50 to-ward
furnishing the room. The opening was duly
celebrated. A member of the school board suggested
that it be called the B. Y. C. (Back-Yard Cafe), but
the children, devotees of the funny sheet, dubbed it
"Dinty Moore's."
that cannot be reached by land, either, except at the
end of a long, long trail. Will Superintendent Mar-tin
please furnish the story of what Cherokee is do-ing
educationally ?
The New York World recently carried an adver-tisement
making public a list of approximately
25,000 forgotten accounts in banks and trust com-panies
of that State. Such publication is required
every five j'ears by law, and the list ju.st advertised
is slightly larger than that of 1916. The amounts
are not given; the least is $5, but it is known that
some of the accounts run into the tens of thousands.
Here is a plain warning for all teachers : Do not pile
up a large bank account and then go away and for-get
it.
The Mars Hill College Quarterly names four
alumni which that school has given to the State as
county superintendents. They are W. H. Hipps,
Johnston County; E. E. Sams, Lenoir County;
J. Spurgeon Edwards, Montgomery County; F. C.
Sams, Madison Count}'; all of whom are IVIadison
County men as well. This is a showing to be proud
of, and difficult to duplicate. By the way, didn't the
M. H. C. Quarterly refer somewhere to its alumni or
alumnte as "Marsliillians"? Now, what is the mat-ter
with the equallj' significant if not more musical
Marshillese 1
In this issue is an account of the school activities
of the State's easternmost county; next month we
should like to print a story of what the westernmost
county is doing, if we only had the story. Having
learned something of the conditions in the county
farthest at sea, with a county-seat that cannot be
reached by land, many of our readers, we are sure,
would be interested also in the educational activities
of the county farthest inland, with a county-seat
A FEATURE OF OXFORD'S CAMPAIGN
FOR BONDS.
During the election campaign for school bonds,
which resulted successfully January 18, the Oxford
High School issued a paper called "The Bond
Booster." This was filled with informing articles
and sensible arguments, long and short, written by
the pupils themselves, in favor of the bond issue, and
highly creditable to their authors.
In' a batch of short items under the head of '
' Cou-pons"
there was not lacking pith and a sort of effec-tive
humor. For instance, the condition of a roof
was indicated thus
:
"Big rain today. Edgar Reece missed his English
lesson, as it was his time, to hold the umbrella over
the teacher."
And tlie crowded conditions, we take it, in some of
the rooms, were neatly portrayed in a "Coupon"
like this
:
"Head-on collision in the tenth grade class-room
today. Miss Tate forgot to back out when Mrs.
Fleming came in."
SEND THE NAME OF YOUR SCHOOL PAPER.
From Mr. Gay W. Allen, editor-in-chief of the
Canton (N. C.) High School Echo, comes the follow-ing
request
:
'
' The Canton High School is publishing a monthly
school paper called 'The Echo.' We would like to
exchange with other schools. Several high schools
in the State publisji papers, but we are unable to
get in touch with many of them, so we would appre-ciate
your letting it be known that we would like to
exchange copies with other schools."
This request is . gladly printed, in the hope that
every one of our schools that publishes a paper and
wishes to enlarge its exchange list will communicate
with Mr. Allen.
That a still wider good may be done, let every
school paper send one copy at once to North Caro-lina
Education, so that a list of such school papers
in tlie State may be printed as soon as practicable,
li^ the information is not carried by the paper itself,
a note should accompany it indicating the frequency
of publication, the price, and the method by which
it is financed.
The Echo, by the waj^, is rendered self-supporting
by its advertisements.
CERTIFICATES ON HAIR-GROWING NOT
CONVERTIBLE.
It is very interesting to see what estimate some
teachers place on the proper qualifications for teach-ing,
and Avhat records are necessary to secure a cer-tificate.
Last month we received communications from
February, 1921.] NORTH CAROLINA EDUCATION 13 -
teachers who seem to think they can purchase a cer-tificate.
But this month we have something even
more remarkable.
A teaclu'r has secured a certificate on the proper
method of growing hair. It was granted by a so-called
college in one of the Northwestern States and
certifies to tlie fact that the teacher luis completed
the prescribed course of study and practise in the
college and is pronounced wortliy of graduation.
Tlierefore, the institution says: "We award lier the
certificate conferring upoji her all the lionors due to
superior attainments, and recommend lier to the
valuable consideration of the public." The certifi-cate
further assures the public tliat tlie teacher is
thoroughly competent to give instruction in the
method of growing luiir. The teaclier, in submitting
this certificate, wishes tlie State Department of Edu-cation
to accept this as complete fulfilment for a
State Elementary Certificate.
It has been advised that she first try her remedy
on certain notables in the profession who are a little
sliy of hair, before further action sliould be taken
in tlie matter. E. C. B.
PUBLIC-SCHOOL PROGRESS MEASURED IN
PERCENTAGES.
The recent official report to the Governor by Dr.
E. C. Brooks, State Superintendent of Public In-struction,
indicates notable progress in public-school
education in North Carolina. Measured in percent-ages,
some important phases of achievement during
the two-year period are as follows
:
1. The number of teachers employed during tlie
second year of the period showed an unprecedented
increase over the previous year of nearly 12 per cent.
2. During the same year the average annual salary
paid to city teachers increased more than 28 per
cent.
S. The average annual salaries paid to rural teacli-ers
during the same year increased more tlian 53 per
cent.
4. The increase in total amount paid for teaching
and supervision was more than 65 per cent.
5. The increase in outlay for new buildings, sites,
and repairs was 188 per cent.
6. The increase of total expenditure for cost of
teaching, supervision, operation of plants, adminis-tration,
new buildings, repairs, was more than 81
per cent.
7. The- total enrollment of pupils increased nearly
17 per cent.
8. The average daily attendance increased more
than 23 per cent.
9. The increase in the average length of the school
term in city schools was just under 9 per cent.
10. The increase in the average leiigtli of tlie term
in! rural schools was more than 22 per cent.
11. The increase in the value of school property
during the last j-ear was more than 48 per cent.
12. Of the 7,627 teachers who attended the sum-mer
schools, the number wlio gained credits which
raised tlie value of their certificates was .5,.571, or
more tluui 73 per cent.
In North Carolina the schoolmaster is glued to his
task and is getting results. A little more of this,
and some rather disagreeable things in the recent
re]iort of tlie Educational Commission will be as
completely forgotten as the passing discomfort im-parted
by fragments of an exploded snowball trick-ling
down inside one's collar.
THE MOVING PICTURE AS AN EDUCATING
FORCE.
Professor Lindemaii doesn't want the movies cen-sored.
He doesn't want them at all. He distrusts
the morals of the moving-picture people and has no
confidence in tlieir capacity to teacli ethics to the
young. Informative the movie may be, but educa-tional
never. Enougli of tlie movies and we'll "de-generate
into a myopic, purblind race of .jellyfish."
Thus is good newspaper copy made of what was
doubtless a tliorough and well-thought-out discus-sion
of a serious moral if not pliysical menace.
Meanwhile, the moving picture is doing its work
as an educational force. More than a decade ago,
when only about 4,000,000 people attended the
movies daily in the United States, North Carolina
Education published an article by a well-known
North Carolina educator, now occupying an even
larger place in public education, calling attention to
the moving picture as one of the unused forces in
education, and pointing out ways in which it could
be helpfully used in the schools. Tliat was eleven
years ago. Now, near 8,000,000 (perhaps 10.000,000)
people attend the movies every.day, and the receipts
of .'|i800,000,000 a year place tjie movie, in the volume
of business done, just fifth from tlie top among the
big businesses of the country.
Elsewhere in this issue is an account of tlie mov-ing
picture in one of the Winston-Salem schools.
Tlie primary object of its use, it is .said, is educa-tional,
the word, being employed apparently in the
sense of instructional. Other uses were for pur-poses
of entertainment and social service. And a
second machine is to be installed, tliat there may be
no waiting between reels.
Under its Department of Education the State of
North Carolina is now operating nineteen full-time
county systems of moving pictures, employing forty-two
people the entire year, with a circulation of 553
reels. These are shown in programs of six reels, of
which two are dramatic or historical, two purely
educational, and two for amusement or recreation.
Not long ago, the United States Bureau of Educa-tion,
investigating the use of moving pictures as an
aid to instruction, found that of 5,500 elementary
schools examined, 3,720 were equipped with project-ing
machines, and that of 4,500 higher-grade institu-tions
2,680 had machines. Manifestly the moving
u NORTH CAROLINA EDUCATION [February, 1921.
picture has become in an instructional way a tre-mendous
educational force in the schools and is des-tined
to take a yet wider place.
But so long as 8,000,000 of our people daily visit
the moving-picture theaters, the active educational
effects of these shows cannot be disregarded. No
enterprise, whether for purposes of instruction or
entertainment, or what not, can' enlist the interested
daily attendance of so many people, old and young,
without exerting an influence, especially upon the
young, that cannot be left out of account by those
to whom public education and public morals are
matters of sacred concern. The effect, whether edu-cational,
instructional, informative, or suggestive, is
there—an influence is exerted and an effect pro-duced.
In any view, the public moving-picture show
educates. That it is an educational force of such
tremendous reach and persistence makes it impor-tant;
that it is to such an, alarming extent corrupt-ing
instead of ennobling the minds and debasing
instead of reforming the morals of 8,000,000 people,
makes of the public moving-picture show a menacing
thing that should be censored, drastically censored,
or abolished.
KNOW YOUR SCHOOL WEEK IN THE WINSTON-SALEM SCHOOL
By Miss Mary Galium Wiley.
Our primary object in celebrating Know-Your-
School Week was to acquaint the people of our
community with the crowded conditions in our
schools, and thus indirectly give impetus to the
movement on foot for bigger and better buildings.
While the activities of the campaign were to be
centered in the high school, of course the other
schools of our city were included in the general plan
of the movement. For this reason. Superintendent
Latham requested the grade and primary schools to
send representatives to the high school for confer-ence
with the cliairman of the movement. At this
conference general plans were given the elementary
schools, such as making and exhibiting posters, writ-ing
compositions, and making speeches (with a type-written
suggested list of subjects), entertaining and
thus securing the interest and co-operation of Pa-rent-
Teacher Associations, observing Tag Day and
Visitors' Day.
These general plans were carried out by the dif-ferent
schools, and, in addition, individual plans by
various schools ; as, for instance. West End School,
the oldest school in our system, securing the hearty
co-operation of the Parent-Teacher Association,
opened her campaign with an automobile parade,
and followed it up with a day of chapel entertain-ment
for parents, different grades being responsible
for dift'erent hours ; and a day for visitors, when the
lunch-room served lunch to the mothers, that they
might see how their children fared. At another
school, Central Grade, the young students them-selves
took charge of the entertainment for the
Parent-Teacher Association, and in their own origi-nal
speeclies made public what they considered the
needs of the school.
Tag Day was observed by all of our schools, the
High School using green tags with the words Know
Your School, and the other schools using pink, with
the same slogan. The purpose of Tag Day was to
arouse interest in the campaign, each pupil being
given five tags to dispose of. Thus, more than
20,000 people wearing these pink or green tags
showed that they at least had been told what
"Know-Your-School Week" was, and at the same
time, by displaying their tags, attracted the atten-tion
of thousands of others to the movement.
The general plan of our High School campaign
may be summed up under three heads—the campaign
for interesting the public at large, the campaign for
getting High School boys and girls into the move-ment,
and the campaign for enlisting the co-opera-tion
of the alumni of the school. And that this plan
may be more readily be seen, it is here given in out-line
form.
GKNKRAIj plan for iqVOW-YOUR-SCHOOL AVEEK
IN winston-saIjEM high school.
A. General Publicity Campaign.
This was carried on by
1. Ministerial Association, from pulpits of the city,
December 6, 1920.
2. Daily newspapers (morning and evening, for
one week), by
a. Editorials.
b. Articles by newspaper men.
c. Space of two or more columns daily in each
paper filled with student communications in form of
open letters, compositions, original verse and stories,
all bearing on the crowded conditions at the High
School.
d. News items furnished by publicity committee
of High School, before and during the week.
3. School News "Extra."
4. Posters made by High School students of every
grade and exhibited on the walls of the High School
and in store windows.
5. A sticker, "Think," selected from a number
prepared in Eleventh English, printed by the print-ing
'department, and exhibited in more than one
luindred front doors and windows downtown.
6. Tag Day.
7. Four-minute student-speakers before meetings
of Woman's Club, Kiwanis, and Rotary.
8. Student letters to prominent citizens—men and
women.
9. Visitors' Day.
10. Original play, Madame High School at Home.
B. Specific Campaign for Interesting Students.
1. Centering the work of the English composition
classes on the preparing of speeches, the writing of
articles for publication, and the composing of letters.
2. Interesting _the commercial department- by hav-ing
letters typewritten and addressed, and by exhib-iting
in downtown windows specimens of work done
by the penmanship, the bookkeeping, and the type-writing
classes.
3. Utilizing the classes in mechanical drawing by
having lettering done on })osters, and posters de-signed.
4. Making use of the printing department by the
publication of The Extra (School News), the getting
out of the tags, the printing of programs for the
play, and two hundred copies of "Think."
5. Interesting the manual-training department by
February, 1921.] NORTH CAROLINA EDUCATION 15
an exhibition of articles made in a prominent down-town
window.
6. Securing tlie co-operation of the cosmetic-science
department by an exhibition of sewing and
millinery in a downtown window, and by the prepa-ration
of the menu for the reception, and serving at
the reception.
7. Arousing enthusiasm of student body by school
assemblies—one conducted by the students them-selves,
the other b_y the alumni.
C. Campaign for Interesting the Alumni.
1. Appeal through telephone, by letter, through
daily press.
2. Personal invitations to the senior play, issued
by the senior English class.
3. School assembly.
4. Senior play, "Madame High School at Home,"
and reception afterwards.
5. Organization of Alumni Association.
To keep up the interest from day to day, a sched-ule
was posted for the entire week, with each day a
special feature or two. Sunday, December 6, 1920,
was Pulpit Day ; Monday, Tag Day ; Tuesday,
Madame High School at Home (senior play), with
reception afterwards, and organization of alumni
;
Wednesday, Student Assembly; Thursday, Poster
Day and exhibition of departmental work ; Friday,
Vi.sitors' Day and Alumni-Student Assembly.
Co-operation of the High School Faculty.
To carry out the above plan successfully, it was
necessary to have the hearty co-operation of the
High School faculty. Therefore, at a meeting of the
teachers the general plan for the week M^as outlined
and individual teachers asked to assume definite re-sponsibilities;
as, for instance, the getting out of the
tags was put into th'e hands of the manager of the
print-shop ; the head of the domestic science depart-ment
was asked to plan out the details of the recep-tion;
the teacher of the ty]iewriting to oversee the
copying and addressing of letters; and the teacher
of the mechanical drawing to oversee the lettering
of the posters. Special care was taken that the right
person be put in charge of the right assignment.
One of the men teachers was appointed to see the
editors of the two dailies and enlist their co-opera-tion;
another was asked to arrange places for the
department to exhibit their work downtown ; an-other,
to see about the placing of the posters in con-spicuous
windows; the principal of our school Avas
asked to arrange for the alumni speakers at the Fri-day
assembly. Four teachers, representing different
denominations, were placed on a committee to re-quest
the ministers of the community to preach,
December 6, on some phase of education. One
teacher had charge of the arousing of the alumni
another was asked to secure permission from the
various clubs in town for our student-speakers to
address them during the week; another, to prepare
slogans for the students to use on their posters;
another, to work with the head of the printing de-partment
in getting out the tags; another, to have
general oversight of the making and placing of the
posters. Upon the English department, of course,
fell the responsibility of awakening the student body
through composition work, oral and written ; of sup-plying
the press with interesting original material
from the daily class work, and of keening up the
interest from day to day. One English teacher,
with two seniors under her, formed a publicity com-mittee
to see that the daily papers, morning and
afternoon, were supplied with fresh news, previous
to the campaign and during it. Two other English
teachers saw to it that an interesting Know-Your-
School News was issued during the week, and that
the Black and Gold, the High School magazine,
issued quarterly, came out also during the cam-paign,
with a special Know-Your-School department.
Of course, the upper classes were expected to take
the lead in all phases of the campaign, and so the
head of the English department, through her classes,
worked up the Student Assembly, the speech-mak-ing
and letter-writing and the senior play, Madame
High School at Home.
The hundred or more student letters mailed to
"key" citizens, men and women, during Know-
Your-School Week, did much to focus the attention
of the community upon conditions existing in our
school. The first letter to an individual, in many
instances, was followed up by a second letter, writ-ten
by another pupil, and in some instances by a
third and even a fourth.
One of the most interesting features of the cam-paign
was the Student Assembly. At the assembly,
presided over by one of the seniors, certain students
pretended to be representatives from various walks
of life, and in their own words told why, from their
point of view, our present High School building was
inadeqiiate. With fitting words, and in a bright,
interesting way, the presiding senior introduced
each speaker—the doctor, the preacher, the public-spirited
citizen, the eighth-grader, the senior, the
taxpa.yer, the teacher, the citizen-with-foresight, the
educational expert.
The speech-making before the clubs of the city did
much to further our campaign for bigger and better
buildings, and brought out such comments from the
papers as the following, from the Twin-City- Dailv
Sentinel of December 8, 1920
:
" 'If you people, after such convinoing talks as these,
do not give the High School students the facilities they
should have, I don't know what can be the matter,' said
Mr. J. M. Cecil, well known advertising man, of Rich-mond,
who was a visitor at the meeting (the Rotary
Club), in complimenting Misses Dunklee and Crowther
on their talks. And that was the general opinion."
The posters made by the pupils attracted much
attention, as did also the small placard, "Think,"
pasted behind plate-glass doors of busy stores.
As we look back upon our campaign and view it
from every standpoint, we feel that our strenuous
efforts to make the people of Winston-Salem realize
the crowded conditions in our schools were worth
while ; and since we know that the eyes of the com-munity
have been opened by Know-Your-School
Week, we feel confident that good results will fol-low.
And so, more than ever, are we impressed with
the truth : It pays to advertise.
As Dr. Claxton's proclamation for the observance
of Know-Your-School was not sent out until Novem-ber,
and as it came at the very time we were putting
forth our energies on the Better-Speech Campaign,
less than a month (with Thanksgiving holidays in-tervening)
was given for the planning of the cam-paign,
with all of its details, the preparations for
its successful carrying out, and the campaign itself.
Waste of material is a common American practice
among rich and poor alike. — Teaching Children
How to Save.
16 NORTH CAROLINA EDUCATION [February, 1921.
News and Comment About Books
NOTES AND COMMENT.
Joy and Health Through Phiy,
Kealtli Training tor Teachers, and
llural School Playgrounds and
Equipment are three comparatively
recent bulletins for teachers that to
those interested in these subjecs
are well worth the time it takes to
read them. For copies, write to the
Bureau of Education, Washington,
D. C.
n n n
The Bureau of Education, Wasli-ington,
D. C, publishes a Monthly
Record of Current Educational Pub-lications,
which includes lists of both
books and magazine articles. Thes3
lists are classified and will be found
useful to students of current educa-tional
thought. A file of these
monthly records will provide a con-venient
current bibliography on a
variety of educational topics.
H H H
Dr. L. A. Williams is shortly to
publish a book on the history of sec-ondary
education, says the Univer-sity
of North Carolina Record. Soon
to appear also are his survey of the
public schools of Wake County (on
the same plan as the survey of
Orange County schools) and a some-what
similar survey of the Roanoke
Rapids schools, the latter being a
study of a typical school system in a
small town.
t II H
The University of North Carolina
Record says that Dr. E. W. Knight
is making a collection of "Readings
in Southern Educational History" to
illustrate the historical development
of public education in the South. He
is continuing his study of the his-tory
of education' in the South, lay-ing
under tribute both original and
secondary materials, and will pub-lish
the study in book form. Two
papers of this study have already
appeared: "The Academy Movement
in the South" and "Reconstruction
and Education In South Carolina."
H n H
Heralded as a book that "caused
a remarkable improvement in spell-ing
in the Minneapolis high schools,"
comes High School Spelling (Lloyd
Adams Noble, New York City, 2
'"ents), a 3 2-page speller in pamph-let
form that is supplied to classes
for 15 cents. Prom beginning to
end, it is packed with words over
which the unskilled so often trij and
with exercises for drill in their cor-rect
form and use. Not the least of
its merits is the plan of pronuncia-tion
lists which guards the pupil
against many a pitfall in speech.
Cloth. 151 pages. D. C. Heath and
Company, Boston.
This book provides a new range of
subjects for supplementary reading
in the grades in the form of stories
of the greatest inventions- of the
Nineteenth Century told to children.
A direct appeal to human interest is
made in the narration. The chap-ters
discuss from the juvenile point
of view the following: (I) How the
Sewing Machine Won Favor, (II)
Ijong-Distance Talking. (Ill) A New
Era in Lighting, (IV) The Triumph
of Goodyear, (V)' The Easier Way
of Printing, (VI) Anna Holman's
Daguerreotype, (VII) The Story of
the Reaper, (VIII) Grandma's In-iroduction
to Electric Cars. No at-tempt
is made to go into elaborate
detail, but the essential facts per-taining
to the great inventions are
set forth in an engaging style whic'i
is already known to the readers of
the Stone and Pickett books for
young people.
NOTICES OP NEW BOOKS.
Wake Forest Announces Debates.
The Wake Forest Intercollegiate
Debate committe has about completed
the arrangements for the 1921 sched-ule
of debates with colleges and uni-versities
which Wake Forest will meet.
As usual Wake Forest will meet
Baylor University of Texas, and this
year that event will take place before
the Southern Baptist Convention,
which is to be held in Chattanooga,
Tenn., in May. For the past several
years Wake Forest and Baylor have
debated and forensic honors between
the two institutions are about even.
The other out-of-State contest will be
with Mercer University of Macon, Ga .
iuid the date Is April 21. Incidentally
this date is the same date that Wake
Forest plays Mercer in baseball.
The only debate scheduled with n
North Carolina institution is with Da-vidson
College. This debate will be
held in Raleigh and the date will prob-ably
be April 1. This is the first time
in several years that Wake Forest
has met a North Carolina college in
th's line of college activities and much
interest Is being manifested over this
event.
Famous Days in The Centui-y of
Invention. By Gertrude L. Stone and
M. Grace Pickett. Fully illustrated.
Essentials of Good Teaching. By
Edwin A. Turner, of the Illinois
Slate Normal University, with an In-troduction
by President L. D. Coff-man
of the University of Minnesota.
Cloth. 284 pp. D. C. Heath and
Company, Boston.
The author has drawn upon his
experience, in training teachers and
has set forth in the fifteen chapters
of the book what is described as
"The Essentials of Good Teaching."
In discussing the aim of public
school teaching he states the merits
ol the various aims that are pro-moted
by special groups of reform-ers.
There are two chapters upon
the growth and organization of the
iuibject matter which present exactly
what the elementary teacher needs
to know. There is an excellent chap-ter
upon the child factor in method,
and another upon teaching based
upon ways of learning. A somewhat
unusual series of chapters occupies
the middle space in the book. These
discuss the emotional factor in
teaching, means of generating' re-sponsibility,
and the character of ef-fective
stimuli. The latter part of
the book treats of the application of
the principles already set forth. The
last two chapters are devoted to
standards of measuring the results
of teaching, and there is ample pre-sentation
of the latest applications
of objective standards and tests.
The book has an analytical index,
and will prove of service to teachers
both experienced and inexperienced
who have not yet passed beyond the
period of improvement.
Teachers—Become Railwa^y
Mail Clerks
$1600 to $2300 Year
The United States Government
needs Railway Mail Clerks. Both
men and women over seventeen are
eligible. Women are assigned to of.
fice positions .in the Railway Mail
Service. Examinations are held
everywhere! every month. Write im-mediately
to Franklin Institute,
Dept. G-235, Rochester, N. Y., for
schedule showing all examination
dates, and places, and large descrip-tive
book, showing the positions open
and giving many sample examination
questions, which will be sent free of
charge.
EAST CAROLINA
Teachers Training School.
A State school to train teachers for
the public schools of North Carolina.
Every energy is directed to this one
purpose. Tuition free to all who agree
to teach. Fall term begins Septem-ber
29, 1920.
For catalog and other information
address.
Robt. H. Wright,
PRESIDENT,
Greenville, N. C.
Watch the date on your label.
February, 1921.] NORTH CAROLINA EDUCATION n
State School News
Invontory-of-K<)uipiiiMit Day in
Cabarrus.
To the Editor of North C.ibolina Education :
We will have "North Carolina Day
in the Public Schools" on Friday,
February 11. Each principal will
make a complete equipment report
of her school plant on that day,
showing what the plant has and does
not have.
To obtain uniformity as nearly as
practicable, a blank form for these
reports was prepared and supplied in
advance to the schools. This is called
the "Equipment Report" of blank
school, blank race, blank district.
blank township, etc. This question-naire
provides for particular inform-ation
under three heads: (1)
Grounds, (2) Building, and (3)
Equipment.
When completed, copies of these
reports will be filed—one with the
committee and one in the county su-perintendent's
office. After the day
is over, the superintendent will have
exact information of each and every
school—an inventory.
We shall try to make the day
function in supplying what the re-ports
show that the schools do not
have.
J. B. ROBERTSON,
County Superintendent.
Now Lunch-Hour Plan in Halifax.
To the Editor of North Carolina Education :
One of our rural schools inaugu-rated
a new lunch plan that is an
interesting departure from the usual.
One of the girls from the school
wrote me about it, and I am append-ing
her letter for publication if you
would like to use it.
ANNIE M. CHERRY,
Rural School Supervisor.
[Letter]
I thought 1 would write to let you
know about our new lunch plan. The
old one, as you know, was that every
child ate his dinner in a big hurry.
When the bell rang at 12 o'clock and
the lines were dismissed, many of
the children "grabbed" their dinner
in their hands and ran to the ball
grounds, cramming as they went. A
few of them would sit down to eat.
but very few took the time that they
should. Our teachers thought that
it was not good for our health, so
they organized a new plan.
The new plan is, that just before
dinner each teacher sends out one of
the larger boys, to get some water in
a pail. Then she marches her pupils
out, and pours a dipper of water over
each pupil's hands. One of the pu.
pils then takes the dippei' and pours
water on the teacher's hands. When
the hands are all washed, the teacher
and pupils march back to their room
to get dinner. We sit in our desks to
eat. It usually takes about twenty
minutes. During the time we are
eating, we play "tea-kettle," "cat,"
and any other simple game that we
can think of. If we get tired of
playing, we talk about anything that
interests us.
Then we are let out only ten min-utes
to get water. We do not have
long, for we have our play period of
a half-hour at recess in the morning.
We all like this plan, and hope that
CONSIDER THESE FACTS
You are now in the earning period of life.
Your earning capacity will diminish as your age increases.
Savings are bard to make and rarely accumulate, unless made
systematically.
A saving of about 13 cents a day will pay for $1,000 Twenty Year
Endowment Policy.
(5) The Twenty Year Endowment Policy in the Maryland Life Insur-ance
Company has the following advantages:
(a) Guarantees to pay face of policy at maturity or in event of prior
death.
Pays a dividend each year which may be used to reduce premium.
May be surrendered any year after third for proportional settle-ments.
Cash loans may be secured on it, without other collateral or en-dorsement,
(e) Policy is non-forfeitable.
(1)
(2)
(3)
(4)
(b)
(c)
(d)
Consider these facts and write for further particulars.
B. T. COWPER, Gen. Agent,
Citizens Natir^nal Bank Building,
RALEIGH, N. C.
you will like it just as well as the
old one.
MARGARETTE JOHNSON,
(Pupil from Darlington School,
Halifax County.)
Halifax, N. C, Jan. 12, 1921.
North Carolina Approves
Isaac Pitman Shorthand
Isaac Pitman & Sons beg to
announce that the following
Shorthand, Typewriting and
Business English text - books
have been recommended by the
North Carolina High School
Text-book Committee, as fol-lows:
COURSE IN ISAAC PITMAN
SHORTHAND. Cloth, 240 pp.,
$1.60. A Course of Forty Les-sons
in the Isaac Pitman System
of Shorthand, designed for use
in Academies and High Schools.
This work is officially used in the
High Schools of New York,
Brooklyn, and other large cities.
PRACTICAL COURSE IN TOUCH
TYPEWRITING. By Chas. E.
Smith. Fifteenth Edition, re-vised
and enlarged, cloth $1.00.
A Scientific Method of Mastering
the Keyboard by the Sense of
Touch. The design of this work
is to teach touch typewriting in
such a way that the student will
operate by touch—will have an
absolute command of every key
on the keyboard, and be able to
strike any key more readily
without looking than would be
the case with the aid of sight.
STYLE BOOK OF BUSINESS
ENGLISH. 234 pp., $1.10. Sev-enth
Edition, Revised and En-larged.
This new treatise will
especially appeal to the teacher
of English wherever it is seen.
Adopted by the New York High
Schools.
Send for particulars of a free
Correspondence Course for Teach-ers
in Isaac Pitman Shorthand.
Address
Isaac Pitman & Sons
2 West 45th St., New York.
CtoV 5c3c\cycJl 9><J<^
We will send you ix>stpaid any school or colI«ge
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
ofScial position. We will accept any new or sec-ondhand
school or college books. Dictionaries and
Translations in exchange, or buy for cash if
salable with us. Send list for our offer.
BARNES and NOBLE, Inc.
31-33-35 W. 15th St. New York City
18 NORTH CAROLINA EDUCATION [February, 1921.
AA'ake Forest Joins Siimiiier School
Ranks.
Following the unanimous action of
tiie trustees a few days ago, a com-mittee
of the faculty is now at work
on plans for a summer school at
Wake Forest College. The commit-tee
is composed of President W. L.
Poteat, Prof. A. C. Reid, and Prof.
H. T. Hunter.
The decision of the trustees met
v.'ith approval at the college, and the
prospects for a most successful sum-mer
school at Wake Forest are
bright. The plans will probably in-clude
provision for incorporating
Meredith College, Chowan College,
and Oxford College in the summer
school, thus making it a center for
Baptist education in North Carolina.
The summer school will be espe-cially
for teachers, regular college
students, graduate students, and
eleventh-grade high.sohool students
wishing to make up delinquent work
and also to get off college rsquire-raents.
The length of the summer
session is likely to be six weeks. The
faculty for the summer school will
consist of about eighteen professors,
selected from the various Baptist
colleges in the State.
Among the courses which will be
offered will be Bible, Biology, Chem-istry,
Education, English, History,
Law, Latin, Greek, Mathematics,
Modern Languages, and Philosophy.
The entire physical equipment of
Forest College will be devoted to the
interests of the summer school, and
its addition to the educational ad-vantages
of North Carolina will aid
considerably in solving the problem
of education in the State. Credits
will be granted to students pursuing
college degrees, toward college en-trance,
and certificates will be given
teachers in the State. As soon as
the committee completes its program,
they will submit it to the board of
trustees, and plans will be made for
beginning the school next summer.
Henderson and Winston-Saleni Stu-dents
Look in on the Legislature.
Two-score embryo citizens, the ma-jority
of them from the Henderson
High School, and the rest from the
Reynolda School at Winston-Salem,
came down a few days ago to look in
on the General Assembly. Both
houses were on the verge of adjourn-ing
for the day when the delegation
got here, and maybe they didn't see
enough to write a book about, but
they saw something of the machinery
of legislation.
Colonel Olds, of course, took them
under his wing, and showed them
sights enough to put the General As-sembly
away in the background. He
brought them on the floor of the
Senate, where Senator McCoin, who
hails from Henderson, introduced his
neighbors' children as the "best,
coming from the best town in North
Carolina." The Winston-Salem chil-dren
liked not this, claiming for their is to see in Raleigh, or that part of
own village both size and quality it that can be seen in one day.
above all else.
The Henderson students came
across the country, and those from
Winston-Salem on the morning train.
Colonel Olds showed them all there
The Wake Forest College faculty
is working out plans for a Depart-ment
of Commerce to be among the
elective courses next fall.
SECRETARIES WANTED!
The business and profession ill world is calling for intelligent and ambi-tious
young women as office secretaries. To meet this demand we have
started a thorough, i)ractical and interesting Secretarial Course. The
training leads to pleasant, perma- ry" J r-i /^ 11
nent and well paying situations. KlUS S BusineSS College
W rite for catalog. ° ^
Raleigh, N. C, and Charlotte, N. C.
WRITE FOR
INTERESTING
INFORMATION.
FISK TEACHERS' AGENCY,
R. A. CL.iYTON, Mgr.,
Birmingham, A!a.
INTERSTATE TEACHERS' AGENCY,
M. C. ViCKEKS, Mgr.,
New OI leans, La.
OHIO VALLEY TEACHERS' AGENCY,
A. J. Jolly, Mgr.,
Mentor, Ky. Cincinnati, O.
SHERIDAN TEACHERS' AGENCY,
F. "M. 8herid.\n, Mgr.,
Greenwood, S. C.
rXTERSTATE TEACHERS' BUREAU,
F. G. Webb, Mgr..
Atlanta, Ga.
NATIONAL bureau' OP EDUCATION,
J. W. Bl.\ie, Mgr.,
Nashville, Tenn.
SOUTH ATLANTIC TEACHERS'
AGENCY,
J. A. Mewboen, Mgr.,
Atlanta, Ga.
SOUTHERN TEACHERS' AGENCY,
W. H. Jones, Mgr.,
Richmond, Va.
SOUTHERN TEACHERS' AGENCY,
W. H. Jones. Mgr.,
Chattanooga, Tenn.
SOUTHERN TEACHERS' AGENCY,
W. H. Jones, Mgr.,
Co'utnbia, N. C.
THE SOUTHERN
ASSOCIATION OF
TEACHERS' AGENCIES,
all members of which are independent and
responsible in mauagemcnt, otTer their
UNITED EFFORTS
to
TEACHERS AND SCHOOLS
in solving the problem of supply and de-mand,
and in bringing them together at
the moment when each needs the other.
A New Language Text With Educational Measurements
SMITH-McMURRY LANGUAGE SERIES
A NEW SERIES WITH NEW FEATURES.
-By C. ALPHONSO SMITH,
LIDA B. MOMURRY.
The Smith-McMurry Language Series is interesting, vital and effect-ive.
From the rimes and jingles to its treatment of grammar in the
Third Book it will please and attract both teacher and pupil.
DR. M. R. TRABUE, Teachers College, Columbia University, has pre-pared
a series of tests (scientific and practical) to measure the teaching
results in classes using the Smith-McMurry Language Series. You will
find them in the Manual, now in press. There are twenty-six tests
based on the lessons in the series, with full directions for giving them
and comparing the progress of pupils and classes.
Johnson Publishing Company,
Richmond, Va.
Represented by Banks Arendell, Raleigh, N. C.
February, 1921.] NORTH CAROLINA EDUCATION 19
Alamance Teachers Appreciate Their
Iieaders.
At their meeting, January 8, the
Alamance teachers adopted resofu-tions
expressive ot their interest in
educational progress and o£ their ap-preciation
of the fine work of their
leaders. These resolves were sub-stantially
as follows:
1. That we express to the Board
of Education of Alamance County
our gratitude for the work of the
past year, and offer the board our
support in the problems which lie
before it. We also urge the Legisla-ture
of North Carolina to reappoint
the members whose terms expire next
July.
2. That we thank Mr. Terrell, our
able and efficient superintendent, for
the progress he has made in making
better teachers and better schools.
With 7 6 per cent of our teachers
holding first-grade State certificates,
we believe that the efficiency of our
schools has increased 100 per cent.
To Mr. Terrell we give the credit.
3. That we most heartily endorse
the State's education program to be
presented to the present session of
the Legislature, and that we urge
our representative to stand by it.
Flag Day at Scott's Hill.
Sunday, November 28, 1920, was
known as Flag Day at Scott's Hill.
The teachers and pupils of the col-ored
school had gotten together and,
with the assistance of friends, bought
a very fine American flag for their
school and community.
The occasion of the raising of this
flag was very fittingly observed.
Among some of the interesting fea-tures
were the singing of patriotic
songs and flag demonstration by the
pupils of the school, and the ad-dresses
ot Supt. W. A. Graham and
Assistant Supt. W. Catlett, the one
on "Citizenship" and the other on
"The Effects of Education on Civil-ization."
The principal of the Williston In-dustrial
School was also present and
spoke a few words of encouragement
to the teachers, pupils and patrons
of the school.
The speakers congratulated the
Scott's Hill community on its very
fine school-house, a Rosenwald
building. The teachers are Mrs. E.
Johnson and Miss Elsie Henry. They
are both doing good work.
D. C. V.
The $25,000 art collection recently
donated to Flora Macdonald College
by J. Kennedy Tod has been placed
on exhibition at the Red Springs
school. The 37 paintings consist of
landscapes, portraitures, and ma-rines,
the work of well known artists.
Mr. Tod, a native of Glasgow, is a
wealthy business man of New York
City.
The University of Tennessee Summer School, 1921
(Formerly Summer School of the South.)
KNOXVILLE, TENNESSEE.
Full Session, Twelve Weeks.
Fii'.st Teiiii, June 13 to July 21; .Second Tenn, July 32 t« August 31.
A wide range of courses for teachers, college students and those preparing
for college. Popular lectures and entertainments. Unexcelled summer cli-mate
in the hills of East Tennessee. Improved dormitory facilities. New
academic buildings. Room reservations should be made early.
WAKE FOREST COLLEGE
SUMMER SCHOOL
JUNE 14 TO JULY 26, 1921
Courses Offereil:—Bible, Biology, Chemistry, Education, English,
Greek, History, Law, Latin, Mathematics, Modern Languages,
Psychology.
Ktudent.s' Admitted:—Undergraduate college students, men and
women; Graduate students, men and women; Teachers, men
and women; Eleventh grade high school students desiring to
remove conditions for college entrance; Law students.
Faculty and Fees will be announced immediately.
Inquiries may be addressed to
PROFESSOR H. T. HUNTER,
Department of Education, Wake Forest, N. C.
UNIVERSITY OF VIRGINIA
SUMIMER QUARTER.
First Term, June 20-July 30.
Second Term, August 1—September 3, 1921.
COURSES FOR ELEMENTARY TEACHERS
COURSES FOR HIGH-SCHOOL TEACHERS
COURSES FOR COLLEGE CREDIT
The Summer Quarter is an integral part of the University Year, the
courses in the College of Arts and Sciences being the same in character
and in credit value as in other quarters of the year. In the Depart-ment
of Education many professional courses for elementary and high-school
teachers are given to meet certificate requirements which are
not offered in the regular session. The Summer Quarter is divided
into two terms for the accommodation of those who can give only six
weeks to the work, but who desire University credit. Students may
enter for either term or both.
Degrees are conferred upon men and women for summer work. The
Master's Degree may be obtained in three Summer Quarters. Several
hundred different courses offered. The most beautiful and unique
campus in America. Pleasant Summer Climate. Comfortable accom-modations
at reasonable rates. Entertainments, Excursions, Music
Festival. For illustrated folder and announcement, write to
CHAS. G. MAPHIS, Dean, University, Virginia.
20 NNOORRTTHHCCAARRLLiiNNAAEEDDUUCCAATTIIOONN [February, 1921
University of North Carolina
SUMMER SCHOOL
Thirty-fourth Session June 21—August 4, 1921
standard Courses in the Regular Departments of the University.
Cultural and Professional Courses leading to the A.B. and A.M. degrees.
A Jlodern Department of Edu-atiou oft'eiiug numerous professional courses in Educational
Psychology, School Administration, Supervision, Principles of Secondary Education,- Tests and
Measurements, Supervised Study, Rural Education, Primary, Grammar Grade, and High School
Methods, Story Telling', Plays and Games, and Physical Education.
Courses in Sociology and Modern Social Problems, together with Special Courses and Semi-nars
for Superintendents of Public Welfare and professional Social Workers.
High Class Recreational Features and Entertainments of an educational character. Lectures
by noted Thinkers and Writers. Music Festival and Dramatic Performances.
Able Faculty of Trained Specialists, Practiv'al Teachers. Supervisors, and Supcn'intendents of
successful experience.
Moderate Expenses—Registration 1147 in 1920—Rooms may be reserved any time after Feb-ruary
1st.
Preliminary Announcement ready February l.st. Complete Announcement ready April 1st.
For further information, address
N. W. WALKER, Director, ... Chapel Hill, N. C.
THE SUMMER SESSION OF THE
North Carolina College forWomen
June 15"July 27, 192L
Content and Method courses carefully adapted to each, grade and each type of elementary
school.
Convenient and Comfortable accommodations for 1000 teachers upon completion of the new
dormitory and dining-room.
College and graduate credit for those complying with college regulations.
High-school teachers, elementary and high-schcol principals, and supervisors may enter courses
leading to bachelor or masters degree and state ccrtilicates.
Courses in Home Economies, Industrial and Fine Arts, Public-School Music, Community Organ-ization
and Recreation, Millinery, and Physical Education.
A wide variety of college courses for those desiring only academic work.
The library, equipment, and Teachers' Bureau of the College will be at the service of students.
Entire expenses, $42.00 for session. For dormitory reservations or further information, write
JOHN H. COOK, Director, - - Greensboro, N. C.
February, 1921.] NORTH CAROLINA EDUCATION 21
ASHEVILLE SUMMER SCHOOL
OF THE
ASHEVILLE NORMAL and ASSOCIATED SCHOOLS
A SUMMER SCHOOL located in the midst of the MOST Rp:STFUL, SATISFYING AND INSPIRING
SCENERY in AMERICA, where lofty mountains, gorgeous sunsets, bracing days, cool nights and spark-ling
mountain streams make unspeakably precious memories for the teacher, where nature invigorates and
stimulates the desire to know and to improve.
THE FOURTH SESSION of the Asheville Summer School begins JUNE FIFTEENTH and continues
for six weeks.
ONE HUNDRED AND TWENTY-FIVE COURSES for Kindergarten, Primary, Grammar Grade and
High School Teachers, Supervisors, Principals and Superintendents.
STRONG FACULTY of forty.eight instructors,.- thirty of whom have taught in the best summer schools
in the country.
EXPENSES MODERATE. Room and board, thirty-six dollars for six weeks. All beds single. Use
of bed linen and its laundering, four dollars. Registration fee for three courses, ten dollars. Rooms may
be reserved by sending in five dollars of this amount. Reduced railroad summer rates to Asheville.
NORMAL CAMPUS one mile from the heart of the city, on principal street-car line, fifteen minutes
from all parts of the city.
PRELIMINARY ANNOUNCEMENT now ready. Complete announcement ready March first.
JOHN E. CALFEE, President, ASHEVILLE, N. C.
PRANG
WATERCOLORS
SET NS 6
Popular
COLOR MEDIUMS
of Unsurpassed Advantages
to Every Student and
Teacher
Order these
three Color Specialties
• today from your
Stationer
THE AMERiaN CRAYON CO.
"PIONEER CRAYOM MFG."
SANDUSKY, 0. NEW YORK
III I I I I I I I I I I 1 1
1
X2 NORTH CAROLINA EDUCATION [February, 1921.
Last Year's Tracks™
Is your class still in them ?
Would it not be better to follow a course that keeps pace with the child's growing
powers and gives fresh stimulus to his interests ? Have you considered the
Frye-Atwood Geographical Series
While the co-authors are jointly responsible for the entire series, each has taken one
book for his special care. The results : Book Two is not simply an elaboration of
Book One but approaches the subject from a new angle.
Book One (by Alexis E. Frye) makes geography Book Two (by Wallace W. Atwood) is the first
the fascinating story of home life and child life in American textbook based throughout on the "re-different
parts of the world. Here in simple form gional" treatment of geography and the first to pro-
-are the minimum essentials of geography that the vide a full set of regional maps. It is richer in prob-child
must have as a background for his later work. lem material than any other geography published.
Here is a course new in treatment, new in content, new in purpose. Human geog-raphy
is the keynote. Are you interested in this remarkable series?
GINN AND COMPANY
70 Fifth Avenue, New York
Represented by P. E. SEAGLE, Box 311, Raleigh, N. C.
The educated man is supposed to know "what has taken place on this
planet before his own arrival, to understand the growth and nature of civ-ilization
and its institutions, and above all to understand his own potential-ities
...., his own kinship to the rest of mankind, and the ever developing
political unity of mankind."
Mr. Wells, in 1200 fascinating pages of his OUTLINE OF HISTORY, has
made this information not only concretely accessible, but actually irresisti-ble
for the reading public. He floods vast arid spots of ignorance with a
fresh, vital treatment of historical material long buried in the ponderous
tomes of specialists ; he co-ordinates and hands back to us in usable form
that which we did not know.
THE OUTLINE OF HISTORY
By H. G. WELLS
Being a Plain History of Life and Mankind
In two volumes
Special price to teachers $8.40 net, postpaid
THE MACMILLAN COMPANY
64-66 FIFTH AVENUE NEW YORK
Buy a set for your private library—put sets in your schools
February, 1921.] NORTH CAROLINA EDUCATION 23
To Know Them is to Use Them
Coe and Christie's Story Hour
Readers
"Seeing is believing." When j-ou Unow these de-lightful
books with their much-loved Mother Goose
rimes, their sldlfully developed stories, their simple
and ell'ecti\ e phonetic work, their Perception Cards
with which teachers and pupils iilay interesting
games, and their Chart which is more beautiful, more
complete and more adaptable than any other chart
ever publislied you understand why Stori/ Hour Read-ers
aeeompUsh Iheir remarlcahlc rcswlfs.
Pearson and Kirciiwey's Essentials
of English
These t>ot)ks are strong at all points. They are not
faddish or extreme. They give special prominence
to oral work with the utmost attention to those de-tails
in written work in wliich the average pupil
needs daily training.
Their sympathetic understanding of boys and girls,
the unhackneyed material and method, the oral and
written work closely correlated, the thorough teach-ing
of grammar, make this series remarkably success-ful.
Webster's Shorter School Dictionary
Unique among small dictionaries in making gram-matical
difficulties clear. Contains also technical and
scientitic words needed by elementary pupils.
Webster's Elementary School Dictionary
Unusual attention is devoted to making a word's
meaning clear to immature minds. Meets the needs
of all elementary grades.
WEBSTER'S SECONDARY SCHOOL DICTIONARY
Presents the largest number of words ever included in a school dictionary.
AMERICAN BOOK COMPANY
NEW YORK CINCINNATI CHICAGO BOSTON ATLANTA
Revised Editions of
Aldine Reading
'p HE revision of the Aldine Readers has been made in the light of the most
modern, up-to-date psychology and pedagogy, retaining all the best
features of previous editions and adding new, attractive, scientific features
which cannot fail to appeal to the discriminating, progressive teacher. The
series is now complete through the first four years under the following titles:
PRIMER, Revised Edition, 1916. BOOK ONE, Revised Edition, 1916. BOOK TWO, Revised Edition, 1918."
BOOK THREE, Revised Edition, 1918, Pupil's Edition. BOOK THREE, Revised Edition, 1918, Teaclier's
Edition. BOOK FOUR, Revised Edition, 1919, Pupil's Edition. BOOK FOUR, Revised Edition, 1919, Teach-er's
Edition. BOOK FIVE, Revised Edition, 1920, Pupil's Edition. BOOK FIVE, Revised Edition, 1920,
Teacher's Edition. BOOK SIX, Revised Edition, 1920, Pupil's Edition. BOOK SIX, Revised Edition, 1920,
Teacher's Edition.
LEARNING TO READ—A MANUAL, FOR TEACTIERS, Revised Edition, 1918.
The Revised Manual is more extended and comprehensive than the old edition, and takes up in
more detail the lessons in Book One and Book Two, giving suggestions which are invaluable to the
inexperienced. While the Manual stops with Book Two, the Teacher's Editions of Books Three,
P^'our, Five, and Six contain many instructions, hints and suggestions to the teacher as to the
presentation and development of each lesson in the books, which themselves contain a valuable new
feature in the questions and suggestions to pupils, under the title, "Learning to Study and Think."
IMEWSON & COIVIPAIMY
73 FIFTH AVENUE :::::::::::: NEW YORK
623 SOUTH WABASH AVENUE :::::::::: CHICAGO
^ NORTH CAROLINA EDUCATION [February, 1921.
X u
Do Not Wait for Prices to Come Down.
We will protect you on any article we sell, in case there is a decline in
the market, and goods will be billed at prevailing prices.
We handle the best quality and most modern equipment manufactured for schools and colleges. A full
line of School Desks, (steel and semi-steel). Auditorium Seating, Domestic Science and Manual Training
Equipment, Laboratory Furniture and Supplies; Teachers' Supplies, such as Report Cards, Certificates, Class
Records, Writing Tablets, Inks, Pastes, Paper, Pencils; Wire Window Guards and wire goods; Bells, Gongs,
Clocks, Thermometers, Fire Extinguishers, Flags, and Janitors' Supplies; Pictures, Picture Frames, Water
Coolers and Drinking Fountains, Window Shades (Draper, Old Dominion, and other styles); OLD DOMIN-ION
PATENT HEATING AND VENTILATING SYSTEM, Stoves, Stove Drums and Mats; Dictionary Hold-ers,
Dictionaries (New International, New Unabridged, and other kinds); Stage Curtains and Scenery; up-,
to-date Maps, Globes and Charts; Playground Equipment, Gymnasium Apparatus, and Athletic Goods;
Drawing Tables and supplies; Chemical and Waterless Indoor Toilet Systems, Kindergarten Tables, Chairs
and Primary Material and supplies. Drawing Paper, Construction Paper, Water Colors, Crayolas, School
Scissors, and a complete line of all other kindergarten supplies; VIRGOPLATE BLACKBOARD and Black-board
accessories, such as Crayons, Erasers, Pointers, Compasses, and all other supplies; Book-Cases,
Teachers' Desks and Chairs, Office Desks, Bentwood Chairs, Students' Class-room Chairs, with tablet arms,
etc. Every article for schools and colleges.
Write today for complete catalogue of school equipment and supplies, also any of the following 'cata-logues
will be sent on request: Teachers' Desks and Chairs, School Desks and Recitation Seats, Audito-rium
Seating, Folding Chairs, Blackboards and Blackboard Accessories, Kindergarten Furniture and Sup-plies,
O. D. Heating and Ventilating Systems, Maps, Globes and Charts, Playground Equipment, Athletic
Goods, Laboratory Furniture. Be sure and get our catalogues and prices before placing your orders.
Send us your orders; whether large or small, they will receive the same careful attention.
Virginia School Supply Company
2000-12 WEST MARSH.ALL, ST., RICHMOND, VA. P. O. BOX 1177
The Southern Desk Co.,
HICKORY, N. C.
BOy 776.
The Strongest Desk
on the Market.
SCHOOL DBSKS
OFFICE DBSKS
TEACHERS' DESKS
DOMESTIC SCIENCE DESKS
RECITATION SEATS
OPERA CHAIRS
TEACHERS' CHAIRS
WINDOW SHADES
SWEEPING POWDER
FLOOR OIL
CRAYON
BLACKBOARDS
SLATED CLOTH
LIQUID SLATING
LABORATORY DESKS
BOOKCASES
DICTIONARIES
FILING CASES
PORCH SWINGS
DISINFEOTANTS
ERASERS
GLOBES
MAPS