North Carolina education

              NORTH CAROLIPSJA
EDUCATf^N
A. IWlontlily «Journal of Education^ lural
Progress, and Civic Betterm<&
!
Vol. VII. No. 7. RALEIGH, N. C, MARCH, 1913. F»pIcc ; 91 a Year.
JI Prayer
Father in Heaven who lovest all,
Oh, help Thy children when they call
;
That they may build from age to age
An undefiled heritage.
Teach us to rule ourselves always.
Controlled and cleanly night and day
;
That we may bring, if need arise.
No maimed or worthless sacrifice.
Teach us to look in aU our ends,'
On Thee for judge, and not our friends
;
That we, with Thee, may wait uncowed
By fear or favor of the crowd.
Teach us the strength that cannot seek,
—
By deed or thought to hurt the weak;
That, under Thee, we may possess
Man's strength to comfort man's distress.
Teach us delight in simple things,
And mirth that has no bitter springs
Forgiveness free of evil done,
And Love to all men 'neath the sun. —^Kipling.
MARCH, 1913
eotitents of Cbis number
CONTRIBUTED ARTICLES. page
Anson is Wide Awake, Mrs. S. B. Edmunds. . 19
Iturdened Children, (Poem), R. K 7
Civics Lesson for the Seventh Grade, Charles
Ii. Coon 11
Comparative Grading of Rnral and City
Schools, Winnie Evans 7
Hidden American Generals, A. O. Sherrill. ... 11
High School Education (Review), Thomwell
Haynes 14
North Carolina Conference for Social Service . . 6
Ciutlines in North Carolina History, A. C. Sher-riU
11
Poems Worth Teaching, Charles L. Coon. . 10
The Jolly Old Round-About of the Yadkin, E.
O. Brooks 3
I'oo Many Studies in the High School, J. S.
Stewart 6
Tomato dub History (Poem), Anna Lee Lutz 9
DEPARTMENTS.
Editorial 12
State School News 17
PAGE.
The Conning Tower 8
Teachers' Reading Course 15
Methods and Devices 10
News and Comment About Books 16
EDITORIAL.
Credit for Home Work 12
Dean M. C. S. Noble 13
Mr. J. A. Bivins Dead 13
Meredith College Quarterly Bulletin IS
Pith and Paragraph 12
Progress of the General Assembly 14
MISCELLANEOUS.
An Unusual But Good Program for Literary
Briefs, Notes, and Comment 2
Duty of the College Man, D. I. Walsh 5
Few Trained Teachers 2
The Stranger at Home (Poem) 14
Societies 20
Women in the Schools 8
NORTH CAROLINA EDUCATION [March, 1913.
A Page of Briefs, Comment, and Suggestions
Hookworm disease costs Arkansas more than one-fourth
of its annual cotton crop, according to the
Hon. George B. Cook, Superintendent of Public In-struction.
Physicians and teachers are co-operating
vigorously with the State Board of Health in their
campaign for rural sanitation in that State.
There are 101 teachers of agriculture in the nor-mal
schools of the United States, aceording~to figures
compiled by the United States Bureau of Educa-tion.
Eighteen of them teach agricultural alone;
seventy-two teach agriculture in combination with
one or more sciences; nine teach two other subjects;
and one three other subjects. One normal school
teacher handles agriculture in combination with the
following: -'Pedagogy, didactics, history of educa-tion,
civics, child study, and school management."
A moving-picture film entitled '•Toothache" is one
of the agencies employed by the National Mouth
Hygiene Association to demonstrate the importance
of instruction in the care of the teeth. Dr. W. B.
Ebersole, of Cleveland, Ohio, who is secretary of the
organization, says: "I believe that if each child be
taught to keep thoroughly clean and healthy the
gateway to his system, the mouth, we shall have a
healthier, more self-respecting, and all-around better
class of citizens for the next generation." It is be-lieved
that "Toothache" will help develop public
interest in oral hygiene.
The Conference for Education in the South which
meets at Richmond, Va., April 16-18, is unlike any
other educational meeting in this country. It is a
gathering of farmers, business men, and school work-ers,
intent upon plans for the development of South-ern
country life. On Wednesday, the 16th, the
farmers hold a special session at which plans for the
organization and management of Co-operative Mar-keting
Associations will be worked out. Before
the Business Men's Conference the facts about the
farm situation in the South will be presented
through tables, reports, and so on, showing what is
being produced in the South and what ought to be
produced were it not for such hindering causes as
unskilled culture, tenancy, lack of capital, and so
on. Then the Conference will consider plans for
aiding in the development of our agricultural re-sources.
FEW TRAINED TEACHERS.
Not more than one in every five public school
teachers in the United States is professionally train-ed
to the extent of being a graduate of a teachers'
training course, according to a bulletin on rural
school teachers just issued by the United States Bu-reau
of Education. In fact, A. C. Monahan, of Wash-ington,
and R. H. Wright, of Greenville, N. C, the
authors of the bulletin, point out that this ratio rep-resents
only the highest possible estimate ; that the
actual conditions are even less favorable.
It is in the rural schools that the problem of secur-ing
competent teachers has been most acute. The
attention of educational leaders has in the past been
occupied by the rapid growth of the urban systems
and the rural schools have been neglected. The
trained teachers, themselves often the product of the
country, have been attracted to the cities and towns
bj' higher salaries and better prospects. There was
formerly little inclination to appraise rural teaching
at its full value, either in i)ay or position, and the
better teachers left the country schools as soon as
they gained experience.
Raising the standard of rural teachers by dignify-ing
rural school work as a special field of high im-portance
is already attracting better trained teach-ers
to the country. It is now generally demanded
that the teacher for the country school shall have a
special ti-aining for the work. "The rural teacher,"
says the bulletin, "needs the same courses in educa-tion
and the same general methods of teaching as the
town or city teacher. He needs, however, in place of
some of the academic subjects of secondary or col-legiate
grade, additional courses in natural and phy-sical
sciences, particularly in their applications, and
in nature study, elementary agriculture, domestic
economy, sanitation, rural economics, and rural so-ciology."
Three main agencies are attempting to meet the de-mand
for trained rural teachers ; the normal school,
the county training school, and the high school. The
bulletin describes the work of each of these agencies
and selects typical examples from different sections
of the country for more detailed description. State
normal schools at Belliugham, Wash., Harrisonburg,
Va., and Athens, Ga., are discussed as examples of
normal schools that offer regular courses for rural
school teachers, based on the special needs of their
respective localities.
In other State normals there are departments of
rural education, as in those of Michigan; the Illinois
State Normal School at Normal; the Kirksville Nor-mal
School at Kirksville, Mo.; and five Wisconsin
normal schools. The rural education department of
the Western State Normal School at Kalamazoo,
Mich., is considered typical of this group. One-year
courses for rural teachers are offered at Valley City,
N. D., Lewiston, Idaho, and Greenville, N. C. Cer-tain
county normal schools are designed solely for
the preparation of rural teachers, as in Wisconsin.
So great has been the lack of trained teachers in
rural education that the high schools have been
pressed into service. Thirteen States have organ-ized
teacher-training courses in the public high
schools or in close connection with them.
North Carolina Education
Vol. VII. No. 7. RALEIGH, N. C, MARCH, 1913. Price: $1 a Year.
THE JOLLY OLD ROUND-ABOUT OF THE YADKIN
By E. C. Brooks.
The first settlers in "Western North Carolina were
hunters and trappers, and before the white man
made his appearance the forests abounded in all
kinds of wild game, such as the buffalo, the deer, the
elk, the bear, etc. Such names as "buffalo creek,"
"deer field," and "elk park" are silent reminders of
the days when these wild animals were free to roam
at large undisturbed save occasionally when a
hunting party of Indians broke into their ranges.
The abundance of so much game drew many hardy
pioneers to Western North Carolina, and in the days
before the Revolutionary War, the upper Yadkin
really attracted many famous hunters from oth-er
States. The most noted of these was Daniel
Boone, who settled with his parents in what is now
Davie County. A few years after the Boones came
to this State another famous hunter, who was to be-come
more famous as a soldier, came down from Vir-ginia
and settled on the Yadkin about fifteen miles
down the river from Wilkesboro. This was Benjamin
Cleveland, who was usually referred to as "Old
Round-About. " This appelation probably came from
his farm which was located in a sharp bend of the
Vadkin, and is known to-day as "The Round-
About, " taking its name from the horse-shoe shape
of the land.
Cleveland was an unusually large man. It is said
that he was about six feet tall and weighed, in his
younger manhood days, about 325 pounds, and be-fore
he died he could pull the scales to about 450
pounds. .
Cleveland as a Hunter.
Cleveland was a noted hunter, and a short time
after he settled on the Yadkin Daniel Boone came
by on his way home from a hunting trip in Ken-tucky
and spent a night with him. '
' Old Round-
About" was so aroused by the stories of Boone that
he decided to set out at once for the fine hunting
lands of the Blue Grass country. He repeated
Boone's stories to four of his hunter friends, and
they, too, were eager to undertake the journey.
Therefore, they made ready at once, since it was
summer, and started on the long journey.
They followed the Yadkin into the Watauga
country. Thence across into Tennessee. There was
an old Indian trail that led through gaps and passes
by way of Cumberland Gap into Kentucky. But
Cleveland was not equal to Boone in making his
way through the forests and mountains. The party
had barely passed Cumberland Gap when suddenly
and without warning, a party of Cherokee Indians
fell upon them and plundered them of all their pos-sessions.
They lost their guns, horses, clothing, and
everything, even to their hats and shoes. The In-^
dians then gave them one old gun and a couple of
charges of ammunition and ordered them to leave
the hunting grounds forever. Of course the Indians
expected them to starve to death. However, they
used their scanty ammunition to good advantage.
They first killed a deer and used his skin for
clothing and his meat for food. With the second
charge they killed another deer. Now, they had
clothing enough. But soon their food gave out,
and they had no more ammunition. As they tramped
back towards the Yadkin country they grew hungrier
each day. But they ate wild berries, and late one
aiternoon when they were almost starved they found
a crippled wild goose, which they caught and ate.
"Old Round-About" was so big and fat that he was
unable to make great progress. Moreover, he had a
big appetite, and needed a great deal of food. Soon
the goose meat was gone, and they were many miles
from any settler's home. Now. a fat man can get
hungi'ier than anybody else. He can't help it. Late
one afternoon as the men marched along in their
scanty deer skin clothes "Old Round-About" grew
weak and fell behind. He needed food. Then he sat
down to rest ; as he did so his favorite dog ran up
and licked his hands, and looked appealingly into
his master's face.
But '
' Old Round-About '
' was hungry. He patted
his dog on the head, then drawing his knife, he cut
the dog's throat with one stroke.
"Come back, boys," he called to his hungry com-panions;
"let's have supper."
And in this half-famished conditon they prepared
the dog and soon had him cooked. Then they all sat
down to supper. In after years Cleveland used to
say that dog meat eaten under such conditions was
the sweetest animal food that he ever ate. With
this scanty supply and a few berries, the party man-aged
to hold out until they reached the settlements.
Cleveland never again attempted to follow Boone in-to
Kentucky. He said it was too far away for a fat
man to make the trip while the Indians were running
loose in the woods.
Although he was considered the best marksman in
all that country, he frequently got in very close
places. It is told of him that he started up the Yad-kin
on an elk hunt. The elk were large and very
wild. But "Old Round-About" had wounded a fine
stag. While pursuing the elk he attempted to in-tercept
him at a rocky point of the river where he
expected the animal to cross. As he stood there
waiting, he found himself entirely surrounded by a
large number of rattle-snakes, coiled, hissing, and
fearfully sounding their alarm rattles on every hand.
The snakes seemed to be sounding his death-knell as
they drew a line almost around him. There was only
one way to eeape—to jump over the snakes into the
river. Pitching his gun down the bank, he sprang
over the deadly reptils and plunged into the Yadkin
WORTH CAROLINA EDUCATION [March, 1913.
several feet below, and thus probably escaped a
horrid death.
Cleveland Becomes a Soldier.
But Cleveland's hunting days were about to end.
It was no longer a war with snakes and wild ani-mals.
The Revolutionary War was already at hand,
and there were many Tories ravaging the country
and spreading terror to the patriots throughout that
western country. A company was organized and the
laughing, good-natured "Old Round-About" was
elected colonel. Although his company was fre-quently
called upon to do service sometimes in South
Carolina, Georgia, or Virginia, his most thrilling en-counters
were with the Tory bands that swept up
and down the piedmont sections of the State, mur-dering
good men, plundering small villages and un-protected
country homes.
In those early days before the railroad, settlers
Living in this western country hauled their produce
over very rough roads to Fayetteville (then called
Cross Creek), or to Petersburg, Va., and there ex-changed
it for such necessary articles as they could
not produce on the farm. On one of these trips to
Cross Creek, Cleveland heard of the uprising of the
Tories, and he came near taking part in the battle of
Moore's Creek Bridge. He and his companions sad-dled
their horses and at once joined the patriot
forces. "Old Round-About" was fat, good-natured,
and ready for fight or frolic. His friends would die
for him, and the Tories feared him more than any
other man from the Yadkin country.
On his way home he had an encounter with Cap-tain
Jackson, a noted Tory leader, who made it a
business to lay in wait for those western wagons re-turning
home and plunder them. When Cleveland
heard of the conduct of this famous Tory he deter-mined
to capture him, and he did not have long to
wait. Wherever he traveled he heard of the outlaws'
conduct. Here a house was plundered and there
horses and cattle were stolen, and Capt. Jackson had
terrorized the country. Cleveland and his small band
scoured the country, and soon they were on the trail
of the noted Tory leader, who was surprised and
captured, and immediately hanged. After this act in
the east Cleveland returned to his native county to
protect it from the Tories, since nearly every county
in the State was troubled with bands of men who
were hostile to the cause of the patriots. He was
constantly employed in suppressing these marauding
bands or in fighting the Indians.
Although he was very active in putting down Tory
uprising, he was engaged in only one of the great
battles of the war. In the summer of 1780 Corn-wallis'
army was pouring into North Carolina from
South Carolina. General Gates had been disastrous-ly
defeated at Camden and there seemed to be little
or no opposition to the great Tory general. It was
at that time that Colonel Cleveland took his fighting
band southward to join other forces that were col-lecting
to stop the British army. Your histories tell
the story of the battle of Kings Mountain just across
the line from Cleveland County in North Carolina.
This was one of the most important battles of the
war, and Colonel Cleveland's gallantry in that fa-mous
battle made him one of the heroes of the Revo-lutionary
War, and he was permitted to ride away on
one of Feguson's war horses, given him by general
consent of the patriot army. Some years later his
name was given to the county that boi'dered the bat-tle-
field—Cleveland County.
After this battle, however, the great problem was
how to keep down the Tories, and "Old Round-
About," fatter than ever, and as good natured, re-turned
home to guard his family and his friends.
How "Old Round-About" Was Captured.
Colonel Cleveland had a plantation known as Old
Fields up in Ashe County where he pastured his cat-tle.
Having an occasion one day in April, 1781, to
visit Old Fields, he was accompanied only by a negro
servant. Unfortunately for the Colonel, Captain
Riddle, a noted Tory officer, had already made his
appearance at Old Fields.
There were several Tories in that section of the
State, every one of whom knew full well of Cleve-land's
inveterate hatred of them, how prominently
he had figured at Kings Mountain, and how he had
given orders for the hanging of more than one Tory
in Wikes and Surry Counties. Captain Riddle well
knew that such a prisoner would be a great prize,
and that it would be worth a great deal to him to
rid the State of such a strong patriot and noted sol-dier.
Therefore, Captain Riddle and the other Tories
planned to capture "Old Round-About.
"
In the meantime, Cleveland had been joined by
three other patriots, and Captain Riddle knew that
he must be extremely careful. He, therefore, waited
until night and then stole the horses belonging to the
party, knowing full well that next morning the
patriots would go in search of them. And he ex-pected
to trap the whole crowd and carrj- them away
as prisoners.
Sure enough, next morning the party started in
search of their horses. But "Old Round-About"
was so fat he could not keep up with his companions.
As they approached the thicket where the trap was
set Captain Riddle and his men opened fire on the
patriots. One fell wounded, and the others began to
run. Now, "Old Round-About," as you will remem-ber,
weighed nearly 400 pounds, and he toddled
down the road like an old bear running on his hind
legs. He knew he could not run far without being
shot. Therefore, he dodged into the first house with
all the Tories at his heels firing at every step. But
the old soldier was untouched.
One of the Tories rushed into the house swearing
that he would kill Cleveland, at the same time draw-ing
his pistol and attempting to shoot the big man.
But '
' Old Round About '
' instantly seized one of the
women in the house and held her in front of him, at
the same time flourishing his own pistol and keeping
the Tories away, and it was not until they agreed to
spare his life that he surrendered. It was Captain
Riddle's purpose to take the Colonel down to South
Carolina where a reward would be paid for the cap-ture
of the noted patriot.
The Tories proceeded at once up New River, and
then up Elk Creek with their prisoner who was se-cretly
breaking twigs and throwing them in the
streams to let his friends know which way his cap-tors
were taking him. His friends in the mean-time
were already active. After leaving the south
fork of Elk Creek the party ascended a mountain in
Watauga County to a high knob, which was named
Riddle 's Knob, after the celebrated Tory leader, and
here they camped for the night.
Next morning, just a little after sun-up. Colonel
Cleveland was sitting on a log writing passes for
I
March, 1913.] NORTH CAROLINA EDUCATION
several members of Captain Riddle's men to go
through the patriot lines, and he was compelled to
write that each of the Tories was a good patriot.
"Hurry up there, 'Old Round-About, ' " exclaimed
one of Captain Riddle's men; "we'v got no time to
wait. '
'
"If you want one of my passes, you have got to
wait until I can write it,
'
' replied the Colonel, and he
kept making mistakes and re-writing until the men
became enraged over his delay and they threatened
to hang him on the spot if he did not hurry.
But the Colonel was killing time purposely. He
knew that his brother and friends were in pursuit,
and all he needed was time. The horses were brought
up and saddled, and Captain Riddle drew his pistol
on the Colonel to make him hurry. Just at that mo-ment
a posse broke out of the ticket with yells, and
the Colonel fell off the log to keep from being shot.
He had recognized his friends, and among them his
brother.
"Hurrah for Brother Rob," he exclaimed, "that's
right, give 'em the devil."
One man was killed, but Captain Riddle and the
rest of his men being already in their saddles, fled,
and "Old Round-About," his servant, and friends,
were able to return to their homes.
Other Encounters.
Captain Riddle was a terror to all that section of
the country around Wilkesboro. He made repeated
raids, stealing horses, plundering homes, and terror-izing
the community. But he was finally captured
and carried to Wilkesboro where he was court-marshaled
and condemned to be shot.
Another noted Tory leader was Bill Harrison, who
not only stole Cleveland's stock and destroyed his
property, but actually captured the Colonel's over-seer,
placed him on a log and with a grape-vine
around his neck swung him to the limb of a dog-wood
tree overhanging a steep incline. Then he
went up the hill and rushed down, butting the over-seerer
off the log into eternity. A short time after
this Harrison was caught and carried to the Colonel's
house. "Old Round-About" led the trembling wretch
to the same log and tree.
"I hope you ain't going to hang me, Colonel," he
begged, in a whining voice.
"Where are my horses and cattle you have stolen;
my barn and fences you have burned, and where is
poor Jack Doss, my overseerer?" Then turning to
his companion, he continued:
'
' Run up the hill. Bill, and butt him off the log. '
'
Colonel Cleveland was the most important citizen
in Wilkes County during these troublesome days,
and he was dreaded by all Tories. But he did not al-ways
hang every thief. It is recorded that a Tory
was brought to him on one occasion being charged
with stealing horses.
"Waste no time on him," said the Colonel. "Swing
him up, quick."
"You needn't be in such a blamed hurry about it,
durn ye," coolly replied the condemned man. The
Colonel was so pleased with the nerve of the man
that he exclaimed:
"Boys, let him go; his nerve is all right."
When the Tory was released. He walked up to the
Colonel, and extending hie hand, said
:
"Gimme you hand, 'Old Round-About ' ; you are a,^.
man. I'm wftb you fi'om now on."
But the war Vas dr'aVing rWpidiy tb a close when
the fighting band of Tories ceased to ravage the
country. At the close of the war, the Colonel learned
that his title to his plantation was not good ; there-fore
he gave up "The Round-About" and moved to
South Carolina, where he served many years as
judge of the county court. For several years before
his death he became so unwieldly in size that he
could no longer mount his favorite saddle horse. His
body had reached the enormous weight of 450
pounds. He now spent the most of his time sitting
on the piazza indulging in gibes and jokes with
the passers-by and entertaining his friends. He died
in 1806 while sitting at his breakfast, and until the
end he was known by his friends as the jolly "Old
Round-About" of the Yadkin.
DUTY OP THE COLLEGE MAN.
The influence of college men has been lessened very
much by the popular notion that they lacked sympa-thy
with the great masses of the people. You can
know there is something about success and profes-sional
life and studious habits that tend to make one
self-centered, and I think college men are often as-sumed
to be out of touch with the great heart of the
people, when such is far from the fact.
To-day more than ever to be a factor in solving the
problems of government there is need for college
men to impress their fellow-men with the fact that
they are men of human sympathies as well as men
of intellectual training. Men are asking to-day not
so much the question, How well educated is a man,
but rather the question. How much heart has he ?
Our college has impressed upon us that the all-important
training for citizenship consisted not so
much in developing, awakening and quickening the
mental activity—important as that work is—but that
the great essential is the necessity of some force,
power or influence being exerted to train, develop
and awaken the hearts and consciences of men. The
education of the heart, the ennobling part of man, is
what lifts him up, what directs him to make the
proper use of ambition, honors, wealth and the
world's goods. That force, power and influence we
have. It teaches us that we owe to our country a
duty second only to that which we owe to the Cre-ator.
More than any other class of citizens, the col-lege
man ought to stand for reverence, for author-ity,
obedience to law and unstinted service in assist-ing
in the work of solving the problems of our day
and time.—David I. Walsh.
A WASTING DISEASE.
Mrs. Crockett and her daughter had gone together
to the exhibition of paintings, and found much there
to interest them. They stood, silent and absorbed,
for some moments before a painting which repre-sented
a soldier, pale and exhausted, with hollow
cheeks and staring eyes, propped up in an invalid's
chair. On the gilded plate in the lower border of
the frame were the words: "After the Attack of
Lutzen.
'
"What is 'Lutzen,' Mary Anne?" asked Mrs.
Crockett in a hoarse whisper.
Mary Anne was forced to admit that she did not
know.
"Well, anyway," said Mrs. Crockett, with convic-tion,
"it's a terrible disease. I can see that easy
enough witltdut ainybody telling me."—The Youth's
Companron.
NORTH CAROLINA EDUCATION [March. i;n:j.
NORTH CAROLINA CONFERENCE FOR SOCIAL SERVICE
This Conference met in Raleigh February 11 and
12. The following is the statement of purposes
"Aim.—The Conference for Social Service con-cerns
itself with human life and the conditions that
affect human life in North Carolina. To have the
population of the State the best equipped of any in
the Union, and to insure here and now an environ-ment
of physical, mental ,and moral healthfulness
that will prevent human waste and make for the
fullest development of every individual within our
borders—this is its aim. And in working towards
this result, it will seek to unite all the new scattered
forces of social services upon this three-fold pro-gram
:
" ( 1 ) Investigating Conditions.—It will study the
social, civic, and economic conditions in our State,
especially conditions that in.juriously affect child
life, or that tend to perpetuate preventable ignor-ance,
disease, degeneracy, or poverty among our peo-ple
and so handicap them in the fierce twentieth-century
struggle for supremacy. To this end, the
Conference will (1) provide committee of thoughtful
citizens to study each problem in a spirit at once of
human sympathy and scientific accuracy, and will
(2) arrange for annual conferences to bring together
al Ithe State's citizenship, both men and women, in-terested
in the purposes this organization has at
heart.
" (2) Awakening the People.—Through its annual
meetings, its addresses and platforms, its public
documents, and the letters, addresses, and privat'-
activities of its members, it will seek to interest the
people of the entire Commonwealth in its progr;mi
and its policies,
"(3) Securing the Remedies.—Through commit-tees
and otherwise, it will endeavor to influence or-ganized
bodies of citizens, religious denominations,
public officials, and State Legislatures in behalf of
such policies as its investigations show that condi-tions
demand."
Coniinitt^es and Their Chairmen.
Church and Social Service Bishop Robert Strange
Illiteracy Hon. J. Y. Joyner
Reformatories Mr. James P. Cook
Criminal Procedure Hon. T. W. Bickett
Orphanages Rev. M. L. Kesler
Feeble-Mindedness Dr. Li. B. McBrayer
Improvement of Country Life Mr. Clarence Poe
Child Labor Mr. W. H. Swift
Prisons Miss Daisy Denson
Liquor Problem Mr. Archibald Johnson
Race Question Mr. Gilbert Stephenson
Public Health Dr. W. S. Rankin
Taxation Jlon. R. F. Beasley
Women and Social Service Mrs. R. R. Cotten
Associated Charities Mr. L. B. Myers
TOO MANY STUDIES IN THE HIGH SCHOOL
By Professor J. S. Stewart, Inspector of the Georgia High Schols.
High school pupils are still suft'ering in the South
from too many studies. It is no uncommon thing to
see teachers assigning five or six prepared studies a
day, and occasionally we find teachers who wishing
to be extra diligent require seven recitations a day.
Now recent high school texts are more difficult than
those of a score of college. The amount required calls
for more collateral work, such as outside reading,
compositions, note-books, laboratory and field work.
To require young girls fourteen to sixteen years old
to prepare five or six of the modern high school texts,
chiefly out of school, for three and a half hours of
school time are taken up with recitations, is too great
a tax upon pupils at that period of life. Then we
must remember that many of these girls take piano
lessons and must practice one to two hours daily.
1 walked home Avith a little girl from school recent-ly
and questioned her about her work. She had six
lessons a da.y at school. She was in school from nine
until two. She finished dinner by twenty minutes to
three. From three to four she practiced on the piano.
Then she tried to prepare one of her mathematics
lessons. Then she went to walk. After supper she
studied until half-past ten. Now this means that
she, a child of fifteen, put in over nine hours a day
on her school duties. No wonder she looked pale.
Her parents should forbid such long hours of mental
labor; her family physician should protest, and last-ly,
her teacher should be ashamed to demand such
hours.
The pupils were not making the progress that
some principals were securing who required only
four prepared unit studies a day. The class was be-hind
in mathematics, in Latin they showed even
greater backwardness. In fact, the day I was there
the class got over only seven lines of Cicero.
The North Central Association of Colleges and
Secondary Schools, and the Southern Association of
Colleges and Secondary Schools, covering twenty-nine
States, recommend twenty recitation periods of
forty minutes a week. The Carnegie Foundation,
the Association of State Universities and a joint
meeting of all these representative educational bod-ies
recommend that during the high school period
the pupil 's time be devoted to four studies a year,
—
for instance, to English, Mathematics, History, and
Science, or Foreign Language. Music, gymnasium,
drawing or a double period once a week for indus-trial
training would be extra.
In college no student is assigned more than twenty
hours, while fifteen to eighteen hours would meet
most cases.
Let us all re-adjust our requirements to four major
studies a day through four years, and then see that
the pupils master these. The standard unit is. not a
fifth or sixth of a student's time for one year given
to a subject, but a fourth, and in rating school these
standards will be applied. The University proposes
to throw the weight of. its influence against over-working
the children. Such crowding tends to super-ficiality
rather than thoroughness. Buoyant, joyous
health is. more important than brains s.tu5ed with
undigested books.—^The Georgia High School Quar-terly.
March, 1913.1 NORTH CAROLINA EDUCATION
COMPARATIVE GRADING OF RURAL AND CITY SCHOOLS
By Winnie Evans.
The great underlying principal for maintaining
the whole system of public schools is the same,
whether in tiie country or city, that is to give the in-struction
that will best prepare the boys and girls of
to-day to meet most skilfully the great issues that
shall confront the men and women of to-morrow.
I am not discussing the purpose, nor delivering a
eulogy on past achievements, but raising the ques-tion
as to whether the rural and city schools should
grade alike. 'Before giving either a positive or a
negative answer let us look carefully through the
scope of both and then you can make your own con-clusions.
I hear you say that since the desired end for both
is the same, by all means grade alike and slavishly
follow the plan as mapped out. But we must think
of the environment of the two. Take a child reared
in the country and yon '11 find he knows more nature
study from living close to the heart of nature than a
city child can learn from text-books even though he
should complete a uuivei'sity course. The country
child knows how to distinguish the birds, the dif-ferent
kinds of nests they have, the habits of squir-rels,
rabbits—all the bird lore and wild animal sto-ries
that can teach lessons in industry. Tlie country
child knows the weeds, the way they are propagated
and vast stores of knowledge that are foreign to city
children. The city child goes to school with his
head stocked with ideas as to who in town can serve
the best luncheon, where to find the best cool drinks,
whose tuj-n it is to entertain the "Bridge Whist
Club," the best play billed for the season, who has
the handsomest set of furs, the daintiest real lace, all
nonentities when education is trying to unfold the
latent powers that are within the child's soul strug-gling
to attain the things whicli satisfy. They do
not know the blue-bird's earlj^ call of spring. So
you are convinced that since instruction must begin
through the avenues of past experiences and all new
knowledge must be introduced through past infor-mation
our first grade teachers must be careful to
discriminate as to whether their pupils have been
viewing the landscape and learning from insects,
trees, and brooks, or are getting the most popular
slang or the newest dance that is the rage in town.
The country child can advance more rapidly in
many subjects than the city child, so there must be
latitude in grading on that score. The country child
can progress with more ease because its nervous sys-tem
is not unduly excited by the various attractions.
They learn rapidly by absorption on account of the
intimate association with the teacher at recess. You
will find in a well organized raral school that a
larger per cent of pupils make the grade than can
do so in the city. The physical condition, I dare say.
is the real reason for failure or success in this field.
Let me make my point clear by the following per-sonal
experience. While teaching a city school there
was an occasion to reprimand a child for poorly. pre-pared
work or failure to have it in on time. The ex-cuse
rendered was that he had to go to the theatre
—
the parents actualy required it—the evening before
and it was 11 o 'clock before they returned. The
child was at stjkool at 7 :3Q o 'clock. Do- you see wh,^re
he haid; had any prepaii-ation for school either in rest,
creation, orr in any way. He is by no means an ex-ception
to the rule. Frequently all the time they
may devote to their studies is during the actual
hours of school, and their feeling is similar to Helen
Keller's complaint that "she had to study so much
she did not have time to think.
'
Generally speaking, the adoption of the prescribed
course of text-books will give the desired uniform-ity
if you are careful as to where j^ou place your ac-cent
so as to give stress to those subjects in which the
child or grade is most deficient. The country knows
little of manufacturing yet through his acquaintance
with saw-mills, cotton gins, cane mills, etc., that dot
our rural sections you can bring him to an apprecia-tive
knowledge of the whole manufactiiring indus-try.
Yet 'tis a difficult problem to teach city children
agricvilture when the window box—as I have known
to be the only resource—must be resorted to. The
intellectual and moral growth of a child is summed
up by what he thinks feels and does, and since chil-dren
of the city and country have such difiierent
ideas and ideals you can scarcely hope to make iron-clad
grades and have them to grow parallel. The
work rer|uired and the texts used may be the same,
yet there must be originalitj' in developing these
])lans that the teacher must supply in working out
the harmonious development of all the powers of
man that has for its purpose the formation of good
character.
The South African Union has just awarded five
government scholarships in agriculture for study
abroad. The holders of these scholarships will re-ceive
$750 per year during the three or four years
for which provision is made. The successful appli-cants
were obliged to pledge themselves to enter the
service of the South African Union after completing
their studies, and to remain in the service for at
least three years af a salary not less than $1,500
per annum. Only sons of parents permanently dom-iciled
in South Africa were eligible for the scholar-
.ships.
BURDENED CHILDREN.
By R. K.
Not only the child laborers and those denied a full
school term, but those in the power of the brutal and
vicious.
Lord, for the little children
Crushed by an iron hand.
The hepless little children
Throughout our great, wide land.
Thy arm hath wrought such wonders.
It's strength is still the same,
A lift from the little children
The burden and the shame.
men, the little children.
The Nation's hope are they;.
Shall we not do our utmost
To set them free to-day?
To help the helpless .children
'
To gro'w unto their right
Of fi^l solil and stattire.
In God's truth aji3 nght.
NOBTH CABOLINA EDUCATION [March, 1913.
As Seen From the Conning Tower
Significant News and Notes About Ed-ucational
Progress the World Over
EDUCATION NOTES
State-aided industrial schools are now maintained
in nineteen Massachusetts communities.
Two-thirds of the high schools in the United Staes
now have complete foUr-year courses.
State-aided industrial schools are now maintained
in nineteen Massachusetts communities.
Austria's eight universities had 26,332 students
last year, of whom 2,130 were women. The seven
technical schools had 9,920 in attendance.
Of 82,224 school children recently examined by
medical inspectors in a large city school sj^stem, only
28,721 were free from physical defect ; the remaining
53,503 were found physically defective in one or
more particulars.
At the Ghent world's exposition in 1913 there
will be a number of international congresses, includ-ing
one of teachers of domestic science and one of
women engaged in farming, the latter in connection
with a general congress of agriculturalists.
Nearly 2,000 titles in many languages make up
the "Bibliography of the Teaching of Mathematics,"
by David Eugene Smith, of Teachers' College, Co-lumbia
University, and Charles Goldziher, of Buda-pest,
Hungary. The bibliography has just been pub-lished
for free distribution by the United States Bu-reau
of Education.
Separate schools are necessary for the proper so-lution
of the vocational school problem in the Unit-ed
States, according to Edwin G. Cooley, of Chicago,
special investigator of vocational education. These
schools, says Mr. Cooley, must not be regarded as
substitutes for the present schools, which are doing
satisfactorily a necessary work, but as supplementary
to them.
Ancient farm-houses have been gathered from all
parts of Denmark and placed in the grounds of the
famous Danish National Museum at Lynby, with a
view to educating the people in their national his-tory.
There are galleries filled with old furniture,
antique coaches, hearses that belong to different
guilds, \\ath their funeral trappings, and other inter-esting
relics of the past.
There is an "Oriental Institute" for languages at
Naples, Italy, with an attendance of 460. Seventy-eight
students are taking Arabic, sixteen Turkish,
thirty-two Persian, sixty-eight Amharic (the court
language of Abyssinia), eighty-five Chinese, sixty-three
modern Greek, eighty-one Albanian, and eighty
Japanese. Some of the students pursub two or more
of these language's corfcurrently.
There are 635 colleges and universities listed by
the United States Bureau of Education in the cur-rent
Educational Directory. Ohio and Pennsylvania
each have forty-two institutions of college ranks,
and New York and Illinois thirty-three. Missouri
has twenty-eight, Iowa and Tennessee twenty-seven.
Virginia twenty-five, North Carolina twenty-two. In-diana
and Kentucky twenty-one, Georgia nineteen.
Kansas nineteen, and Massachusetts eighteen.
A bill providing for vocational continuation schools
has been introduced in the Washintgon Legislature.
It provides for compulsory continuation schooling
for six hours weekly, three years for boys and two
years for girls, after the age of fifteen. The plan
is somewhat similar to the Cooley proposal in Illi-nois,
but differs in empowering the local school board
to appoint the board to have charge of vocational
training. In this and other respects it resembles
the Wisconsin law enacted in 1911.
Boys appear to be slightly healthier than girls in
Japan, but the girls have better eyesight. According
to official reports covering medical inspection of
nearly 2.000,000 children in the public elementary
schools, 47.7 per cent of the boys had strong consti-tutions,
47.4 per cent medium, and 4.9 per cent
weak ; of the girls, 42.7 per cent had sti-ong constitu-tions,
51.2 per cent medium, and 6.1 per cent weak.
Another test was on strength of the spinal column.
95.1 per cent of the boys had a perfect spinal col-umn
and 4.9 per cent defective; 94.2 per cent of the
girls were perfect in this respect and 5.9 per cent de-fective.
In eyesight, on the contrary, only 86.9 per
cent of the boys were normal, as compared with 90.3
per cent of the girls.
WOMEN IN THE SCHOOLS.
How women have advanced from the educational
ranks to the highest administrative positions in the
public schools is interestingly revealed in figures just
compiled by the United States Bureau of Education.
Four States—Colorado, Idaho, Washington, and Wy-oming
have women at the head of their State school
systems, and there are now 495 women county super-intendents
in the United States, nearly double the
number of ten j^ears ago.
In some States women appear to have almost a
monopoly of the higher positions in the public school
ssystem. Wyoming has a woman State Superinten-dent
; the Deputy State Superintendent is a woman
:
and of the fourteen counties in the State, all but one
are directed educationally by women. In Montana,
where there are thirty counties, only one man is re-ported
as holding the position of County Superinten-dent.
The increase in the number of wohien County Su-perintendents
is most conspicuous in the West, but
is not confined to. that section. New York reports'
forty-two women "district superiiitenderita. " as
March, 1913.] NORTH CAROLINA EDUCATION
against twelve '
" school eonimissioiiers "
' in 1900. Oth-er
States showing marked increases are—Iowa, from
thirteen in 1900 to forty-four in 1912 ; Kansas, from
twenty-six in 1900 to forty-nine in 1912; Nebraska,
from ten to forty-two in the same period ; North Da-kota,
from 10 to 24 ; Oklahoma, 7 to 14. In only two
States is a decrease reported—Tennessee had nine in
1900 and only five in 1912. and Utah has one less
than a decade ago.
Together with the ad^•ancement of women in the
administrative branch of education has come a de-mand
for women on local school boards, and this
demand has been recognized in many communities.
The following cities of 100.000 population or over re-port
one or more women on the school board: New
York, Chicago, Cleveland, San Francisco, Milwaukee,
Washington, Indianapolis, Rochester, St. Paul, Den-ver,
Columbus, Worcester, Grand Rapids, Cambridge,
and Fall River. Numerous smaller municipalities
have adopted the idea.
The important place assigned to women in Ameri-can
education has become so usual as to excite little
comment in this country; yet American conditions in
this respect are the reverse of those of most nations.
It is probably safe to say that in no other country in
the world are there as many women teachers propor-tionally
as in the United States ; in fact, men teach-ers
greatly outnumber the women in most European
countries.
TOMATO CLUB HISTORY.
By Anna Lee Lutz (Age 16), Hickory, N. C.
1 am just a seed
Give me all I need
By and bj^ a sprout
Soon comes peeping out;
In the sunlight it did grow.
Two tiny leaves began to show
Two by two they gathered fast,
Ready to transplant at last.
I transplanted one by one
And hid their faces from the sun.
Now the day was gone at last.
When their hardest times were past
;
It came at last, what do you think?
The dew-drops gave them each a drink.
When morning came
My plants looked gay;
The sun shone out
With brightest ray;
Two weeks were past.
My second seeds
Were sown at last.
My land was broke
One winter day;
Was harrowed and cut
In the month of May;
I took a mattock
And then a hoe
;
I put them four
Feet in the row.
I looked for rain, but it did not come.
Went to the well and water drew
Then of the Avater so clear and cool.
Gave them each a drink and shaded them, too
Several weeks had done been past,
j\Iy late transplanting I'll set at last.
1 took a sled and two tin tubs
And harnessed up one of father's scrubs
To the tank I went and a load I got
And went to the tomato patch in a trot
Splatter, splatter I did go
Up and down each tomato row.
1 took my hoe and pruning knife
And to my garden swiftly went:
There beneath the sun's hot rays.
The long hot summer day 1 spent
;
I hoed them nicely
And pruned them, too
;
1 took a plow
And plowed them through.
I knew they could not stand alone;
So took mj' axe and I did go
Into the woods to select with care
Twenty-nine stakes for in each row;
Then with strings I tied them fast,
Up to every stake at last.
Pretty soon the buds appeared,
Then the yellow petals showed
;
From beneath the sepals green.
In the sunlight they did glow;
The flowers soon faded away.
Then there could be seen;
On the tender stems,
A small tomato green.
The small tomato was large at last
They were ripening very fast
Caning time will soon be o'er
I'll have 525 cans or more,
My stalks are looking nice and green,
Small tomatoes can yet been seen.
Soon the frost will come, I know.
And will finish up each row.
PUZZLERS.
Where can a man buy a cap tor his knee?
Or a key for a lock of his hair?
Can his eye be called an academy
Because there are pupils there?
In the crown of his head what gems are set?
Who travels the bridge of his nose?
Can he use when shingling the roof of his mouth.
The nails on the ends of his toes?
What does he raise from the slip of his- tongue?
Who plays on the drums of his ears?
And who can tell the cut and style
Of the coat his stomach wears?
Can the crook of his elbow be sent to jail,
And if so, what did it do?
How does he sharpen his shoulder blades?
I'll he hanged if I know—do you? —Boston Evening Transcript-
It is only the good teachers who are under-paid.
Poor teachers are always over-paid.—A. C. Burton,
in Southern School Journal.
10 NORTH CAROLINA EOtCATION [March, 1913:
School Room Methods and Devices.
NUMBER DRILL.
Here is a device that is very effective:
Draw a wheel on the blackboard. Put a number
at each spoke and one in the center of the wheel.
If it is a drill on the multiplication of seven, put
seven in the center and any number under ten, one
at each spoke. The teacher points to the numbers
and the pupils give the products. Credit is given
to the pupil who can go around the wheel without
any mistake.
This can be also used as a drill in addition, sub-traction,
and division.
AGRICULTURAL DEVICE.
It is quite a problem to find time to teach agricul-ture
in a rural school, with four or five grades. I
have tried it for daily composition, and found it suit-able.
I read to the pupils about different farm topics as:
wheat, corn, potatoes, poultry, horses, birds, ect. The
pupils then reproduce this work.
Each pupil makes a booklet with colored covers
and enters his work as we go on.
These booklets make a beautiful decoration for
the school-room when hung up along the blackboard.
THE OLD SCHOOL AT ITS BEST.
It was in the early days of the railroad and Aunt
Ruth had boarded the train for her first trip. Her
maid had neatly arranged her carpet bag, hand-bag,
and reticule around her, but there was some trouble
with the engine, so that the train did not start at
once. Aunt Ruth had spread out her ample skirts
like an open fan, and her little feet were daintily
perched \ipon a footstool. Just then the conductor
passed through. Touching him lightly upon the arm,
she said: "You may tell them I am seated and am
ready to go now."—Woman's Home Companion.
TRAINING IN HOUSEKEEPING.
No Danish young woman, no matter how rich,
would think she was treating her husband right if
she took charge of a home without knowing how to
cook and look after general housekeeping in an in-telligent
manner. At the royal court. Minister Egan
says, you may sometime take notice of the temporary
absence of some beautiful young woman who has
figured in social functions. "And where is your
daughter ? I have not seen her lately, '
' you may re-mark
to her father. "Oh, she is engaged to be mar-ried,"
will be the reply, "and has gone to such-and-such
a place for a few mouths for training in house-keeping.
"—Clarence Poe, in The Progressive Par-mer.
STORY TELLING CONTEST.
A competition in story telling could be made to
serve a good cause most efi:ciently. Let the contest
take place in some audience room, to which an ad-mission
fee is charged, and then have three or four
or more persons on the program to tell stories. A
prize should be offered to the person who tells his
story the best. There might be two prizes—one to
the person who tells his story best and the other to
the one who tells the best story.
Story telling is one of the happy features of life.
It is a rare gift to tell a story well. Such a contest
would encourage and develop that gift. And then
the occasion would not only prove educational, but it
would provide a rare entertainment. The stories
themselves would be much enjoyed. It would be
finer than a spelling match or an oratorical con-test.
A man needs to be able to tell a story more
than to make a speech, so it is well to encourage ex-cellence
in this business.
There is no event contrived to make a little money
for a charity or other good cause that would be as
interesting and profitable as this. A social center,
for instance, could make all the money it wanted for
running expenses by an occasional story-telling eon-test.—
Ohio Educational Monthly.
POEMS WORTH TEACHING.
By Charles L. Coon, Wilson.
The other day I asked fifty-five seventh grade pu-pils
to write down the names of all the poems they
remembered to have memorized since entering
school. The list which follows is the result. The
figures indicate the number of times the poems were
mentioned. Possibly there is a suggestion in this list
as to the kind of literature which will make a perma-nent
impression on children.
You Are Old, Father William (26); John Gilpin (1);
America (1); Why Do Bells for Christmas Ring? (1);
Abou Ben Adhem (25); The Charge of the Light Brig-ade
(12); The Last Leaf (38); My Native Land (20);
Crossing the Bar (21); The Brook (19); Little Boy
Blue (3); Children's Hour (14); The Village Black-smith
(17); Duty (9); Chambered Nautilus (11); The
Mountain and the Squirrel (16); 'Twas the Night Before
Christmas (15); Evangeline (1); Paul Revere (4); Sup-pose,
My Little Lady (4); The Arrow and the Song (27);
Under the Greenwood Tree (2); The Good Samaritan
(1); Ruth (1); Bugle Song (1); Annabel Lee (1); Old
Ironsides (12); She Dwelt Among the Untrodden Ways
(1); Forsaken (1); Barefoot Boy (9): Little Boy Blue
(7); My Shadow (2); Hiawatha (2); Concord Hymn
(1); To a Waterfowl (4); Old Oaken Bucket (1); Caro-lina
(1); My Desire (1); Serene 1 Fold My Arms, etc.
(1;) Break, Break, Break (7); Little Orphant Annie
(15); Daffodils (5); I Wandered Lonely as a Cloud (4);
The Owl and the Pussy Cat (11); There is So Much
Good in the Worst of Us (4); New Every Morning (7);
The Miller of the Dee (3); Herve Riel (3); Bobolink
(1); Columbus (2); Ballad of the East and West (1);
Opportunity (1); The Hunter's Song (1); The Burial of
Moses (1); A Thanksgiving (1); How Beautiful To-night!
(1); Better Than Gold (1); The Builders (1);
Hickory Dickory Dock (1); Waiting (3); The Passing
of Arthur (apart) (2); Good and Bad (1); For a' That,
an' a' That (1); The Age of Fops and Toys (1); The
Fly (3); Youth and Age (2); Life's Path (1); Wynken,
Blynken, and No^ (1).
March, 1913.] NOBTH CAROLINA EDUCATION 11
HIDDEN AMERICAN GENERALS.
By A. C. Sherrill, Taylorsville, N. C.
No name is found in a single word.
1. Learn a little every day. (Lee.)
2. Some one stole John's cotton Saturday.
3. A mad dog ran through our yard.
4. Did Noah build the first ark?
5. Leave the top open all day.
6. Why not stay, Lorenzo?
7. Father gave me a decided answer.
8. The teacher shook Ernest and flogged Roy.
9. Was Uncle Josh ill all summer?
10. She has her manifold troubles.
11. No need to rush after the wrong is done.
12. That is tip-top rice, I think.
13. Why put names there, Alice?
14. In our old crib, ragged children were found.
15. We saw a bear l.ying in the road.
16. Did all enjoy the occasion?
17. Grandpa, you ought to smile sometime.
Answers to above may be secured by sending a
self-addressed postal to the writer,
OUTLINES IN NORTH CAROLINA HISTORY.
By A. C. Sherrill, Taylorsville.
My experience teaches that the best way to teach
history is to outline the whole book or subject. Our
Republic divides United States History into periods,
as do almost all similar works. But the writers of
our State history have chapters as the only divisions.
The following brief outline may assist some of our
younger teachers in presenting this much neglected
branch of our common school course
I.—1583: Early Explorations and Settlements.
Raleigh's Plan.
Raleigh and Gilbert.
Explorations of Amidas and Bar-lowe.
Governor Lane's Colony.
Governor White's Colony.
n.—1663 : A Proprietary Colony.
The Grant.
Albemarle Colony, Governor Drum-mond.
Clarendon Colony.
(Other topics to be supplied by
teacher.)
III.—A Royal Province.
(Topics to be supplied as above.)
IV.—1776: An Independent Stat.
e
(1) The Revolution.
(1) 1789: In the Union.
(3) 1861: Secession and Recon-struction.
(4) 1868 : Back Into the Union.
Teachers should supply minor divisions as the
class progresses. Some may prefer to use other
dates than those given. But I have taken those that
ivill assist in stud3dng our State Government. An-other
sub-division might be made in IV., 2, 1835:
The Constitution was changed in reference to repre-sentation
and election of Governor.
This is only suggestive, and the teachers whcare
using, or can arrange a better one, should send it to
North Carolina Education and let all have the bene-fit
of it.
A SEVENTH GRADE CIVICS LESSON.
By Charles L. Coon, Wilson.
The seventh grade children in the Wilson schools
are reading Dole's Young Citizen. On January 20 I
asked the twenty-four boys of the class to write for
me the different ways each could help Wilson. In
all, thirty different things were suggested. I also
append a list of the words mis-spelled by those
youngsters in writing their suggestions. Please note
that the words as a rule are little words. I believe,
however, that these seventh grade pupils are think-ing
about some of the things which make for good
citizenship.
1. I should obej' the laws and the rules of the schools
2. I should help to keep the streets clean.
3. I should not make unnecessary noise on the streets.
4. I should not mark or cut the school desks and
blackboards.
5. I should not break the street lamps.
6. I should not throw any paper or trash on the
streets.
7. I should not put any pencil marks on the public
buildings.
8. I should stay off the streets at night, unless I have
business on the streets.
9. I should not spit on the sidewalks or streets.
10. I should not put tin cans, ashes, or other litter In
the back-yard.
11. I should be polite and respectful to older people.
12. I should not take things or meddle with things
which do not belong to me.
13. I should not soil or mark up my books.
14. I should not use bad language.
15. I should not injure my health by smoking.
16. I should aid in keeping tuberculosis out of the
town.
17. I should help to keep the town free of breeding
places of flies and mosquitoes.
18. I should screen my house against flies and mos-quitoes.
19. I should not use a gun in town.
20. I should learn my lessons.
21. I should not destroy any of the street lamps or
other public property.
22. I should keep out of bad company.
23. I should not help to spread disease of any kind.
2 4. I should keep my books clean.
25. I should be orderly on the way to and from school.
26. I should help the officers enforce the laws.
27. When I get to be a man I should vote for good
officers.
28. I should clean my shoes when I enter the school
or my home.
29. I should be careful to have a strong body.
30. I should be respectful to those of other races of
people.
Words Spelled Incorrectly.
rubbish off
peelings banana
school desks
tuberculosis writing
having visitor
manners especially
flies breaking
diseases orderly
mosquitoes peels
germs filthy
12 NORTH CAROLINA EDUCATION fMarcli. 1913.
North Carolina Education better of educatiou. we will give the womeu more
voice in the administration of our school affairs.
EDITOR
:
PUBLISHER
E. C. BROOKS. - Durham, N. C. W. F. MARSHALL, Raleigh, N C.
Directed by an Advisory Board, RepresentlnR the State Department
of Education; the County and City Schools: High Schools, Academies
and Colleges: the Primary Teachers' Association: the Woman's Better
ment Association: the Nature Study Society.
PUBLISHED IVIOMXHLY
SUBSCRIPTION PRICE, ONE DOLLAR A YEAR
Two Subscriptions - - - $1 50 | Four Subscriptions - - - $2 60
Three Subscriptions - - - $2 10 Five to Ten - - - - 60c. Each
Make all remittances and address all business correspondence to W. F.
Marshall, Publisher, 121 West Hargett Street, Raleigh, N. 0.
Dear teacher, avoid if you can these two evils:
Don't let the pupils get on your nerves, and don't
you get on the pupils' nerves. Both should be care-ful!
v avoided.
Those of you who are seeking subjects for com-parative
work, or a program for literary society
work, should not fail to read in the School News
column "An Excellent Program for Literary So-cieties.
In these days of summer schools, reading circles,
institutes, and educational journals, it is easy for the
one who ignores these helps to become a '
' back num-ber.
" Such a person will remark that he is not ap-preciated
at his true worth.
The State Superintendent of Public Instruction
has published a "Peace Day" bulletin prepared by
Superintendent C. L. Coon, of Wilson. Every teacher
should write for a copy and set apart, at least, a half-day
for the observance of "Peace Day."
School superintendents were elected in 105 coun-ties
in the State of Kansas last November. Just tifty
of the n»wly-elected are women. Of the 105 superin-tendents
elected, forty-seven are serving more than
their first term. Of this number, twenty-five are
women.
The Massachusetts Board of Education has a dep-uty
commissioner for vocational education. His du-ties
include supervision of State expenditures in aid
of vocational schools ; definitions of standards of in-struction
; approval of courses, teachers, etc. ; and,
in general, the enlightenment of public opinion on
this form of education.
The General Assembly refuses to give M'oiuen the
right to vote in school elections or to serve on school
boards. But this reform will come. It must be re-membered
that until the present time it was different
to get a General Assembly to consider seriously the
lengthening of the school term. And as we think
A large per cent of the schools will close during
the month of March. It is wel Ito take an inventory
of your contribution to the community. Where have
you been strong? Keep the answer in mind and be
prepared to increase the strength next term. Where
have you been weak '? Institutes and summer schools
are provided that you ma.y overcome j'our weak-ness.
Holland affords a good exaiujile of public-school
progress in the important matter of attendance. In
1900 about three in every hundred children did not
receive instruction; in 1904 the number had gone
down to two in every thousand; in 1908 it was one
to a thousand ; and more recently the inspector at
Nijmegen was able to anounce that there were no
children of thirteen or fourteen years who could not
read and write.
GIVING CREDIT FOR HOME WORK.
Plans for giving credit in some way for work pro-duced
as a result o fthe educative process but not
actually done in school are reported from any local"
ities. The Massachusetts home-project work in agri-culture
is one of the most successful attempts to cor-
I'elate school and home. By this plan the pupil is re-
(|uired to do home farm work as part of the school
Ijrogram, and a portion of this work is done during
school hours. The Oregon plan of school credit for
home duties, where the idea is extended to include
the widest possible range of home activities, has
been ti'ied with success in many schools.
An interesting plan is reported from Oconto Coun-ty,
Wisconsin. The superintendent in that county
offers 20 per cent credit in geography on the eighth-grade
examinations for a scale map showing the lo-cation
of actories, churches, schools, and farms; 10
per cent in hygiene for keeping the teeth clean;
80 per cent in agriculture for selecting, di-ying, and
testing the seed corn for the farm, and for keeping
a Babcock test record of at least foui' cows for one
month ; and some credit in language for letters writ-ten
at home. Sac County, Towa, allows credit for
regular home duties, such as feeding the chickens,
swepeiug the floor, splitting kindlings, etc.
Three Missouri counties show their faith in human
nature by asking the parent to mark on the official
report card the child's "standing" in manual or in-dustrial
work done at home ; sweeping, dusting, dish-
M-ashing, baking "setting" 'the fireless cooker, feed-ing
stock, milking, "dragging the road," etc. The
whole purpose is to vitalize the interest of both
parent and child by showing the intimate connection
between education and the daily life of the indi-vidual.
March, 1913. NORTH CAROLINA EDUCATION 18
MR. J. A. BIVINS DEAD.
At his home in Raleigh Mr. J. A. Bivius tlied sud-denly
Sunday night, March 2, and the teaching pro-fession
in North Carolina mourns the loss of a strong
and good man, and those who knew him intimately
grieve for -the loss of a golden-hearted friend. As
Supervisor of Teacher-Training for the past four
yeai'S, he had done a great foundation work among
the. public school teachers, of the State and was ap-parently
in the midst of his greatest successes and
usefulness.
Mr. Bivins had been o\it of his office for about ten
days and was under a physician's care, but appeared
to be far enough improved to go back to his work
Monday. Sunday afternoon he heard Mr. Bryan 's
address befoi'e the Peace Conference at the audito-rium.
A short while after retiring, he suffered an
attack of what was pronounced acute indigestion,
and lived but a feM' minutes thereafter, dying at
half-past eleven o'clock.
The General Assembly adjourned in his honor
Monday. At 5 o'clock in the afternoon an iuuMcs;-
sive funeral service was held at the home.
His body w»s taken to Monroe Tuesday, where in
the presence of a great gathering of old friends it
was laid to rest undei- their teai's and ;i deep coverlet
of multitudinous flowei-s fi-om many i)ai'ts of the
State.
Mr. Bivins was in the fiftieth year of his age and
a native of Stanly County. As Superintendent of
the Monroe Graded Schools till four years a'go, he
put the schools in the very front rank. Previously
he had served twelve years as Principal of the
Charlotte schools and two or three years as Head-master
of Trinity Park High School. Tn Raleigh
he was State Supervisor of Teacher-Training,
and was a tower of strength in the work of the edu-cational
Department and in the work of North Caro-lina
Education, to which he contributed other arti-cles
besides being director of the Teachers" Reading
Course. In the Sunday-school of his church he taught
regularly a class of young men who were greatly
devoted to him. About a year after coming to Ral-eigh
he married Mrs. E. J. McKenzie, of Monroe,
who, with three brothers, survives him. His mother
died a few months ago.
To the writer of this imperfect sketch Mr. Bivins
was a co-laborer, a friend, and a neighbor. His mod-esty,
his attainments, his friendliness, his goodness
and gentleness marked him as an extraordinary man
and made of him a companion whose taking off
leaves a deep and keen sense of personal loss. A
husband devoted and happj-. a neighbor kind and
•sympathetic, a friend giving more than the full
measiire of friendship, a citizen patriotic, a Christian
liaving the faith of a child, he served well his home.
his friends, his State, and his Church, and bequeaths
to all a blessed memory. W. F. M.
MEREDITH COLLEGE QUARTERLY BULLETIN.
It is such a common practice for colleges of this
State in issuing bulletins to devote the whole space.
or the greater part of it, to advertising some phase of
th college life, that bulletins have ceased to be of in-terest
to a very large per cent of the reading public.
A notable exception to this is the Meredith College
Quarterly Bulletin. In fact, we have been so thor-oughly
submerged in advertising bulletins that our
usual practice is to throw them in the waste-basket
and wonder how long colleges will continue to spend
mone.y in such a manner.
But the Meredith College Quarterly is different.
This institution is really making a contribution to
the educational litei'ature of the State. Every school
supervisor and teacher should have a copy of the
January number, which is devoted entirely to the
subject of music as it is taught in the public schools,
as it should be taught, its importance is a culture
subject, and the colleges that give entrance credit in
music.
After reading these articles, we lokoed through
the bulletin again very carefully, and nowhei-e do
the college authorities advertise the institution, or
attemi)t to prove that they have the best music
schoolor the best school for girls.
Meredith College seems to have only one purpose
in publishing this bulletin, and that is, to render
some ser\ice. After all, or as we see it, that is the
purpose of an institution of learning. But it is so
frequently the case that college officials look on the
institution as something very sacred, a kind of ark
of the covenant that must be preserved in a holy
place where it is a privilege for people to come and
serve, but a profamation of the holy of holies for the
institution to go out into the highways and hedges
and serve the people.
DEAN M. C. S. NOBLE.
President F. P. Yenabh^ of the State University re-ports
that the Peabody building for the School of
Education is about completed and will be ready for
the opening in September. At a recent meeting of
the Executive Committee Pi-ofessor M. C. S. Noble
was elected Dean of the School of Education, and
President Venable was authorized to engaged the
members of the faculty for this new department.
The authorities of the University are in this way
planning to increase the work of the Department of
Education and make it render a greater service to
the. State.
North Carolina Education $1.00 a year.
14 NORTH CAROLINA EDUCATION [March, 1913.
THE PROGRESS OF THE GENERAL ASSEMBLY.
At the date of this writing the signs are that the
General Assembly will enact
(1) A Six Months' School Law. The pressure is so
great that there seems to be no way around it. For
the first time in the history of the State, practically
the whole people are demanding a six months' school
term.
(2) A Compulsory Education Law. This law, if
enacted, will not be very drastic. But if the present
bill goes through it will be sufficient until we become
subjected to the workings of a six months' school in
every county.
(3) A Child Labor Law. Even the manufacturers
offer no reason for working women at night except
that they are saving money by the act.
(4) A Uniform Certificate Law. This is an attempt
to raise the professional standing of teachers.
(5) Special Acts to vote bonds and vote taxes for
schools.
We hope to publish these laws in the next issue.
HIGH SCHOOL EDUCATION.
By Thornwell Haynes.
One of the best books it has been my privilege to
examine for many a day is High School Education,
a book consisting of twenty-six chapters and edited
by Charles Hughes Johnston, Dean of the School of
Education of the University of Kansas. As some one
has said: "No greater praise can be accorded to the
publication as a whole than that it is an epochal con-tribution
to the library of the high school teacher."
Certainly, it is too good a book not to be in the pri-vate
library of every progressives high school teach-er
in the country. The chapters are written by some
of the most eminent American educators, each a spe-cialist
in the subject on which he writes. For in-stance,
there is "History of Secondary Curriculums
since the Renaissance." by G. L. Jackson; "Mathe-matics,
" by L. C. Karpinski, Assistant Professor of
Mathematics in the University of Wisconsin; "Eng-lish,"
by Joseph Villiers Denney, Dean of the Col-lege
of Arts and Professor of English in the Ohio
State University. Then there are chapters on all
subjects of the high school course, such as Practical
Arts for Girls, Vocational Training in the High
School, Sex Pedagogy in the High School, Agricul-ture,
Commercial Education, Music in the High
School. Latin, Modern Languages, Physics, Chemis-try,
Biology, etc., etc.
Altogether the book is informing, interesting, and
thought-provoking. Every subject treated is an un-portant
one, and the discussions thereon make the
volume "an epochal contribution to the library of
the High School teacher." and to all others inter-ested
m this phase of education. The book is pub-lished
by Charles Scribner's Sons, New York, and
though it sells at the regular price of $1.50,' it is
mailed teachers for .$1.35.
the opinion of P. P. Claxton, United States Commis-sion
of Education. The teacher of the first grade
one .year, Mr. Claxton said, should be the teach-er
of the second grade the following year, and
so on, thus teaching the same children from year to
year until the class is ready to enter the high school,
where departmental teaching begins. One advant-age
of this arrangement was said to be that the teach-er
would be more fully acquainted with what the
children already know and with their various abil-ities,
and so could more successfully adapt her teach-ing
to their indi\'idual needs. Actual trial in schools
which the Commissioner had supervised, had proved
the superiority of the proposed plan over the usual
"pitching" from teacher to teacher. It had been
found that from one to two years could be saved to
the pupil in completing the elementary grades.
"PITCHING " THE PUPIL FROM TEACHER TO
TEACHER.
The usual practice of "pitching" the pupil from
teacher to teacher as he passes through the grades
)s a wasteful and detrimental process, according to
THE STRANGER AT HOME.
(From Judge.)
He was never known to bungle on the subject of the
jungle, or the habits of the mongoose and the
Cape.
He was never known to bungle on the subject of the
jungle, or the habits of the mongoose and the
ape.
He had traveled with the Switzer and the Polak and
the Fritzer. He had freckles from the burning
midnight sun.
He had dallied in Sienna and delighfed in Vienna,
where the life of song and dance is never done.
He had chased the festive scarab with a donkey and
an Arab, in the land of Cleopatra and the Sphinx.
He had skirted the Canaries and the coast of Buenos
Ayres. He had scaled the Mongol summits of
the Chinks.
Like a fellow with a pass-key, he familiar was with
Glasgie. He had idled many days at Singapore.
He had fitted down to Rio and jinikkied round To-kio.
Like a book he knew the Adriatic's shore.
No, there never was a hotter, more persistent old
globe trotter to be found at any time on any
map.
From Columbus down to Peary, in their travels wide
and weary, you could never find the equal of the
chap.
But the funny thing about him, though not one could
ever flout him, when he taled of Hong Kong,
Petersburg or Rome.
He could never say the first thing—not a double-dee-dashed
crust thing—on the subject of the scen-ery
at home
Though he'd seen the haunts of Borgia, he had never
been to Georgia. Cincinnati he opened, was in the
South
;
And he had a hazy notion Idaho was on the ocean,
just above the raging Mississippi's moiith.
And his fate ? Ah, what a pity ! On his -wgy to Jer-sey
City from New York he lost his way one
Winter's morn.
And a fi'ozen corps tliej' found him, with; his j3aede-kers
around him, in the shadow of 'the '"house
whei'e he was born
March, i9i3. NORTH (JAEOLlifA ^i)tTdATION 16
Teachers' Reading Course for Home Study
Under the Direction of the State Supervisor of Teacher Training
A Four Year Course of Home Study for Teachers
Leading to a Diploma for All Who Complete It
FOURTH YEAR'S COURSE, 19 12-1913
LESSON XII--CHECKING THE WASTE OF WATER AND COAL
By E. C. Brooks, Chair of Education, Trinity College.
CHAPTER IV.
1. The Source of All Our Water.—Where does wa-ter
come from ? Name the amount received. What
becomes of it? What is its value to man? (Pages
86-91). Read this to the pupils and have them to
discuss it in their geography class. Emphasize spe-cially
the value of the water that sinks into the
earth. Does each section of the United States have
the same amount? What becomes of the water that
falls during the growing season? The great waste
is due to the run-off. Why?
2. Use of Streams. (Pages 91-119.) This section
of the chapter bears directly on your geography, and
should be used in place of a geography lesson. The
first use of streams mentioned is to supply drinking
water for the larger cities. Study the water-works
in your own county. How much are people paying
for pure water ? Pure water is the most valuable ar-ticle
in use to-day. How is the water polluted?
Study conditions in your own county. Are the peo-ple
getting pure water, and what do the papers and
the people say of the water supply? What condi-tions
prevail elsewhere? Under what conditions
does running water purify itself? Give the proof.
The second use made of streams is for navigation.
How has the railroad hurt navigation? Compare
the cost of transportation by railroad and by steam-boat.
What are the leading navigable rivers in
America.
The third use of streams is found in the canals.
What is the value of the Suez Canal? Study the
position of the Panama Canal and its value when
completed. What other important canals have been
constructed? Locate them on your map and discuss
the advantage derived from them. The great canal
now being discussed is the inland waterway from
New England to Florida. Take your geography and
point out the canals that would have to be built to
make this water-way possible. The pupils will en-joy
this work.
Canals are used also to carry water to land that
does not receive enough rainfall, and to carry wa-ter
away from land that is not well drained. Nearly
every farm in North Carolina has a ditch or canal to
drain the land. Many swamps are drained also.
Discuss this question fully. What value has come
both from irrigation and from drainage? Locate
on your may the irrigated sections. Also sections
that need drainage.
The fourth use of streams is for power. Tell the
pupils the story of the Southern Power Company
in North Carolina, and any other plants operated
by water power. Then read this section to^the
pupils.
3. How to Preserve Our Water. (Pages 119-122.)
The author mentions a number of things that can be
done. What can pupils do ? What can the people in
your section do?
CHAPTER V.
The one subject that our geographies treat at
length is our mineral resources. In this chapter
we have a study of the value, uses, and wastes of
coal. United States is, or has been, rich in mineral,
and especially in coal, which is the most valuable of
all the fuels. Give the meaning of the word '
' fuel, '
and mention the other important fuels.
1. Value of Our Coal.—According to the figui-es
given here, America had an enormous amount of
coal. But what part of it are we using, and how
long is it supposed our coal will last? Why are we
using more coal now than we did when George
Washington was President? How did we first trans-port
coal? How is it transported to-day? Tell the
pupils the story of the buffalo skins. Then tell them
the story of how it is transported to-day.
(2) How the Coal is Wasted. (Pages 131-134).—
One-fourth is thrown away. How? Is it valuable?
The second waste is due to making pillows in the
mines with it. The third waste is due to blasting.
Another waste is due to the method of mining. Tell
the pupils how the coal is mined and how these
wastes appear.
(3) How Coal is Used. (Pages 134-137.)—Let the
pupils mention all the possible uses of coal, and then
you can tell them the principal uses mentioned here.
(1) The railroads are the largest consumers. Why?
(2) It is used in the manufacture of coke. How is
coke made, and what are the uses of coke? (3) It
is used in generating electricity. How? (4) It is
used in running manufacturing industries. How?
This is an excellent topic for children to discuss.
(4) The Great Waste. (Pages 137-139.)— (1) The
first great waste mentioned here is due to the heavy
coal smoke. Much of the coal is carried off in
smoke. The best part of the coal goes up in smoke.
Why? (2) Another waste is due to the fact that
people do not know how to fire the furnaces. (3)
But the last great waste is in the home. What waste
is mentioned here, and how can it be checked?
(5) How Coal is Made. (Pages 139-140.)—Tell
the children how coal is made and the value of the
sub. What substitutes are given? Tell the story
of the St. Louis man whose engine used heat from
the sun's rays.
(6) Other Substitutes. (Pages 140-143.)—Why is
water power a good substitute for coal? Have we
any water power in North Carolina? Is there any
in use in our own county?
16 NORTH CAROLINA EDUCATION [March, 1913.
News and Comment About Books
.NOTES AND COMMENT.
"Five Feet of Pedagogy for Teach-ers"
is the heading of a classified
liBt of books selected by the profes-
•ors in the Department of General
Pedagogy of the Kansas State Nor-mal
School at Emporia. It was ex-hibited
by the librarian at the meet-ing
of the State Teachers' Associa-tion
in 1911.
"Training Courses for liuml Teach-ers"
is a slxty-one-page bulletin just
issued by the United States Bu-reau
of Education. President Rob-ert
H. Wright of the Bast Carolina
Teachers' Training School assisted in
its preparation. A. copy of this in-teresting
bulletin may be had free on
application to the United States Bu-reau
of Education, Washington. U. C.
"Cultivating the School Grounds
in Wake County, North Carolina, " is
the title of Bulletin, 1912, No. 28,
published by the United States Bu-
<-eau of Education. It is an interest-ing
pamphlet containing ten or more
hall-tone illustrations and eight
pages of reading matter. It was pre--
pared by Supt. Z. V. .ludd, a recog-
•lized authority on this phase of edu-cational
progress.
.\mong the latest additions to the
Riverside Literature Series is a vol-ume
of Southern poems edited by
Professor Kent of the University of
Virginia. These selections from
Southern poetry have been made
partly to illustrate its chronological
development, but mainly to portray
Southern life and sentiment in poems
of individual literary merit. Prefer-ence
has been given poems that re-veal
characteristics of Southern cli-mate
and conditions.
BOOK RE\-IEWS.
The .Autobiogi'aphy of Beii.janiin
Kranklin. Edited by George B. Alton,
State Inspector of High Schools for
.Minnesota. Illustrated with four half
tones, and line drawings by Homer
W. Colby. Cloth, 314 pages. Price,
45 cents. Rand .McNally & Company,
Chicago and New York.
In the "Autobiography of Benja-min
Franklin" the English language
possesses one of the very best biog-raphies
ever written. The fact that
it has been so little appreciated and
used in the public schools of this
country is undoubtedly due in large
part to the dearth of good editions.
The illustrations in the Canterbury
Classics edition are unique. Gleaned
for the most part from contempo-raneous
sources, these are old prints
and portraits, specimens of Frank-lin's
handicraft, and other original
material cannot be too strongly rec-ommended
as important aids in the
significant period in which he lived.
.•V brief conclusion summing up that
part of Franklin's life which is not
recorded in the Autobiography has
been added by the editor, George B.
.\iton. Several pages of the "Sayings
of Poor Richard" and a chronology
supplement the usual notes and sug-gestions
that are recognized as the
particularly valuable features of this
series of readers.
The Karly .Sea People (Industrial
and Social History Series, Book IV),
by Katharine E. Dopp, of the Exten-sion
Division of the University of
Chicago. Illustrated by Howard V.
Brown and Kyohei Inukai. Cloth,
224 pages. Price, "lO cents. Rand
.McNally & Company, Chicago and
.\ew York.
"The Early Sea People" is the sub-ject
of the fourth volume of Katha-rine
E. Dopp's scholarly series of
readers on social and industrial his-tory.
Archaeology is too forbidding
a term to be connected with so read-able
a book, yet the stories are based
on sound information which has been
iitilized with great care. The settle-ment
on the seaboard of a wander-ing
tribe of the Stone Age, the famili-arity
they gradually form with their
new surroundings, the progress they
make through inventions, which are
impelled by necessity, and their final
development from fishermen along
the coast to sea farers—these are the
stages of growth on which the stories
rest. Each incident is alive with in-lerest
and warm with coloi-. At the
end of each story is a short list of
"Things to Do" in view of what has
gone before, and a group of "Things
to Think .A.bout." A wealth of stir-ring
illustrations have been added to
the text, in part by the illustrator of
the first three books of the stries,
Howard \', Brown, and in part by a
promising .Japanese artist, Kyohei
Inukai.
.\brahajii Lincoln, the Man of (lie
People (Little Lives of Great Men Se-ries),
by William H. .Mace, Professor
of History in Syracuse University.
Illustrated with four half tones, and
line drawings by Homer W. Colby.
Cloth, 191 pages. Price, 35 cents.
Rand .McNally & ("ompany. New York
and Chicago.
In "Abrahaiii Lincoln, the Man of
the People," the latest volume in the
series of "Little Lives of Great Men,"
Professor Mace has written a sympa-thetic
biography that will go straight
to the hearts of children. Like the
other books of the series, it was writ-ten
with the child in view, and pre-sents
those sides of the great man's
life which find their counterpart in
the life of every boy. Lincoln's life
particularly, with its homely influ-ences
and meager opportunities^
that were nevertheless sufRcient for
the development of noble character
and for final great achievement
—
should be an inspiration to every
American boy and girl, and Professor
Mace- has made very clear its domi-nating
principles. The book is illus-trated
with drawings from a wealth
of original material—photographs of
Lincoln's time, intimate personal sou-venirs,
and pictures of his surround-ings
at various periods of his life. A
map serves to locate the places men-tioned
in the biography. An illumi-nating
preface, a helpful chronology,
and a carefully selected list of kind-dred
books also add to the value of
the work for school-room use.
\ .Mine of Information.
Probably the most distinctive feat-ure
of the New International G. &
C. Merriam Company, Springfield.
Mass.), is the amount of encyclopedic
information that it contains. Wher-ever
the reader turns he finds admir-ably
condensed treatise, or tables,
or illustrations. It is impossible to
use the New International without
being continually surprised by the
range and completeness of the infor-mation
furnished.
For example, most of us know the
bare fact that malaria is spread by
mosquitoes. If we look up malaria,
or niosquilo, we find, following an ex-cellent
definition, a cross reference to
.Anopheles, the genus of malarial
mosquitoes. Under .inopheles is not
only a discussion of the spreading of
malaria by mosquitoes, but a descrip-tion
and illustration by which you
are enabled to tell at a glance wheth-ed
the particular mosquito resting
upon your sleeve is of the malarial
variety.
To more important terms much
more space is devoted (as star, two
columns; man, two pages; automo-bile,
three pages) so that their defi-nitions
are perfect r.iines of informa-tion.
So completely does the New
International cover all realms of
knowledge thaf its possessor requires
no other work of general reference.
It has well been called, next to the
Bible, the most valuable book in the
ICnglish language.
Says President W. H. P. Faunce of
Brown University: "The New Inter-national
is a small encyclopedia cov-ering
the entire territory of the
world's knowledge and the world's
action." The publishers offer speci-men
pages free.
March. 1913. NORTH CAROLINA EDUCATION 17
State School News
Superintendent Vann and his teach-ers
are enthusiastically at work for
their county commencement. There
will be diplomas and gold medals for
successful contestants in declamation,
recitation, and essay contests.
Supt. R. N. Nisbet is sending out
invitations to the Union County com-mencement
in Monroe, March 22. Ev-ery
committeemen, teacher, and pu-pil,
and every man and woman who
is interested in the schools of the
county, is urged to be present.
Richmond County will hold a
county commencement and school
fair at Rockingham May 9 and 10.
There will be declamation and spell-ing
contests and prizes for best piece
of iron work or wood-work by a boy
and needle-work by a girl, also prizes
for the best culinary display by a girl,
best essay on improvement of school
building and grounds, best essay on
sanitation, best history of the writ-er's
school, best essay on local school
tax, best essay on saving and invest-ing
money.
Tomato Canning In Wilkes.
Superintendent C. C. Wright, who,
as Superintendent of Public Schools
for Wilkes County, has brought this
county to the fore-front in education-al
progress among North Carolina
counties, is boasting of having the
champion "tomato girl" of the world
in Wilkes in the person of little Miss
Alma Parker, who made the record
the past season of 11,000 three-pound
cans of tomatoes from a tenth of an
acre of tomatoes that she cultivated.
Mr. Wright procured for every public
school in the county both regular and
supplementary libraries. He had the
past season in the corn contest among
boys 134 boys and in the tomato con-test
forty-eight girls.
Superintendent Egjrleston. of Vir-ginia,
Appointed Specialist in Ru-ral
Schools.
Joseph D. Eggleston. Superinten-dent
of Public Instruction of Vir-ginia
for the past six years, has been
appointed chief of field service in ru-ral
education of the United States
Bureau of Education. Mr. Eggleston
is a native of Virginia, received his
education at historic Hampden-Sid-ney;
has for a number of years takeii
a prominent part In promoting
Southern education and has written
extensively on educational questions
of the day. He has taught In the
public schools of North Carolina
Georgia, and Virginia, and before be
coming State Superintendent was
f^dUntyiSUperinttenadnt tff r'rfn^je' Ed-ward
County, Virginia.
High Attendance Record in Jackson
County.
The attendance record both in the
teachers' meetings and in the schools
of Jackson is something worthy of
emulation by other counties. Super-intendent
David H. Brown in send-ing
a check for seventy subscriptions,
includes the following interesting
note:
"Every public school teacher in
the county receives North Carolina
Education and is also a member of
the Reading Circle. We have to date
had fifteen teachers' meetings with
an attendance of almost 100 per cent.
All of the absences have been provi-dential.
"This year we are offering certifi-cates
of honor to all pupils who are
present and on time each day of any
month, and also a yearly Certificate
of Award to all who are present and
on time each day of the year. A good
many of the schools have already
closed, and I find that the attend-ance
has increased at least 20 per
cent over last year."
To Encourage Short Stories.
As an incentive to literary work
among girls of the State, the Adel-phian
and Cornelian Literary Socie-ties
of the State Normal and
Industrial College have decided
to offer a loving cup as a
prize to be awarded to the high
school girl of the State who submits
to the societies during the spring the
best short story.
The plans and regulations govern-ing
the contests, as set forth in a
letter to be mailed to all the high
schools of the State, are:
"All secondary schools of this
State, however supported, offering
regularly organized courses of study
above the seventh grade and not ex-tending
in their scope and content be-yond
a standard of four high school
course as defined by the State De-partment
of Education shall be eligi-ble
to compete for this prize.
"The short story shall contain 1,-
000 words not more than 3,000 and
shall be written by the students
themselves with only such sugges-tions
as the teachers deem necessary.
"Each high school entering the
contest shall have a preliminary con-test,
choosing their own judge for the
local contest. The best story of this
contest shall be typewritten and sent
to the society committee judges at
the Normal College not later than
April 20. 1913.
"The winner of this cup' shall have
the name of l^er high school with the
proper date «ngravfe(J on it, and her
story Bttall be jirln'ted in tie May
number of the magazine of the Nor-mal
and Industrial College.
"We hope that our plan will com-mand
your approval and encourage-ment
and that you will see fit to place
it before the girls of your high
school.
"Please notify us if any of the
girls of your high school will com-pete."
Good Road.s in Xoi'th Carolina.
The hosts of aroused good roads
advocates in North Carolina are get-ting
ready for the approaching sea-sion
of the State Legislature. It is
practically certain that the forthcom-ing
session will see great things at-tempted
and great things done for
the cause of good roads.
Wilkes County, for many years,
one of the most backward counties in
the State, is waking up. At a recent
session the North Wilkesboro Board
of Trade passed the following reso-lution:
"Resolved, That the oflBcers of the
North Wilkesboro Board of Trade se-cure
passage in the coming General
Assembly of a bill authorizing the
commissioners of Wilkes County to
order an election on the question of
issuing $300,000 to $500,000 bonds
for the purpose of building good
roads in Wilkes County."
The indications are that a bond is-sue
will carry in this county. The
country people are becoming aroused
on the subject and will undoubtedly
be given an opportunity to vote on
the question.
Davidson County, another of the
slow counties, will probably vote on
a bond issue in the spring. The
good roads people are lining up for
the conflict and it is believed that
a bond issue would carry. This coun-ty
has seven townships that levy a
special tax for roads and other town-ships
that levy a special tax for roads
and other towns are agitating the
abolishment of the antiquated free
labor systems of working the roads.
The county commissioners of Dav-idson
recently took a step backward
when they rescinded their former ac-tion
appropriating $50 per mile for
the Central Highway through the
county. Some of the townships had
secured their part of the appropria-tion
hut others had not. The com-missioners,
however, have been rea-sonably
progressive and have built
many very fine steel bridges in the
county.—Good Roads Magazine.
Some Sentences.
"Now," asked the young school
teacher, "can anyone give me a sen-,
tence with the words 'hoysi'' •'bear'^
and 'bees' in it?"
Johnny Smith raised his hattd.
"Well, johnny, you may try." ;
"XVhen we go swimmin' ' all the
boys bees bare-,"- said Johnnty,-
braVely.
18 NORTH CAROLINA EDUCATION [March, 1913.
ANSON IS WIDE-AWAKE.
School Day and Farm Day Bring the
People Together in a Live and In-teresting
Meeting.—What Tearh-ers
and People Are Doing.
Among the guests at the Corn
Show at Columbia were none more
observant than Miss Bertha Baucom
and Master Walter Redfearn, of An-son
County. These children had won
this trip as a prize given by Mr. John
T. Patrick in the corn judging con-test
held at the Wadesboro graded
school auditorium on the 11th ot
January.
There was a meeting of the teach-ers
also on that day, and the two
blended harmoniously. It was school
day and farm day. The teachers
came in with their eager children
over muddy roads (there are still a
few left in Anson), and fathers and
mothers were there to see and hear.
The citizens of Wadesboro gave
prizes for the largest representation;
for the most original costume; for
the most attractivley decorated ve-hicles;
and for a number ot other
things, as well as for the' best ten
ears of corn. One rural school,
Bethel, had fifty-seven of its fifty-nine
pupils present. They were not
fifty-seven varieties, however, for all
wore green and red caps and sashes,
which gave a pretty uniform effect.
Walter Redfearn won a prize by his
costume made of corn "shucks."
There were a number of speeches
which were more than ordinarily in-teresting.
The principal addresses
were made by Mr. Giles, of McDowell
County; Mr. I. O. Schaub. of Raleigh,
and Mr. W. J. Shuford, of Hickory.
Mr. Giles made a short practical talk
on educational conditions in North
Carolina, and the way to improve
them. Mr. Schaub in his talk on
corn delighted his hearers and left
with them the impression that he is
doing fine work. Mr. Shuford's par-ticular
topic was sweet potatoes, a
subject which he understands and on
which he is enthusiastic. The chil-dren,
the teachers and, in fact, the
people of the whole county, are in-debted
to Mrs. J. G. Boylin, Mr. John
Patrick, Mr. Paul Kiker, the Super-intendent
of Education, and the two
newspapers of Wadesboro, the Mes-senger-
Intelligencer and the Anson-ian,
for the work they did in this con-test.
* « * *
At each of the monthly meetings
of the Anson Teachers' Association,
there has been a fine program, and
the last for the year 1912-1913 was
no exception. There was, as usual,
an object lesson given:. Miss Annie
Redwine conducted a second grade
lesson in number work; Miss Wjhna
Stevens read an article pn the best
methods of arousing interest in pri-mary
wr)rlt, and there was, then, a
discussion of this subject: Mrs. Eu-gene
Little gave a suggestion which
she said she had from her father,
Col. R. I. Bennett, to the effect that
"about once in so often" the teach-er
ought to give a half holiday and
take the children to the woods to
study botany from the wild flowers,
or natural history (and patience) in
fishing. Mr. Kiker supplemented this
suggestion with the advice to the
teachers to do anything to keep out
of a rut; that is, of course, always
with a definite aim in view.
The question of aim was ably dis-cussed
by Professor J. H. Highsmith,
of Wake Forest, in the principal ad-dress
of the day. His subject was,
"Some Laws of Teaching."
Two other talks which were lis-tened
to attentively were by Mr. E.
P. Mendenhall, Principal of the Polk-ton
School, and Mrs. J. C. Redfearn.
Mr. Mendenhall spoke on "Checking
the Waste" with especial stress on
conservation of the health of the
teacher and the pupils. Mrs. Red-fearn
gave a short account of the
National Corn Show, and quickly
passed to an appeal to the teachers
to aid in organizing a tomato club
among the school girls. Mrs. Red-fearn
has been appointed to manage
the work in this county.
Before adjourning, the teachers
unnaimously passed a resolution ask-ing
the Legislature to pass the six
months' school hill, and then, they
went away, full of the hope of hav-ing
six meetings instead of four next
year. MRS. S. H, EDMUNDS,
Secretary.
going from room to room, and none
could have failed to be impressed
with the neatness of the class-rooms
and the quiet orderliness of the pu-pils.
The teachers held a session Friday
afternoon and Friday night. Satur-day
was devoted to a discussion of
the books in the Reading Circle.
The Last Meeting of the Transylvania
County Teachers.
The Transylvania County Teachers'
.Association held a meeting at the
Brevard graded school on Friday and
Saturday of last week. About thirty
teachers were present, which was a
very good attendance, considernig the
bad weather and also the fact that
most of the short term schools have
closed. This meeting is the last of
the current year. Since inaugurat-ing
the custom of devoting two days
instead of one to the sessions, the in-terest
in the meetings has been stead-ily
on the increase.
On Friday morning there was an
entirely new feature to the program.
The teachers who had arrived visited
the different class rooms of the
school, which were in session for half
the day. Every teacher who is at all
interested in his own work is always
glad of an opportunity to see what
other teachers are doing in theirs.
Object lessons of this kind are more
valuable in some ways than exclusive
discussion of subjects. Unfortunate-ly,
on Friday morning, the heavy rain
prevented the early arrival of the
visitors, so that only a short- time
wras left for thle - inspection, This
brief time, however, was employed In
Progi'ess in Transylvania Under
the Supervision of Supt. T. C. Hen-derson.
A careful inspection of the school
statistics of Transylvania County re-veals
the fact that in the year 1905
there were not over three comfort-able
school houses in the county;
that the valuation of school property
was $5,542; that the number ot
teachers was 34; that the number of
pupils enrolled was 1,529; the aver-age
salary of teachers per month was
$30.10; and no special tax districts in
the county.
Between 1905 and 1912 thirteen
comfortable school houses were built.
In 1912 the valuation of school prop-erty
was $36,120; the number of
teachers 47, with an average salary
of $41.22 per month; the number of
pupils enrolled 1,656; and there were
sixteen special tax districts, with
from six to nine months of school per
yea I'.
We, the teachers of Transylvania
County, believing that this marked
progressive movement is due largely
to the devotion and persistent efforts
of our present County Superinten-dent,
T. C. Henderson; therefore.
Resolved, we take this opportunity
to express to him our hearty appre-ciation
ot his labors, and pledge
him our faithful co-operation in pro-moting
an increased efficiency in the
public schools of Transylvania
County.
Resolved, that a copy of these res-olutions
be sent to the Sylvan Valley
News for publication.
Rise of a Carolina Teacher in Vir-ginia.
Richmond, Va., Feb. 13.—Superin-tendent
Stearnes, of the Department
of Public Instruction, announced to-day
that he has decided to nominate
A. Lucius Lincoln for State Super-visor
of Rural Elementary Schools to
succeed T. S. Settle, resigned, when
the State Board of Education meets
next Monday. Mr. Lincoln is a B.A.
of Elon College, N. C. His first ex-perience
as teacher was at Nashville,
N. C. Later he taught at Haw River,
N. C. He is now principal of the
high school at Charlotte Court House,
Va. As State Supervisor, he will get
$2,000 per year. L. L. Llodoln, his
father; w-as iormerly a- professor at
Elon College.—Raleigh News and Ob-server.
March, 1913.] NORTH CAROLTT*, A EDUCATION 19
Vocational Training to Be Tried in
Asheville Sciiools.
In order that the children of the
public schools of Asheville may give
especial attention to the studies
which they will need in the years to
come and they may pursue the
branches which will be of benefit to
their favorite professions or occupa-tions,
and principals of the various
schools are collecting data relative to
the careers which the students in-tend
making. At an early date the
school S5'stem will establish a voca-tional
bureau and every effort will
be made to get the children started
in the professions or lines of busi-ness
which they prefer. The bureau
will get in touch with men of all lines
of business who will be able to ad-vise
the young folks while they are in
school and employ them after their
graduation.
It is being ascertained what the
parents of the various students de-sire
that they shall do in future years
and the wishes of the children them-selves
are also consulted. While
none of the studies of the courses
will be dropped, the teachers will
make special efforts to help their
students in those studies which they
must be familiar with if they are suc-cessful
in their vocations.
The local bureau will be carried on
along the lines employed in some of
the larger cities of the North and
East. Asheville is said to be the first
Southern city which has taken up
this question.
Superintendent of County Schools,
has done a great deal of work to get
these districts vote a special tax and
has succeeded in interesting almost
all of the larger schools of the coun-ty
in the farm-lite idea.
The county school board will begia
at once to make arrangtmtncs fjr
the erection of two modern and well-equipped
high schools in both these
districts, and by the time school
opens for the next term the new
buildings will be ready for the occu-pancy
of the children.
HOW TO BUY AT FACTORY PRICES.
You can get better than wholesale prices on;—Educa-tlonal
Scl.ntltlc Apparatus for all subjects. Laboratory
Supplies. MlUcand Cream Testers, Projection Lanterns.
Microscopes, Magnltiers. Dissecting Instruments.
"•i 11 lit-^ "-r _, _.°"'"""°" , Rules.
Pn.tractois. Color flaMrHlIB Wheels and Discs,
Thermometers, Baro '''" meters, li.vgromet-ers.
Tuning Forks. Pitch Pipes. Jlagnets. Batteries,
Electric Bells, all kinds of wire. Motors, r>ynamos.
Telegraph Instruments, Wireless Apparatus, Chemical
Ulassware, etc., by sending for our illustrated Cat-alogue
containing over 1.400 articles for school use.
Chicago ArpARATua Company. Chjcaqo. III.
YvUR C0V1.VI NCEVIENT PLAY
' THE WINDING OF LATANE CASHTON "
HE WILL SIND A FREE COPY TO AN'
TEACH R FOa EXAMIN\T10N SI PLY ASK
FOR IT
P PARKER CO. GIBSON TINN,
THOUGHTFUL, EARNEST, AMBITIOUS TEACHERS
\v 11 not underestimate the value of our
twenty-one years establ shed reputation.
If interested in securing a better posi-tion
for next fall, write for our
NEW MANUAL. IT'S FREE
Sheridan's Teachers* Agency, charlotte, -n, c.
Durham Adds Two Local Tax Dis-tricts
—Not to Increase the School
Term.
Two more districts in this county
have been added to the special tax
lists of Durham County, making
eleven in all whose patrons will pay
an additional tax for school purposes.
These districts which have just come
into the special tax department are
Bethesda and Mineral Springs schools,
each of these districts in Oak Grove
Township voting a tax of twenty
cents on the hundred dollars' valua-tion
and sixty cents on the poll.
These districts are the only ones
in Oak Grove Township which have
voted the special tax and is an indi-cation
that this section of the county
is making a stride to catch up with
some of the other sections education-ally.
The patrons of these schools
do not want any longer school term,
for both these schools have been run-ning
eight months for a number of
years. They have asked tor the spe-cial
tax that they might have better
school-houses and more teachers.
They want to establish high schools
in these districts and also add the
farm life feature and teach their chil-dren
domestic science, two progres-sive,
mareiaentB-fhat are jaaking ra.P'
id strides la the cduii'tBy dlBtSrfefJB. of
Durhgjn OoTinty. Prof, Q. W. Massey,
THE UNIVERSITY OF NORTH CAROLINA
Summer School lor Teachers, June 11—July 23, 19 3
Courses will be offered in Primary School Methods, the Common School
Branches, Arithmetic, Algebra, Geometry, Trigonometry, Secondary Education,
Educational Psychology, School Administration, English Grammar, Composition
and Literature, History, Physics, Chemistry, Botany, Agriculture, Geography,
Forestry, Latin, French, German, Drawing, Library Administration and Public
School Music. Special courses to meet the needs of all classes of Teachers.
No tuition feen charged teachers of the State or those preparing to become teachers A nominal
registration fee of five dollars admits t > all courses. The University Librar y and Laboratories , pen
to students of the Summer School without adaitional cost.
Board at Commons Hall and Lodging 'n the College Dormitories fu^-nished at actual cost.
The earnest teacher or student who wishes to spend a part of the summer in quiet, intensive
study, unHer competent instructors, will find here excellent opportunity,
A bulletin containing detailed inforrantion as tn courses of study, instructors, expenses, etc ,
will be ready in March, This will be sent, upon application, to anyone interested.
For further information, address
N. W WALKER, Director ol tbe Sammer School, Chapel BUI. N, C
** Here is the Answer;'- in
Web5ter:5 New International
You daily question the meaning of some neio word.
You seek the location of the Levant or the pronunci-ation
of skat. A pupil asks : "What is a whalehackV* 4 ,
" Who was Rosea BigUmf " ''Mother BrnicM " etc,
The only dictionary with the New ,<
Divided Page,—characterized
as "A Stroke of
'//;/;/»», Genius,
"
This New Creation answers
all kinds of questions
with final au-
''^"i#^***" 2700 Pages,
^jSS# 400,000 Words. 6000 lUustratioiis'f^
g India Paper Edition
:
= Printed on thin, opsqoe, stroiiK. expenoive imported India = Paper. What a satisfaction to own the new Merriam WebBter ^ iu a form so light and so convenient to nsel One half the ^ thickness and weight of the Regular Edition. WeigUt only M 7 lbs. Size 12?4x9^x2H inches.
B Regular Edition: s Printed on strong book paper of the highest quality. = Weight U9i lbs. Size 12% x 99^ x 6 inches. Both Editiona = are printed from the same plates and indexed,
a,' • Write for sample pages of Ijoth Editiona ; FBEE.
• '%lii,ii,r~^ G. * C. MERRIAM CO., ,„,srf
'""I^Mmm. SprtaBfleld. M>S9. „«,#»»«»* Tr»e Merriam Webster
20 NORTH CAROLINA EDUCATION [March, 1913.
An Excellent Program for Literary
Societies. .
One of the most practical and in-teresting
programs yet carried out by
the Charles D. Mclver Society of the
Winston High School was given in
February. The subjects for each
member were of a useful and helpful
character, and were very beneficial to
the entire membership. Following is
given the program:
Mclver Society.
How to arrange and serve meals.
1. How to Arrange a Table for
Breakfast—Miss Emily Gray.
2. Breakfast Menu—Miss Ruth An-derson.
3. How to Make Bread—Miss Alice
Wilson.
4. How to Make Coffee—Miss
Louise Crosland.
5. How to Arrange a Table for
Luncheon—Miss Louise Crute.
6. Luncheon Menu—Miss Mary
Cash.
7. Creamed Sweetbreads Served in
Ramekins—Miss Elizabeth Conrad.
8. How to Broil a Chicken—Miss
Mamie Whaling.
9. How to Prepare Fruit Salad
Miss Emily Vaughn.
10. How to Arrange a Table for
Dinner—Miss Maddry.
11. Dinner Menu—Miss Blanche
Buxton.
12. Creamed Asparagus Soup
—
Miss Evelyn Shipley.
13. Porterhouse Steak—Miss Dovie
Dean.
14. Desserts—Miss Mary John-ston.
15. Fish—Miss Callie Lewis.
16. Recipe for Vegetables—Miss
Mary Efird.
17. Piano Solo — Miss Louise
Crute.
An interesting debate on a current
question of interest was participated
In by the Calvin H. Wiley Society, the
negative being successful over their
opponents. Following is given the
program:
Wiley Society.
Curernt Events—James Hankins.
Declamation—Prank Cash.
Debate—Resolved, That ships with
the American flag should go through
the Panama Canal free: Affirmative,
Wilton. Dalton, Orpheus, Wright,
Thomas Wilson and Sam Pinkston:
negative, Gregory, Graham, Hugh
Polard, Arthur Spaugh and Clement
Eaton.
in some Collegre for the
Fall term. Have had one year's experience
Can give the very best testimonials and refer-ences.
Mrs. J. B. WILLIAMS, Carthage. N. C.
Orations, Debates, Essays, etc.
prepared to order on given subjects.
$1.50 per 1,000 words. "Teachers'
talk?," outlines for debates, essays,
etc., $1.00 each. Cash with order. Sat-isfaction
guaranteed. P. A. MILLER,
211 Riesinger Ave., Dayton, 0.
Summer School
of the South
The.University of Tennessee
Kncxville
TweUUi Session: Jane 24 lo Aag. 1, 1913
Largest, best and cheapest
Summer School for Teachers.
Strong courses in Kinder-garten,
Primary, Secondary,
[igh School and i ollege
subjects. New courses in
Library Administration, Do-mestic
Science, Manual Arts,
Engineering, Agriculture,
Preparation for College En-trance.
Credit toward De-grees
:::::::::::::
F'Ine VIusIc
Lectures
Exeurslons
Reduced Railroad Rates
Write for Announcement
BROWN AYRES
President
BEGIN AT THE
GROUND
If we are to remedy the
unsatisfactory conditions now
existing in grade and iiigh
school English all over the
country, we must begin at
the ground.
Phonic Drills
By Anna Meade Michaux, Mary
Owen Graham, J. A. Mathe-son.
Department of Educa-tion,
North Carolina State
Normal and Industrial Col-lege,
Greensboro, N. C.
is one of the first steps in the
progress. A little book of
help 'for teacher and child,
it is published at the request
of teachers themselves.
Valuable in reading class-es—
especially suggestive to
inexperienced teachers.
Trains the child to hear
accurately, and to see the
sound the ear hears.
It enables him to master
words, and in the mastery
to enunciate clearly and dis-tinctly.
It drills continuously.
Neatly Bound in Stiff Paper Cover
Price, 15 Cents
Rand McNally & Company
Chicago Neiu York
VmGIlVIA SCHOOL SUPPLY COMPANY
RICHIVIOND. VIRGINIA,
We can make immediate shipment of old Dominion Desks,
in any quantity, double or single, promptly from Richmond, Va.
We are also making prompt shipments of steel desks and
full line of cast iron desks from our factories.
Virgoplate Blackboards shipped from Richmond, Va., on
receipt of orders.
Teachers' Desks and Chairs, Bookcases, Maps,
Globes, Charts, Crayons, Window Shades, and, in
fact, every article needed for schools or colleges, can be ship-ped
promptly from our warehouses at Richmond, Virginia.
SEND US YOUR ORDERS. SATISFACTION GOARANTEED
March, 1913.] NORTH CAROLINA EDUCATION 21
Columbus County Teachers' Associa-tion.
The regular meeting of tlie Colum-bus
County Teachers' Association was
held in Chadhourn, January 24.
There were present about one hun-dred
and twenty teachers, and be-sides
these many friends to the cause
of education.
For several years the interest in
these meetings has been growing; not
only the teachers but also many pa-trons
of the schools realize the im-portance
of these meetings to the fu-ture
progress of the county. The
people of the county are alive to this
cause as is evidenced by the large
number of local tax districts in the
county. Even in the remote parts of
it are found many schools that have
terms of six and seven months.
The following program was talcen
up and carried out:
"Reading in Public Schools," by
Miss Mable Goode was practical and
helpful; Miss Fannie Webb's paper on
"Some Primary Methods Explained"
showed that she is well acquainted
with the work for the small children,
while Miss Parker showed that "The
Study of Home Geography" draws to
itself practically all the other studies
of the child.
Prof. W. F. Giles, of Marion, N. C,
entertained the teachers with an elab-orate
discussion of "The Importance
of the Study of Geography." Being a
practical schoolman, he offered many
helpful suggestions to the teachers.
"The Place Memory-work Should
Have in Grammar School Grades"
was well treated by Miss Claudia
Thomas.
Mr. C. D. Koonce, Chairman of the
County Board of Education, discuss-ed
at some length "The Teacher's
Part in Character Building in the Pu-pil."
In this subject Mr. Koonce
clearly set forth the responsibility
resting upon the teachers to train
well their pupils for future citizen-ship.
The exercises were brought to a
close by Mr. W. J. Justus with "Some
Sugestions as to How the Teacher
May Control the Play of the Pupils
With Practical Illustrations." As Mr.
Justus had been connected with Y.
M. C. A. work before he began to
teach, he had had unusual opportun-ities
to familiarize himself with the
work he discussed. He was eagerly
listened to by the teachers.
All the discussions were entered
into heartily and the teachers show-ed
their interest by the careful at-tention
they gave those taking part
in the discussions. They were eager
to get new ideas and helpful sugges-tions
to take back with them to their
schools.
The people of Chadbourn are not-ed
for doing things right. They met
the teachers with open hands and
hearts and made .them feel at home.
A more bountiful dinner than they
served for the Association can hardly
be imagined. The teachers are in-debted
to these generous people for
one of the most pleasant days they
have spent in the county since the
opening of the schools.
W. R. S.
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 September 24, 1912,
For catalogue and other information address,
ROBT. H. WRIGHT, President,
GREENVILLE, N. C.
The Southern Atmosphere
of The Howell Readers
"V\7"AS one of the chief reasons assigned for their adop-tion
by the State of North Carolina.
Come to think of it, do you know that though other
readers have been written by southerners, the Howell
books are the only ones that have a distinctly Southern
atmosphere ? It's a fact.
ALFRED WILLIAMS & CO.,
RALEIGH, N. C,
SOLE AGENTS FOR NORTH CAROLINA.
//7 £n-e_- "u^ a/7T_
'TPeacitac
/OO OOO IjLax^nJiAj}
iQ it\ ~Pa/rUc Schools.'
Vpoifr^ PatacsovT-vti Ck tcogo^ ^ 1 1. 1 mD us
BREWER TEACHERS'
22 NORTH CAROLINA EDUCATION [March, 1913.
l-'orsyth Teachers Favor Compulsory
Attendance.
Forsyth County teachers favor a
compulsory school attendance law
and with practically an unanimous
vote adopted resolutions in their
meeting here yesterday, urging the
General Assembly to enact such a
law. There were about ninety teach-ers
present at the meeting and not a
vote was cast against the resolutions.
Another feature of the meeting
yesterday was the address of County
Farm Demonstrator I. O. Schaub,
who told of the progress being made
in the organization of the Boys' Corn
Club and the Girls' Tomato Club in
this county. He reported splendid
progress and the teachers will co-op-erate
in the work. About eighteen or
twenty girls have already joined the
Tomato Club, which is a new organi-zation
entirely for this county.
The meeting of the teachers was a
most delightful and instructive one.
The question of improvements
made in the various schools this year
and what a local district can do with-out
county aid, was interestingly dis-cussed
by Miss Bess Bodenhamer, of
Salem Chapel Xo. 2 and Mr. S. G.
Sutton of the Rural Hall School.
Papers on Reading in Public
Schools, part 2, was conducted by Mr.
O'. E. Holder of the Birch Grove cussed by Mrs. 0. H. Wenhold. Miss
School, and Miss Annie Sulivan of
the Oak Forest School.
Another interesting subject was,
"Compulsory Attendance; What the
Teachers Can Do to Awaken Interest
in the I^ocal Districts." It was dis-
.\tarylillie Whittington, and Mr. W.
B. Clinard.
I think North Carolina Education
is doing a great work in the State. I
know it is helping the teachers in
their work. W. B. SPEAS.
University of Virginia
Summer School
Fdwin A. Alderman, President
June 24—August 7, 1913
The most beautiful group of Academic Buildings in this coun-try.
Distinguished facul'y. Attendance from 34 States. A
working schi ol, each course leading to definite credit.
University and college credit for teachers and students.
Courses fur college entrance. Professional certificate credit
for High Sthool Teachers, Gramnar Grade Teachers, and for
Primary Teachers Strong Department for Kindergarten and
Elementary Teachers. Courses in Manual Arts, Household
Arts and Agriculture.
Tuition low. Room and board reasorable. Special reduced
railroad rates. Fir illustrated folder and official announce-ment,
write to
Director Summer School
Univeisity, Virginia
Arnong thoae who have written in terms of high praise of
METCALPS ENGLISH LITERATURE
are some of the most distinguished profes-sors
in American universities and colleges.
Let us send you "The Book of Opinions"
also a booklet of specimen pages.
B. F. Johnson Publishing Co.
Richmond, Virginia.
B. F. JOHNSON PUBLISHING CO.
Richmond, Va.
Gentlemen: Please send me your booklet cow
taining specimen pages from Dr. Metcatf's Eng-lish
Literature, also " The Book of Opinions."
Name _..
Post Office..
State
^ %
%
RECITATION AND DIALGOUES
Such books will soon be in demand.
We have them. Send us your order
for whatever is needed in books and
school supplies.
LIFE AND SPEECHES OE AYCOCK, $1.30
Alfred Williams & Company
Ralelgti, Nf. C. J
March, 1913.1 NORTH CAROLINA EDUCATION 23
MINER'S BOOKKEEPING
(Moore and Miner Series)
OlMPLICITY, both in plan and treatment, characterizes (his work. Principles
are presented in clear terms and are emphasized by association with the
things familiar to the pupil. Drill and the performance of actual operations
instead of constant reference to rules make the pupil self-reliant, and prepare
him for working in the way he must when he engages in business.
Introductory Course
Introductory and Intermediate Courses
Complete Course
Intermediate and Advanced Courses
'
Banking (just published)
Send for complete descriptive folder
GINN and COMPANY: Publishers
70 Fifth Avenue, New York
NoptlT Carolina F^oems
Every Lover of the State's Literature Ought to Have a Copy
A new collection of North Carolina poetry just from the press. Edited by E. C. Brooks. Handsomely
printed in clear type on good paper ; 172 pages, 102 poems, 37 authors.
Bound in Beautiful Basket Pattern Cloth
Stamped in Gold. PRICE $1.00 POSTPAID
ENTHUSIASTIC COMVIENDATIONS.
From the Press.
A book that should appeal to every
North Carolinian. — Oxford Orphans'
Friend.
The biographical sketches are a feat-ure
and they are good.—Raleigh Biblical
Recorder.
Will prove a timely and most useful
compilation.—North Carolina Review.
From Superintendents and Teachers.
Supt. T. C. Henderson: "Send by ex-press
twelve copies."
Principal H. J. Massey: "Send me ten
copies."
Supt, N. C. Newbold: "Express twelve
copies."
Supt. F. T. Wooten: "Ship by express
tweuty-three copies."
From Other Readers.
"I predict a great and abiding success
for the book."
"The book is well done, and I am Tar
Heel enough to value It Immensely."
"T trust it may find a place In every
school In the State."
"I appreciate the service you are ren-
(it-ring the State. Send me eight copies."
Send your order to-day to W. F. MARSHALL, Publislier,
NORTH CAROLINA EDUCATION,
ra.l.e:igh, n. c.
24 NORTH CAROLINA EDUCATION IMareli, 191;].
THE SOUTHERN EDUCATIONAL BUREAU
ES rA.BL.ISHE:D 1801
Operates Tlirougtiout ttie Souttiwest
ral.e:igh, n. c.
It is to be expected, and it is a duty for teachers to take advantage of every opportunity offered to in'
crease salary or to improve in location or character of work.
We have filled positions in thirty-one States, and the number of applications direct from school officers
has increased more than ten times during the past five years.
To meet this largely increasing demand, we must add several hundred new names to our membership
list, and we can serve tnem better if they will register at once.
We have a large number of members who are not seeking a change but are open to promotion.
We copy a few recent expressions; we receive hundreds of similar letters annually.
Columbia. S, C, Nov, 25, 1912,
I like the position here very much. I certainly feel ver:
grateful to you for securing me the position, and I shall eer
tainly recommend the Bureau to any desiring to registe
with an agency. iVlARY HAVENS MILLS,
Director Music. Columbia College.
( Fron York.)
Am very
and like m>
and theory
tlnued
(From Oklahon
Forsyth. Ga., Dec. 2, 1912.
Lsed with the workings of your Bureau,
position as teacher of violin, harmony,
ch. I hope your agency will have con-
WALTER H. FRIEDRICH.
Red Springs. N. C. Nov. 21. 1912.
During the last fifteen years I have been a member of
four teachers' agencies, and whenever I have been placed
by an agency it has been by the Southern Educational Bu-reau.
My present position was secured through the South-ern
Educational Bureau, at over 10 per cent increase in sal-ary.
I have always found Mr. Parker to be a high-toned
gentleman and square in all his dealings.
J. E. DOWD,
Superintendent Red Springs Graded Schools.
Dothan. Ala., Nov. 22, 1912.
It is a pleasure for me to speak a good word for the Edu-cational
Bureau. 1 joined it last spring, and in a few
weeks I had secured a position. I am very much pleased
with my position here, and will always be grateful to the
Bureau for getting it for me. LOIS TOUNG.
(From South Carolina.)
Raleigh, N. C, Nov., 1912.
I am indeed glad to heartily recommend your agency to
teachers desiring better positions. It has been of invalu-able
service to me. and I have found it to be perfectly re-liable
and courteous In all of its dealings.
CLARA M. CHAPEL,
Teacher Music. City Schools.
(From Ohio.)
Educational Bureau. My present position was secured
through it. and I find my work very pleasant, indeed, and
just as you recommended it to be. Any teacher who desires
a better position will do well to enroll in the Southern Edu-cational
Bureau. o. H. ORR.
(From North Carolina.)
I most heartily
Lexintgon. Mo.
Southern Educational Bu-icement.
It has been fair
•ne. I am glad to recom-
ROSE COX,
Teacher of Art, Lexington College
North Carolina.)
vho desire
all dealings
Bolton. College.
Brunswick, Tenn., Dec. 4, 1911.
I take great pleasure in recommending the Southern Edu-ational
Bureau as prompt, courteous, considerate, and with
11 the other qualities that a teacher might desire.
fter I became a member, through
thei itable position.
Sin then my de
juld have di
vith the hav
(From South Ca
been as pleas
CECIL JOHNSON,
Department of Mathematic
Shelby, N. C. Nov. 13, 1912.
It is of great advantage to be a member of the Southern
Educational Bureau. I have secured two good positions
since I have been a member. Mr. Charles J. Parker, the
manager, whom I know personally, take's great interest In
all his teachers and in their advancement.
MISS MARGARET MARQUIS,
Graded Schools.
(From South Carolina.)
Bevler, Mo., Nov. 3. 1911.
The Southern Educational Bureau is of Invaluable assist-ance
to teachers in keeping in touch with vacancies in va-rious
schools, and especially so if the teacher wishes to
learn, by teaching in different parts of the country, of the
differences common to different localities.
L. M. HALEY.
(From South Carolina.)
Hendersonvllle, N. C, Nov. 12. 1912.
I have been an active member of your Teachers' Bureau
since 1902, and in every way I have found it reliable. Some
of the best positions I have had came through Its efforts,
and aome of the most satisfactory teachers I have had were
recommended by it: therefore I recommend It.
W. H. CALB,
Superintendent Graded Schools.
Mt. Groghan, S. C, Nov. 20, 1912.
say a few words In behalf of your
Fair Bluff, N. C, Oct. .17, 1911.
I can say you have been a great help to me. My salary
has been advanced 150 per cent. I do not think I could
have accomplished it without your aid. I am sure I could
not. Then, too, I have a better school now. I am able by
that to do better work. You certainly have bene a great
help to me. B. W. DOZIER.
(From Maine.)
Brownwood, Texas, Dec. 17, 1911.
I would be very glad to add my testimonial at any time
regarding your agency. I find my present position a very
pleasant one. Thanking you, I am,
MARIE CROSBY,
Director of Music, Howard Payne College.
( Fron-j New Jersey.
)
I cannot speak too highly of the Southern Educational
Bureau. Its manager, Mr. C. J. Parker, is a man of ster-ling
character, rare business qualities, and is punctual to
every duty. I was elected to my present position at JlOO
per month in less than two weeks after I had applied for